GUERRA FLORES, Karen ElizabethPACCARA PACCARA, ElizabethPUMA MAMANI, Katia Magaly2026-10-062026-10-062026-10-06https://repositorio.ispa.edu.pe/handle/123456789/512Reading motivation in Early Childhood Education is an increasingly relevant topic because of its connection to language development, comprehension, and the enjoyment of reading from the earliest years of life. However, the literature still shows gaps regarding the factors that encourage or limit this process, especially in Latin American and national contexts, where teacher mediation, family support, and sociocultural conditions play an important role. In response to this issue, this documentary study aimed to analyze the scientific literature on reading motivation in early childhood, in order to answer the following research question: what factors influence reading motivation at this educational stage? The study was developed under a qualitative approach through a documentary review of specialized bibliographic sources, including scientific articles, theses, and books related to the topic. The analysis showed that reading motivation depends on several interrelated factors, among which stand out the pedagogical role of the teacher, active family participation, and the use of meaningful, playful, and context-based pedagogical strategies. In conclusion, the literature review shows that promoting reading motivation in Early Childhood Education requires coordinated work among school, family, and the sociocultural environment in order to strengthen positive reading experiences from early childhood. Keywords: reading motivation, early childhood education, documentary research, teacher role, family.