Resumo

DIAS, Adelaide Alves  e  MEDEIROS, Maria Fabrícia de. Analysis of the construction of child autonomy: interactions between children and teachers in early childhood education. Psicol. educ. [online]. 2020, n.51, pp. 116-126. ISSN 1414-6975.  http://dx.doi.org/10.23925/2175-3520.2020i51p116-126.

This study investigated teacher-child and child-child interactions and affectivity and their implications of the process on child autonomy. It was observed the daily routine of a class of Kindergarden 2 with 26 children around 3 year old, a teacher and a monitor in a CREI - Reference Center in Early Childhood Education - in the city of João Pessoa-PB. The technique employed was the video recording of interactive episodes. The data were treated using microgenetic analysis, in which the interactive episodes were divided into 3 (three) types different parallels: child-child, child-teacher and child-teacher. The results indicate that children resisted and built their autonomy among peers. It is worth mentioning that we found an environment with interspersed interactions between affective and providing the construction of autonomy (child-child) and other disciplinarians (teacher or child monitor).

Palavras-chave : Autonomy; Interactions; Affectivity; Children; Early Childhood Education.

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