A afetividade na educação de bebês: o que as professoras têm a nos dizer?

Abstract

Early childhood teachers play an important role in promoting the emotional development of babies. As a result, the objective is to analyze the educational practices of the teachers of baby education that enable their emotional development. The main theoretical framework is the Psychogenetics of Henri Wallon. This research is qualitative and exploratory in nature and consisted of interviews with five nursery teachers of children aged 0 to 1 year and 6 months who teach at three Kindergarten Schools in a small town in the north of Rio Grande do Sul. . For the treatment of the interviews, the content analysis proposed by Bardin (2016) was used. The interviews were categorized a posteriori, as they emerged from the teachers' statements. The results indicate three major categories: caring with affection, welcoming the babies' manifestations and communication and bonding in routines. They indicate that the teachers said they had not had discussions about the topic in their initial and continuing education. They also indicate that they express a lot of attention to how babies manifest themselves and seek to promote their emotional development. However, there are still more care practices for babies and not with babies. Another aspect to be better analyzed is in relation to the Education dimension, which still seems to be little highlighted in teaching practices. It is estimated that this research can contribute to the practice of teacher educators about the importance of affection in the care of babies from 0 to 1 year and 6 months. As well as bring notes for the introduction of this theme in the initial and continuing education of teachers of Early Childhood Education.