Ghedin, Leila MarciaFrazão, Keila da SilvaFrazão, Kênia da SilvaFrazão, Késia da Silva2026-08-142026-08-142026FRAZÃO, Keila da Silva; FRAZÃO, Kênia da Silva ; FRAZÃO, Késia da Silva. Literatura infantil como ferramenta pedagógica no desenvolvimento cognitivo e socioemocional da criança: uma revisão bibliográfica. 2026. Trabalho de conclusão de curso (Licenciatura em Pedagogia) - Instituto Federal de Roraima, Boa Vista, 2026.https://repositorio.ifrr.edu.br/handle/123456789/392ABSTRACT – This article discusses children's literature as a pedagogical tool that supports children's cog-nitive and socio-emotional development. The topic is highly relevant, considering that reading is an essential social practice for students' overall development in its different dimensions. Children's literature is widely associated with entertainment; however, it also plays an innovative role through its contributions to children's education and development based on social interaction. Therefore, it can be used as an educational resou-rce that enhances teachers' classroom practices. Thus, the general objective of this study is to analyze, through a literature review, the relevance of children's literature in the child's developmental process, con-sidering its contributions to cognitive, emotional, and social development. This study is characterized as basic research with a qualitative approach and an exploratory-descriptive objective. Regarding the technical procedures, it is a bibliographic study based on previously produced and published materials selected from the Google Scholar and SciELO databases, considering scientific articles and/or monographs published over the last fifteen years (from 2011 onward). The authors discussed include Souza, Coriolano-Marinus, and Santos (2026), Bezerra (2025), Dos Anjos (2020), Almeida, Nicoletti, and Robaína (2020), as well as classical authors and official educational documents related to legislation and pedagogical guidance, such as the National Common Curricular Base (BNCC), the National Curriculum Parameters (PCNs), and the National Curriculum Framework for Early Childhood Education (RCNEI), among others. The study highlights the systematization of theoretical evidence reinforcing the importance of children's literature as an indispensable pedagogical tool for the holistic development of children. In this regard, the research con-tributes to the field of education by emphasizing the need for intentional and mediated pedagogical practices capable of promoting meaningful engagement with literary texts from early childhood, in accordance with the guidelines established by the BNCC. Finally, it is suggested that future studies deepen this investigation through field research involving classroom teaching practices and the direct observation of reading media-tion strategies.pt-BRLiteratura infantilInfânciaDesenvolvimento cognitivoDesenvolvimento socioemocionaltcc_graduacaoCIENCIAS HUMANAS::EDUCACAOLINGUISTICA, LETRAS E ARTES::LETRAS::LITERATURA BRASILEIRA