Study on Emotions and Feelings in Early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Batista, Jéssica Bispo
Data de Publicação: 2022
Outros Autores: Pasqualini, Juliana Campregher, Magalhães, Giselle Modé
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927
Resumo: This study aimed to investigate the role of the pedagogical process on the development of emotions and feelings in the preschool age, based on the analysis of the child’s school activity. This research involved observations in the classroom and an interview with the responsible teacher, in order to analyze the extent to which the pedagogical activities mobilized the emotional aspects of children and contributed to their affective-emotional development. The results showed that being recognized by the teacher in the collective is emotionally more significant than the nature and success of the task execution. It follows that understanding the dynamics of emotions in the concrete school life of pre-school children is essential for pedagogical planning that aim the emancipation of subjects.
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spelling Study on Emotions and Feelings in Early Childhood EducationEstudo sobre Emoções e Sentimentos na Educação InfantilEducação InfantilTeoria Histórico-CulturalEmoçõesEarly Childhood EducationCultural-Historical PsychologyEmotionsThis study aimed to investigate the role of the pedagogical process on the development of emotions and feelings in the preschool age, based on the analysis of the child’s school activity. This research involved observations in the classroom and an interview with the responsible teacher, in order to analyze the extent to which the pedagogical activities mobilized the emotional aspects of children and contributed to their affective-emotional development. The results showed that being recognized by the teacher in the collective is emotionally more significant than the nature and success of the task execution. It follows that understanding the dynamics of emotions in the concrete school life of pre-school children is essential for pedagogical planning that aim the emancipation of subjects.Este estudo investigou o papel do processo pedagógico sobre o desenvolvimento das emoções e sentimentos na idade pré-escolar, a partir da análise da atividade escolar da criança. A pesquisa envolveu observações em sala de aula e uma entrevista com a professora regente, a fim de analisar em que medida as atividades pedagógicas mobilizavam os aspectos emocionais das crianças e contribuíam para seu desenvolvimento afetivo-emocional. Os resultados demonstraram que ser reconhecido no coletivo pela professora é emocionalmente mais significativo que a natureza e o sucesso da execução da tarefa. Conclui-se que compreender a dinâmica das emoções na vida escolar concreta das crianças em idade pré-escolar é imprescindível para o planejamento pedagógico que vise a emancipação dos sujeitos.FACED - UFRGS2022-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927Educação & Realidade [Education & Reality]; Vol. 47 (2022)Educação & Realidade; v. 47 (2022)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927/84900https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927/84901Copyright (c) 2022 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBatista, Jéssica BispoPasqualini, Juliana CampregherMagalhães, Giselle Modé2022-11-16T18:22:52Zoai:seer.ufrgs.br:article/116927Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-11-16T18:22:52Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Study on Emotions and Feelings in Early Childhood Education
Estudo sobre Emoções e Sentimentos na Educação Infantil
title Study on Emotions and Feelings in Early Childhood Education
spellingShingle Study on Emotions and Feelings in Early Childhood Education
Batista, Jéssica Bispo
Educação Infantil
Teoria Histórico-Cultural
Emoções
Early Childhood Education
Cultural-Historical Psychology
Emotions
title_short Study on Emotions and Feelings in Early Childhood Education
title_full Study on Emotions and Feelings in Early Childhood Education
title_fullStr Study on Emotions and Feelings in Early Childhood Education
title_full_unstemmed Study on Emotions and Feelings in Early Childhood Education
title_sort Study on Emotions and Feelings in Early Childhood Education
author Batista, Jéssica Bispo
author_facet Batista, Jéssica Bispo
Pasqualini, Juliana Campregher
Magalhães, Giselle Modé
author_role author
author2 Pasqualini, Juliana Campregher
Magalhães, Giselle Modé
author2_role author
author
dc.contributor.author.fl_str_mv Batista, Jéssica Bispo
Pasqualini, Juliana Campregher
Magalhães, Giselle Modé
dc.subject.por.fl_str_mv Educação Infantil
Teoria Histórico-Cultural
Emoções
Early Childhood Education
Cultural-Historical Psychology
Emotions
topic Educação Infantil
Teoria Histórico-Cultural
Emoções
Early Childhood Education
Cultural-Historical Psychology
Emotions
description This study aimed to investigate the role of the pedagogical process on the development of emotions and feelings in the preschool age, based on the analysis of the child’s school activity. This research involved observations in the classroom and an interview with the responsible teacher, in order to analyze the extent to which the pedagogical activities mobilized the emotional aspects of children and contributed to their affective-emotional development. The results showed that being recognized by the teacher in the collective is emotionally more significant than the nature and success of the task execution. It follows that understanding the dynamics of emotions in the concrete school life of pre-school children is essential for pedagogical planning that aim the emancipation of subjects.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927/84900
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116927/84901
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 47 (2022)
Educação & Realidade; v. 47 (2022)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
_version_ 1799766989219037184

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