This article analyzes teaching practices with infants and very young children, emphasizing the specificities of pedagogical action in early childhood education with this age group. Teaching is understood as an interactive social practice that is established by the social action of children and teachers in the context of the early childhood education institution. This text is the result of an analytical process involving research and extension focused on a continuing education course for early childhood education teachers, with the purpose of reflecting on the specificities of teaching in this educational stage. As material for analysis, it presents the observation records that compose the training memorial produced by the project participants. The training memorial is used as a methodological resource to record the teachers’ career paths, professional experiences, pedagogical practices, and observations about children. It enables a process of formation and permanent self-formation to be established, producing knowledge about the teachers’ daily practices. The professional knowledge and practices of teachers of infants and young children constitute an important field of research, but this is a professional category that is still in the process of construction. This text concludes that thinking about teaching with infants and young children involves perceiving and recognizing singularities of their modes of communication, with the teacher’s body being an essential component of his/her social action.