EARLY CHILDHOOD EDUCATION AND THE AFFECTIVE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS

Abstract

This article presents information regarding the affective relationship that develops between teachers and students during the early years of schooling, focusing primarily on the affectivity fostered in this environment. The study highlights how positive emotional bonds established between children and adults contribute significantly to the construction of a child's identity and self-worth. Experiences lived consciously motivated by the joy of discovery and imbued with affectivity—create meanings that endure throughout life. Focusing on the child's learning environment specifically within the school setting relationships are diverse, involving peers, teachers, and others who are part of the community where the child lives and learns; this represents a routine distinct from that experienced at home. Initially, oral language serves as the primary instrument of communication, allowing the child to express feelings and ideas and thereby strengthen relationships with others. Affective relationships within the school environment are almost invariably beneficial and play a crucial role in reinforcing human experiences throughout the knowledge acquisition process. This article aims to describe the affective relationship between teachers and students, as well as the importance of this relationship in pedagogical practices, drawing upon the insights of various experts in the field.