Resumo

SANTOS, Juciane de Holanda. Institutionalized children: The impact of early psychosocial deprivation on memory. Rev. psicopedag. [online]. 2023, vol.40, n.121, pp. 84-93. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20230008.

This work aims to understand how emotionally traumatic experiences interfere in the memory of institutionalized children (from birth to 6 years old) in relation to the learning process. Affection is important for child development. The lack of affective experiences in early childhood, specifically in children who are victims of abandonment, mistreatment, neglect and abuse, common in cases of psychosocial deprivation, have implications such as stress, and the impact of stress in early life can affect memory, and without memory there is no learning. The method used consists of a literature review. The results obtained showed a low production of research on early institutionalization and its relationship with learning difficulties in Brazilian literature, and despite the psychopedagogical intervention being efficient and easily accessible, there are currently few institutional reception units that have the Psychopedagogy professional. The research problematizes the subject so that new studies can be carried out for a better understanding of the impact of early psychosocial deprivation of children on memory and learning.

Palavras-chave : Institutionalized Child; Memory; Learning Difficulties; Psychopedagogy.

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