A afetividade na educação infantil: o que dizem as professoras

Abstract

This course conclusion work had the general objective of analyzing the understanding of Early Childhood Education teachers on the issue of affectivity focused on the teacher-child relationship. This theme is of fundamental importance for work with children, because when working with them, we have to think about issues that involve a whole care and education. In this work we talk about the role of Early Childhood Education, about caring and educating in Early Childhood Education, we also address Affectivity and the importance of affection for children. The main theoretical references were: Wallon (1995) Piaget (1979) and Almeida (2000). The general objective of the work was to analyze what the educators understand about affective practices in their relationship with children. The methodology consisted of qualitative research of an exploratory and descriptive nature, through the application of a questionnaire with teachers of Early Childhood Education, in the city of João Pessoa. The questionnaire was applied to four teachers who work at a Municipal Center for Early Childhood Education (CMEI), located in the city of João Pessoa. From their responses, we highlight how important they consider affectivity for the children's learning process. They talked a lot about welcoming children, how important it is for them to feel safe outside the family environment. They also addressed the issue of dialogue as an important point for an affectionate relationship between teacher and child. Given this, it is noticeable that affectivity is a subject that should be valued, as it is present as the basis for the development process of children.