Desenvolvimento emocional infantil e dificuldade de aprendizagem: uma relação

Abstract

Child emotional development is a topic that has gained prominence in education today, and this study stemmed from the understanding that emotions play a central role in the teaching-learning process, influencing children's attention, concentration, motivation, and socialization. Itsobjective was to investigate how poor emotional development in children can lead to learning difficulties. The study employed a qualitative approach, using interviews with teachers, educational psychologists, and psychologists in early childhood education in the municipality of Picos, Piauí, analyzing their conceptions of the relationship between emotions and learning difficulties, in addition to a theoretical review focusing on key authors such as Goleman (2011), Vygotsky (1991), and Siegel and Bryson (2015). The results show that emotionally fragile children face greater obstacles in maintaining focus and interacting socially, which compromises their school performance. It is concluded that emotional development is a determining factor for learning and should be recognized as an inseparable part of early childhood education. The study contributes to broadening the theoretical debate on the subject, offering practical support to teachers, and drawing attention to the need for public policies that guarantee adequate socio-emotional support for children.