The aim of this paper is to present the predominant learning styles of teachers and children, and also the metacognitive regulation strategies used by the children of a municipal education (CMEI) of Curitiba/Parana /Brazil, which reflects the teaching practice. It were 104 participants, all children, divided into seven classes, four of Maternal III (3-4 year olds) and three of Preschoolers (children 4-5 years). The research instruments used, were the Questionnaire of Honey-Alonso Learning Styles with teachers, Inventory Portilho/Beltrami of Learning Style, the design of the teacher and the metacognitive questions with the child. The results show the importance of the teacher to follow the development and the learning of their students, observing how the style of teaching and learning can interfere in the learning of their students. The metacognitive work in the classroom is the way of the student, since little child, to participate actively in their own learning process.
