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Pedagogical processes and emotional development in early childhood Education: an investigation based on the analysis of children activity

Grant number: 14/06284-3
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): August 01, 2014
Effective date (End): December 31, 2015
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Juliana Campregher Pasqualini
Grantee:Jéssica Bispo Batista
Home Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

Based on the theoretical framework of cultural-historical psychology, this research aims to understand the role of the educational process on the development of emotions and feelings in preschool through the analysis of the child's activity. The relevance of this study is mainly justified by the fact that the problem of emotions is still little explored in the context of cultural-historical theory, particularly in empirical and experimental investigation. Considering the emotions and feelings in the context of affective- cognitive unity of the human psyche and understanding them as mental processes that acquire new structures as a result of learning, this research seeks to understand the relationship between preschool education and emotional development in order to scaffold the organization and planning the pedagogical action of early childhood education oriented to the process of humanization of children. Data collection will be conducted in a public preschool in a medium-sized city in the State of São Paulo, with a group of 25 children aged 4 and their respective teacher. Classroom observations and an interview with the teacher will be conducted in order to analyze the extent to which educational activities mobilize the emotional aspects of children and contribute to their affective-emotional development in the direction of self - regulation. Data will be recorded in a field diary and categories of analysis will be outlined from the articulation between empirical data and theory that underlies this study. We expect to identify the extent to which different activities carried out by teachers and children in preschools and the mediations provided in their course contribute to the child's emotional development.

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