A organização do ambiente escolar infantil e sua contribuição para o desenvolvimento afetivo, motor e social da criança

Abstract

This study results from a bibliographical research of qualitative character and aims to investigate whether the environment where the Kindergarten children interact contributes to their affective, motor and social development. I propose myself to write on this theme as a future psychopedagogue because I understand that spaces/environments should be motivating for learning. These spaces must be prepared for the development of the different neurological, intellectual, emotional and social capacities. When observing the children interacting in the classroom, one notices how much they are involved with the environment and are influenced by it, reacting according to the situations that are provided to them, not only with the place, but with the relationships established with teachers and the classmates. Being the psychopedagogue a professional who always seeks learning, it is up to him to read the place/environment where the learner interacts, develops and seeks knowledge, which instigates the teacher and those who are responsible for the school, in this case for the Early Childhood Education, to create and develop a healthy and motivating learning environment.