CHILDREN'S SELF-ESTEEM: ATTACHMENT, BONDING, AND AFFECTION IN RELATION TO THE TEACHING-LEARNING PROCESS
Keywords:
Children's self-esteem. Teaching and learning. Affectivity.Abstract
ABSTRACT:
This research sought to confirm that self-esteem is currently being explored in greater depth in research associated with learning processes, in relation to the child's upbringing from infancy (zero to sixteen months), and how they will relate to others in society. Therefore, this study investigates children's self-esteem and the relationship between biopsychosocial interactions and the teaching-learning process. Initially, this study consists of a literature review, investigating the following topics: children's self-esteem, development during early and middle childhood, infant attachment relationships, self-esteem and changes in the infant's brain, and the teacher's role in the formation of children's self-esteem. Subsequently, it becomes exploratory in nature, as it employed interviews for data collection. As a method, interviews were conducted with preschool teachers, the purpose of which was to attentively listen, through dialogue, to what the target teachers had to report about their perception of children's self-esteem and the teaching and learning process of students. For the data analysis process, the authors Bowlby (1989), Martorell, Papalia and Feldman (2020), Siegel and Bryson (2015) and Wadsworth (2003), who discuss the development of children's self-esteem, were consulted. The main results achieved were the teachers' perception of a gap in their understanding of children's self-concept and self-esteem, as well as the perception of this gap.
