As tecnologias digitais e o desenvolvimento emocional na educação infantil

Abstract

The present work, entitled “Digital Technologies and Emotional Development in Early Childhood Education”, has the general objective of relating the use of Digital Technologies in Early Childhood Education to Emotional Development. To make this possible, we used qualitative research and bibliographical survey. These searches were carried out on the BDTD platform and CAPES periodicals. Nine papers were identified and selected for this study. The analysis was based on Vigostky (2000), for whom the social environment plays a fundamental role in emotional development and is also critical to understanding the way in which children build and make knowledge theirs. Kenski (2003) also contributes to the discussion, stating that today's society is marked for being technological and constitutes a new social environment. By the arguments of the mentioned authors and Amaro (2015), Amante (2007), Marten (2017) and Smole (2000), it is possible to reach the conclusion that Early Childhood Education aims to create situations that propitiate integral development to the children. Currently, it cannot be denied that Digital Technologies have an active impact on the described development process. Therefore, it becomes the role of educators not to remove technologies from classrooms, but to transform them into valuable pedagogical tools.