THE AFFECTIVE RELATIONSHIP BETWEEN THE EDUCATOR AND THE CHILD IN EARLY CHILDHOOD EDUCATION

Abstract

This text addresses the importance of the affective relationship between teachers and children in Early Childhood Education and its contributions to children’s development and learning. It discusses the historical development of Early Childhood Education in Brazil, highlighting its transition from a predominantly welfare-oriented perspective to its consolidation as the first stage of Basic Education and as a child’s right. The main regulations that guide this educational stage are also presented, particularly the 1988 Federal Constitution, the Brazilian Law of Guidelines and Bases of National Education, the National Curriculum Guidelines for Early Childhood Education, and the Brazilian Common Core Curriculum. The discussion is based on qualitative bibliographic research, considering theoretical contributions on child development, learning, interaction, and affectivity, especially those of Vygotsky (2007), Piaget (1976), and Wallon (2007). The studies analyzed indicate that affectivity is a significant dimension of pedagogical relationships, expressed through welcoming, listening, respect, dialogue, and trust. The relationship established between teachers and children can foster participation, security, socialization, autonomy, and learning, contributing to children’s integral development. It is concluded that affectivity should not be understood as separate from pedagogical practice, but rather as a constitutive dimension of educational relationships in Early Childhood Education, strengthening more welcoming and meaningful practices committed to children’s rights and individual characteristics.