LIRA, V. C. N.; http://lattes.cnpq.br/4844738044860727; LIRA, Vanesa Cristina Nascimento.
Résumé:
This monograph is justified by the intention of exploring the importance of affection in
the classroom and its contributions to the development of socio-emotional skills in
children in Early Childhood Education. Thus, the motivating problem was: What is the
importance of affection in the teaching-learning process and how do good interactions
impact children's daily school life, from the teacher's perspective? The general objective:
To highlight the importance of affection for the development of socio-emotional skills.
The specific objectives: to reflect on how understanding the concept of affection can
interfere in the children's teaching-learning process; to analyze how affection can develop
socio-emotional skills and its importance for social coexistence; to highlight the different
socio-emotional skills experienced by children, based on good interactions in the
classroom, from the teacher's perspective. We conducted a bibliographical research that
brought together different theoretical perspectives on affection and its contributions to
the educational process. In addition, we conducted a semi-structured interview with 04
(four) educators in the area of Early Childhood Education who shared their conceptions
and understandings about affection, family-school relationships and the development of
socio-emotional skills, through their experiences and pedagogical practices related to
affection. The data were analyzed based on thematic content analysis, the results of which
indicated that affective relationships in the school environment not only favor a
welcoming, safe and more conducive environment for learning, but also contribute to the
development of socio-emotional skills, such as empathy, emotional regulation and
resilience. We concluded that affection is a fundamental aspect of child development and
should be valued to promote meaningful learning and the child's integral development in
a healthy way.
