Competências socioemocionais na educação infantil: o porquê e como garantir a formação integral da criança

Abstract

Education aims at the full development of the person, their preparation for the exercise of citizenship and their qualification for the job market (BRASIL, 1988). From this perspective, it is understood that the integral formation of the child encompasses cognitive and socio-emotional skills, since society and the current job market demand people with the ability to adapt, socialize and with emotional control. In this context, this article presents the results of a research that sought to investigate how Early Childhood teachers can stimulate the development of socio-emotional skills in children. Through an integrative review, the main foundations and concepts of socio-emotional competence were listed and practical examples of activities that promote the stimulation of these competences in children were presented. Due to the scarcity of content related to the theme in the field of Education, the search was directed to the field of Neuroscience, specifically Early Stimulation for analysis of the object of study. The research demonstrated the importance of teaching skills from early childhood and allows us to conclude that early stimulation presents many proposals that help the teacher to identify the pedagogical potential of everyday games and to develop new ideas for their teaching practice with a focus on experiences. that work with the different learning of children.