FAMILY RELATIONSHIPS IN STUDENT DEVELOPMENT IN ELEMENTARY SCHOOL II

Abstract

This study addresses family relationships in the development of elementary school students. The article refers to the Final Project for the Bachelor's Degree in Pedagogy at Anchieta College of Higher Education. The guiding question for this study was: How does family emotional instability affect the development of elementary school students? This research is qualitative and descriptive in nature. The general objective was to assess the consequences of emotional instability on the development of elementary school students. Specific objectives sought to identify the affective factors that interfere with student development, understand the importance of self-esteem in student development based on family emotional relationships, and analyze the influence of technology on students' daily lives both at school and at home. The article was based on theoretical frameworks developed by Piaget (1984), Moyses (2001), Goleman (1995), and Bom Sucesso (1999). It has been observed that a student's emotional family relationship directly impacts their academic development, as it is this relationship that provides them with security, confidence, affection, and self-esteem. The entire teaching and learning process for students occurs healthily when they receive supervision and support from their family and the entire educational team at their school. The student's developmental stages toward adulthood also need to be monitored, always with affection and dialogue, as these stages will make them mature enough to pursue independence.