POSITIVE EDUCATION IN EARLY CHILDHOOD: A PATH TO SOCIOEMOTIONAL DEVELOPMENT IN THE SCHOOL ENVIRONMENT

Abstract

This article aimed to analyze the relevance of positive education in early childhood as a pedagogical strategy to strengthen socioemotional development in the school environment. The research was carried out through a bibliographic and qualitative study, based on scientific articles, books, and official documents published mainly in the last five years, in addition to classic reference works. The results showed that the adoption of positive education practices favors the development of competencies such as empathy, resilience, self-esteem, and cooperation, positively impacting school performance and interpersonal relationships. It was also observed that educational environments that value affection, dialogue, and the recognition of children’s achievements become more democratic and inclusive, reducing behavioral problems and strengthening the school-family partnership. The analysis also highlighted that the application of this approach faces challenges, especially related to teacher training and the need for public policies to support its implementation in different contexts. It is concluded that positive education in early childhood represents a promising path for the integral development of children, offering significant contributions both to the teaching-learning process and to the construction of a fairer, cooperative, and humanized society.