A afetividade na relação do professor e aluno na primeira infância

Abstract

The work presented here, through descriptive literature research, aimed to understand the importance of affection in the relationship between teacher and student in early childhood. More specifically, it is intended to; highlight Henri Wallon's psychogenetic theory, in Early Childhood Education; Characterize and consider affection in the relationship between teacher and student in Early Childhood Education also suggest action procedures to teachers, on affectivity, in Early Childhood Education. The purpose of the study is to explore the influence of affective bonds between educators and children on their cognitive, emotional and social development in early childhood, being a crucial aspect in the construction of stimulating learning, positively impacting social skills and self-esteem. The essential role of teachers is highlighted in cultivating solid emotional relationships with their students, promoting a pleasant and enriching environment. Considering the objectives of this work, it is based on the following authors: Piaget, Vygotsky and Wallon. According to Piaget, the affective aspect is extremely important in the processes of assimilation and accommodation, as it is through the interests of the objects of knowledge that brings value, and also becomes a motivation for learning. Vygotsky works with the idea that the relationship that man establishes with the world is not a direct relationship, but essentially a mediated relationship. The higher psychological functions have a structure such that between man and the real world there are mediators, tools and auxiliaries of human activity. The study proposed by Wallon encompasses several fields of children's activity (functional fields), dividing them between affectivity, motor skills and intelligence; and moments of psychic evolution (stages of development), understood as discontinuous and conflicting, due to the child's organic maturation process, taking into account the environmental conditions in which they are inserted, such as social, family and cultural influences