Peer-reviewed article
LEARNING DIFFICULTIES IN EARLY CHILDHOOD EDUCATION
Genildo Flor da Silva, Kleyton Holond de Lima Rocha, Gilvana Maria Monteiro da Silva, Girlaine Marcia de Mendonça Oliveira, José Carlos Vanderlei da Silva et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This article examines learning difficulties in early childhood education, arguing that the absence of affection is a key factor influencing how children learn. The author discusses how affectivity—emotional warmth and positive relationships—shapes children's development and learning outcomes in school settings. The article emphasizes that schools, as the first socialization environment outside the family, must provide safe and supportive relationships to help children develop healthily and succeed academically. Positive interpersonal relationships between educators and children are presented as essential for achieving educational goals.
Key points
- Absence of affection is identified as a determining factor in learning difficulties during early childhood education
- Affectivity influences the teaching-learning process and knowledge construction
- Affectivity is important for the integral formation of human beings and shapes how individuals interact with their environment
- School is the first socializing agent outside the family and must provide safety and protection
- Positive interpersonal relationships and educator support are necessary for children's healthy development and educational success
Limitations
The document is a theoretical reflection rather than an empirical study, so it does not provide evidence of the actual effects of affectivity interventions on learning outcomes. No data, research findings, or specific country context are presented.
Abstract
This article aims to address concepts related to learning difficulties in Early Childhood Education, reflecting on the determining factor of these difficulties, which is the absence of affection as it is capable of influencing the teaching-learning process. Therefore, the fundamental objective of this work is to analyze learning difficulties and the importance of affectivity during learning in the process of knowledge construction. Approaches and theorists about affectivity determine the attitude about affectivity in its lived experience. Therefore, affectivity becomes important in the integral formation of human beings, as they enable different ways of acting in different learning situations, affirming the individual’s way of interacting and perceiving the world around them. Not forgetting that at school, as it is the first socializing agent outside the child’s family circle, it becomes the basis of learning to offer possibilities to make the child feel safe and protected. Therefore, for the child to have a healthy and adequate development within the school environment, and consequently in the social environment, it is necessary to establish positive interpersonal relationships, such as facilitation and support, thus enabling the success of educational objectives.