The present work will be developed to investigate the different methodological strategies used by teachers to promote the reading habit in early childhood education children in order to ensure that they acquire a taste for reading at an early age and, even more, that it lasts throughout their lives. Methodological strategies constitute the sequence of planned and systematically organized activities that allow the construction of school knowledge and, in particular, its integral development. It refers to the pedagogical interventions carried out with the intention of enhancing and improving the spontaneous teaching-learning processes as a means to contribute to a better development of intelligence, affectivity, conscience and competences to act socially. Reading and reading comprehension are not innate skills, but are acquired as the individual grows, therefore, the first cycles of schooling are of great importance for the acquisition of reading, so the techniques, methods and activities to be developed should be initiated from this first instance.