INTELIGÊNCIA EMOCIONAL DA CRIANÇA NA EDUCAÇÃO INFANTIL

Abstract

Nowadays' demands increasingly leave young children without the constant assistance of their mothers, as a consequence, children go to kindergarden and schools at an increasingly earlier age. Consequently, some children enter school without a good structure of self-concept, self-esteem and with emotional demands that affect their lives, their social interactions and their educational processes. However, Emotional Intelligence in Early Childhood Education is of fundamental importance for the integral development of children, as it is in Early Childhood Education that the foundations for learning and well-being are logical, as well as understanding the self and cultivating emotions are fundamental in this period of life. The objective of this article is to examine the role of emotional education in the academic development of children in early childhood education, investigating how the teaching of socio-emotional skills can influence and favor school performance, engagement in learning, improve social interactions and relationships with peers. , and promote psychological and emotional well-being, as well as understanding which strategies for developing emotional intelligence are effective in the school environment. Associated with this objective, we sought to specifically answer the following questions: What are the positive results of promoting emotional intelligence from the first years of life? How can emotional education contribute to the social and academic development of children in Early Childhood Education? and What are the strategies for developing Emotional Intelligence, promoting socio-emotional skills and ensuring good academic performance? To answer such questions, the research uses a qualitative approach, of a basic and descriptive nature, and with a bibliographic procedure. The study is based on theorists and researchers who focus on reading and knowledge in the practice of children's emotional intelligence in the school environment, namely: Vygotsky (1930); Malaguzzi (1960); Goleman (1995); Antunes (2012); BNCC (2017); Bruner (1960).