Os fatores que interferem e contribuem para a constituição das relações afetivas entre professores e crianças na educação infantil

Abstract

This paper aims to analyze the factors that interfere and contribute to the constitution of affective relationships between teachers and children in early childhood education. As specific objectives we will discuss the importance of child development for interpersonal relations based on the theories of Piaget (1971), Vygotsky (1998) and Wallon according to Galvão (1995) in his book Henri Wallon: a dialectical conception of child development; identify in the legal frameworks of early childhood education in Brazil the guidelines that help the teaching practice on interpersonal relationships between teacher and student and, finally, analyze the relationships of affection in the practice of teachers who work in a CREI and a private school. This study had as method the qualitative research. From the observed, we conclude that the relationship of affection contributes to the overall development of the child (affective, cognitive and social).