Aesthetics, children’s literature and affection in children’s education

Abstract

Children’s literature has gained increasing importance in pedagogical practices aimed at early childhood, not only as a tool for literacy but also as an aesthetic, affective, and symbolic experience that contributes to the child’s subjective constitution. This study, entitled “Children’s literature and affections in early childhood education,” aims to analyze how literary narratives, mediated by affectivity and aesthetics, collaborate in children’s integral development. The research is based on a qualitative and descriptive approach, articulating theoretical reflections with pedagogical practice. The theoretical framework is anchored in Henri Wallon, bell hooks, and Regina Machado. The results indicate that children’s literature, by mobilizing emotions, imagination, and sensitivity, contributes to the building of bonds, attentive listening, and the child’s subjective constitution, consolidating itself as an essential pedagogical resource in early childhood education.