CHILDREN'S EMOTIONS IN THE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY EDUCATION

Abstract

The transition from early childhood education to elementary school marks a period of important transformations for children, both in the pedagogical and emotional fields. This phase is marked by the departure from a playful and more welcoming environment to a context of greater formality, rules and academic demands. The general objective of this scientific study is to investigate how emotions can interfere in the teaching-learning process of children in the transition from early childhood education to elementary school. The method used is qualitative bibliographical research, based on Vygotsky (2004) and Mello (2002) as bibliographic references. The research indicated that emotional balance during this transition is essential for the child's academic success and general well-being. Support strategies, such as effective communication, emotional support and the creation of a welcoming environment, are essential to help children manage their emotions and adapt more easily to the new educational context. Early Childhood Education, being the first stage of Basic Education, aims to prepare students for Elementary Education and it is necessary to create effective reception strategies to better understand how this transition process occurs, and what impacts it can cause on educational development is a milestone in the life of the child, the parents and even the educator.