Afetividade e desenvolvimento cognitivo na educação infantil: um olhar sobre a formação continuada no Município de João Pessoa

Abstract

This study aimed to develop a study on a ffectivity and cognitive development in Early Childhood Education, lookin gatthe continuing education off eredto teachers at this levelof education in the municipality of João Pessoa. Toreferto this study, theorists such as Wallon (In: Werebe, 1986), Piaget (Translation In: 2014), VygotskY (In: 1998) to address the relations hipbetween affectivity and cognitive development, as well as Rodrigues (2015) and Machado (2017) to teach teachereducation, in addition to analyzing some legislationsuch as the Federal Constitution (1988), LDBEN (1996), Curriculum Framework for Early Child hood Education (1998), National Education Plan (2014) , The State Education Plan (2015) andthe Municipal Education Plan (2015) in order to observe the lawsand regulations for Early Child hood Education and the continuing education of the irteachersin these official documents.This qualitative, descriptive and exploratory researchwas carried out in theperiod from 2017 to 2018. Weselected two Child Education institutions located in thecity. For the data collection, questionnaires were appliedwith two educators from eachofthe CREIS participants of there search and with the local coordinator of the continuing education. The data collected were treated by content analysis accordingto Bardin (1977). Throughout there search, we aspire to the studies on affection and cognitive development base don Wallon, Piaget and VygotsKy to demonstrate, in a reasoned way, that affectivity and cognitive development go hand in hand simultaneously. Thus, the more affection ate the bondbetween the children and the educators, the more their cognitive potentialities and abilities will best imulated. Considering the factthat affection atetreatment permeatesethi calrespect for thecitizen teach childre presents.