A importância dos aspectos socioemocionais no processo ensino-aprendizagem na educação infantil

Abstract

Brazilian legislation, regarding the early childhood education process, emphasizes the importance of considering the child as a whole—that is, their cognitive, emotional, social, and biological dimensions. In this sense, this study aimed to discuss the importance of socioemotional aspects in the teaching-learning process in early childhood education. The research, which adopted a qualitative approach, was exploratory in nature, and used bibliographical and documentary research. It was based on classical theorists such as Piaget, Vygotsky, Wallon, and Goleman, as well as normative documents such as the National Common Curricular Base (BNCC). The literature has shown that socioemotional development is inseparable from cognitive development, with emotions and social interactions, through play and other pedagogical strategies, being fundamental mediators of learning. It was identified that the BNCC encompasses general competencies directly related to socioemotionality, such as communication, self-awareness, empathy, and responsibility, guiding more inclusive pedagogical practices. Pedagogical proposals such as cooperative games, artistic activities, discussion groups, conflict mediation, and mindfulness practices were explored, and experiences applied in schools have demonstrated positive results, such as increased engagement, empathy, and cooperation among children. We conclude that considering socioemotional aspects is an essential part of the Early Childhood Education curriculum and is indispensable for developing critical, sensitive individuals capable of living ethically and with solidarity. We recommend strengthening teacher training and developing empirical research to evaluate the impacts of socioemotional learning programs.