Afetividade e ensino-aprendizagem: uma relação necessária para o desenvolvimento cognitivo da criança.

Abstract

The present research had as main goal to know the teaching work from the relationship with the affective, cognitive and motor aspects of children from Early Childhood Education and how this relationship contributes to the cognitive development of these children. The study justifies itself for being a theme which has obtained growing discussion in the educational field, as well as concerns related to the understanding of affectivity and cognition in the Early Childhood Education classroom as teacher. The research was carried out with four female teachers aged between 20 and 27 years old, who work with children aged between 3 and 6 years old in a Municipal Day Care in the city of Cajazeiras, Pb. In the methodology, we utilized the Case Study; we carried out observations from the relationship teacher- student, student-student in the classroom and in the other environments of the institution. We obtained the information from a structured questionnaire and we opted for the theme analysis as data analysis procedure. The results of the research pointed out that this work reveals the importance of considering that the affectivity plays a fundamental role for the cognitive development of children from Early Childhood Education and that it is necessary that we realize the important role played by the teachers in the school context so that the construction of good relationships in the classroom is effectively lived. Finally, we conclude that the teachers get along well with their students bringing pleasant results for the learning and for the integral development of the child from the consideration of the affective, cognitive and motor aspects.