THE INFLUENCE OF THE HAPPY CHILD PROGRAM ON THE LEARNING AND SOCIO-EMOTIONAL DEVELOPMENT OF CHILDREN AGED 0 TO 6 YEARS IN SCHOOL ENVIRONMENTS

Abstract

Child development in the early years of life is a crucial period, in which experiences, emotional bonds, and appropriate stimuli directly influence the formation of cognitive, socio-emotional, and social competencies. In this context, public policies aimed at early childhood gain great relevance, especially for families in situations of social vulnerability. The Happy Child Program (PCF), created by the Brazilian Federal Government in 2016, is one of these initiatives, aimed at supporting the comprehensive development of children aged 0 to 6 thru home visits, caregiver guidance, and early stimulation activities. This study aims to qualitatively investigate how the PCF impacts the school routine and socio-emotional development of the children served. To this end, semi-structured interviews were conducted with teachers, pedagogical coordinators, and program visitors, as well as direct observations in classrooms of public schools that serve children benefiting from the PCF. The main objective is to understand how the program's actions in the family environment are reflected in the school routine, influencing the children's behavior, learning, and interpersonal relationships. In summary, this study shows that the Criança Feliz Program has a positive and significant impact on children's school life, promoting advances in social behavior, emotional expression, language, autonomy, and family participation. At the same time, it points out ways to improve the integration between systems, ensuring comprehensive care that considers the child in their entirety and promotes full development from the early years of life.