The use of media in early childhood education has encountered barriers, especially with regard
to teaching practice. This paper aims to reflect on the use of media pointing to challenges of
teaching practice in early childhood education, contextualizing with the concepts of competence
and skill, since the BNCC guides that the teacher should understand the new digital languages,
which constantly emerge from new technologies, aiming to contribute to a greater analysis and
understanding of this reality. To this end, a qualitative, bibliographic research was conducted.
The data analysis was done through the interpretation of documents that guide Early Childhood
Education and theoretical texts that discuss the subject, which point to the versatility of the
concepts of competence and ability, which became popular with the implementation of the
BNCC. The results of the research made it possible to show that children must be protagonists
in their interaction with the media world, so the school must ensure their social, cultural, digital
interaction and with their peers, overcoming traditionalism and the teacher-centered role. They
also showed that there is a paradox caused by the different positions of educators regarding the
use of media in early childhood education.
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