| dc.description.abstract | This work has as principal objective to analyze the importance of affective relationships to child adaptation in school. The question that arises is, in this context adaptation, how affective relationships will help the child to break the fear and insecurity of the early days in school life? And are teachers, staff and other school personnel conscious of the importance of affect in the interpersonal relationships with the children with whom they work, in this adaptation period? To support these ideas theoretically, we resorted to Wallon, who has affectivity as the central theme of his research, and also to the theories of Piaget and Vygotsky. The methodology used was the case study, using some elements of action research. As methodological instruments, observations, questionnaires, interviews, register, analysis of a child record, as well as interventions promoting teacher/student interaction were performed. This research was conducted in a public school of kids, in Union neighborhood, in the city of Belo Horizonte. A child of 3 years and their teachers were research subjects. The results showed that affectivity practiced in the first plan by the teacher as well as by the people who were involved in the process, contributed to child adaptation. The reflections made, in order to give awareness to those involved about the importance of giving children the right to adapt during the adaptation period, considerably facilitated the procedures developed with the child, the subject of this research. Procedures such as affection, extra attention, care and sensitivity with respect to the home culture when transmitted to children by professionals, not only through the hug and cuddle, but also through the special look and specific attention, it diminishes the length of time for the process with less suffering for the little ones, and the adaptation for them happens faster. | |
