SOARES, E. S.; http://lattes.cnpq.br/3469365208416993; SOARES, Emanuela da Silva.
Résumé:
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.