Crenças de professores e auxiliares de educação infantil sobre competências emocionais de crianças de até cinco anos

Abstract

In the present study, it has been examined teachers and childhood educators assistants’ beliefs about emotional competencies (expression, understanding and emotional regulation), of children up to five years old in different moments of the ontogenic, according to what was stipulated by Resolution E/CME n. 30, January 3rd 2019, from Rio de Janeiro. Teachers socializers of young children’s emotions. As teachers’ beliefs affect the practices that he or she addresses to children it becomes important to study them. It is been taken for granted the notion of human development as a process that occurs in one interactions with the physical, social e cultural surrounding environment. Additionally, it is been considered the imbrication between biology and culture. Therein, we applied a development niche theoretical framework. Regarding to children’s emotional development, it was taken as reference, the theoretical framework that contemplates, in particular, three pillars for the emotional competencies: the understanding, the expression and the emotional regulation. It was aimed, all in all, to identify what child education teachers thought and knew about the emotional development of children up to five years old. Specifically, it was aimed to investigate what childhood education’s teachers and assistants think over the abilities of children to express emotions, and regulate and identify them in themselves and in others; verify the importance given by these professionals to the emotional competencies in children’s development; to analyze what they thought about it when the emotional competencies arise and how they are disclosed; investigate in what way these professionals thought they could help children to develop their emotional competencies; and to identify the sources of their beliefs over these topics. It was performed a transversal study in six institutions of childhood education of the private education network from the city of Rio de Janeiro, which have participated 20 teachers and 15 assistants. In order to collect the data, half-structured interviews and an instrument were applied to teachers and assistants from these institutions. The interviews were recorded and transcripted for later analysis. The instrument used was the Participant Profile Form. The analysis of the data was quantitative (descriptive statistics) and qualitative, in what has been applied the technique of contents analysis subject-categorial. The participation in this study was subject to the signing of the Free and Clarified Consent Term. It was verified that most participants consider emotional competencies important to children’s development and, beyond that, they believe they are responsible for helping them to develop it. This research aimed to compose discussions that could improve the quality of teacher’s training field and, This research aimed to compose discussions that could improve the quality of teacher’s training field and, above all, offer subsides for these teachers being able to actuate in favor of the development of children’s emotional competencies and, thus, contribute to improve childhood education.