THE BITE AT THE CARE CARE

Abstract

The article explores the phenomenon of biting in the context of early childhood education, highlighting the common perception that this behavior is often considered aggressive and uncontrollable. Observations from teachers, development assistants and informal reports from parents and caregivers reveal that, even in children aged 0 to 3 years, responsibility is attributed to one or more culprits. However, the article argues that modern theories about childhood and aggression in children offer alternative perspectives. Sigmund Freud's theories, which emphasize aggression as a constitutive element of child development, and Levi Vygotsky's sociointeractionist approach, which considers psychological development as a contextualized and socially influenced process, are discussed as counterpoints to traditional views. Furthermore, the article mentions the work of Wallon, a pioneer in studies of human development, who highlights the importance of emotions and the influence of the social environment on the development of children's attitudes. It emphasizes interaction with others, especially with parents, grandparents, uncles and teachers, as a fundamental factor in shaping children's behavior in the world. Taken together, these perspectives suggest the need for a more holistic and contextualized approach to understanding and addressing aggression in children in early childhood education.