AFFECTIVITY AS A PEDAGOGICAL PRACTICE IN EARLY CHILDHOOD EDUCATION

Abstract

This article presents a theoretical research that aimed to reflect on the importance of affectivity in the practices of Early Childhood Education. To this end, it was based on the vision of Early Childhood Education legally established from the Law of Guidelines and Bases of National Education (LDB, 1996) and the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2010) and the conception of child resulting from them. The investigation sought to point out theoretical discussions based on the studies of Pikler and Gerber, which understand babies and young children as powerful beings. Aspects of pedagogical practices with emphasis on affectivity, what is or is not the education of children and babies, the aspect of attachment and the development of emotions in this age group were discussed. It is concluded that the affective bond and interpersonal relationships are inherent to the basic needs of child development and the particularities of the work, principles, practices and curriculum of Early Childhood Education involve the affective character of educators, who must be part of the group of limited adults who daily participate directly and indirectly in the construction of meanings, cultures and personalities of the child.