JAGER, Márcia Elisa    MACEDO, Jéssica Cruz. Affective relationship teacher-student and initial schemes desadaptive in pre-school children. Rev. bras.ter. cogn. []. 2018, 14, 1, pp.11-20. ISSN 1808-5687.  https://doi.org/10.5935/1808-5687.20180003.

This study seeks to discuss how the teacher, in the affective relationship and in the place of attachment figure, can influence the construction of initial schemes and models of internal functioning of the preschool child.Two female teachers of a public school were interviewed through the qualitative-exploratory method, with the case study being the basis for analysis. The information was discussed from the conceptual model of Jeffrey Young and his epistemological foundations.The collection of information indicated the importance of the place of the teacher as a figure of attachment for the behavioral and affective change of the children in the school environment.The teacher needs to be instrumented so that he can assume this social function in the child education setting.This instrumentalization may be associated to the practice of School Psychology in the cognitive-behavioral.

: Education; Cognitive therapy; Child.

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