A contribuição da afetividade no desenvolvimento das crianças pequenas em uma creche do município de Bayeux

Abstract

The present study has as main objective to analyze how the teachers of Daycare one in Bayeux understand the affectivity in the teacher-child relationship in the process of child learning. It was carried out through a qualitative research developed in the Undergraduate thesis. The work addressed the contribution of affectivity in Early Childhood Education, and investigated how the teachers of the Daycare one in Bayeux understand the affectivity in the teacher-child relationship in the process of child learning and whether this issue permeates practices in the room of activities. It was used as methodology the observation and the application of a questionnaire with five teachers of the daycare center. According to the results obtained, it was possible to perceive in the answers the difficulties that the teachers have in integrating in the routine the care and the educate. The way that daycare space was organized also makes it difficult to overcome this binomial, as well as undermines work with affectivity. Lastly, there is still a need to deepen theories of child development, including that proposed by Wallon, so that an integral development of the child in Infant Education can be built taking into account the cognitive, motor and affective aspects.