Primeira infância e formação da personalidade: influências biológicas, sociais e emocionais

Abstract

This paper aims to analyze the development of personality in early childhood, understanding it as a complex, dynamic, and multidetermined process, resulting from the interaction of biological, emotional, social, and cultural factors. The study adopts a qualitative approach, configured as a theoretical-reflective study (narrative review), based on authors such as Jean Piaget, Lev Vygotsky, Henri Wallon, Maria Montessori, and Friedrich Fröbel, whose contributions help to understand child development in its various dimensions. Initially, the importance of early childhood as a crucial period for the formation of the individual is discussed, highlighting that the experiences lived during this time significantly influence the child's cognitive, emotional, and social development. Subsequently, the formation of personality is addressed, highlighting the role of emotions, emotional bonds, and social interactions in the construction of the child's identity and subjectivity. Next, the influence of the family is examined as the first and primary context of socialization, responsible for providing the emotional and relational foundations that support a child's development. Subsequently, the role of Early Childhood Education is highlighted as a privileged space for learning and development, where, through intentional pedagogical practices, play, and interactions, the child expands their cognitive, social, and cultural skills. Finally, it is evidenced, based on theoretical reflection, that a child's personality development occurs in a continuous and relational manner, being deeply influenced by living conditions, experiences, and relationships formed throughout childhood, underscoring the importance of educational and family contexts that foster the child's holistic development.