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The article has as a reference a broader Research Project on didactic sequences for developing expository writing in Early Childhood Education. We show from the development of a Work Project how the language facilitates the social construction of the knowledge in a classroom of five years, as well as the processes of interaction and the constructed knowledge. This study has been done based on the qualitative analysis of twenty-four classroom sessions and their corresponding transcriptions, as well as all the pedagogical documentation of the project on the human body. The main finds identify teachers as the engine of change in teaching practices. To change the early childhood school it is necessary that teaching practices change. And so these will be changed, are required teachers to analyze and to inquire about their own practice, generating a space of exchange, debate and reflection in relation to the challenges that it means to advance toward inclusive, quality education for all, in the scope of politics, culture and educational practices.

El lenguaje como medio de construcción social del conocimiento en educación infantil