Afetividade docente no processo de ensino e aprendizagem da criança na educação infantil

Abstract

This is a research project that focuses on affection in the teaching and learning process of children in Early Childhood Education, considering that this first stage of schooling is essential for children's development. In line with this thought, the research starts from the following problem: Does teacher affection contribute to the social and educational development of children in Early Childhood Education? In this sense, with the intention of answering this question, we chose as our general objective: to understand the affective dimension of teachers for the social and educational development of children in Early Childhood Education. Thus, as for the specific objectives, we list: To identify the main concepts about affection in Early Childhood Education, to characterize how affective teaching practice in building the teacher-student relationship favors learning, and to discuss the main contributions of affection to children's learning in Early Childhood Education. As for the contextual methodological aspects, the research was developed based on a qualitative, bibliographical, and explanatory approach. In this turn, for its foundation we resorted to the contributions of the following authors: Almeida (2012), Macedo (2008), Sousa (2019), Vasconcelos (1993), Wallon (2008) among other authors. We verified that affection effectively impacts the development of children in the aforementioned modality, since it enhances their sociocognitive development, envisions relationships, contemplates self-knowledge of the world and the spaces it integrates