Pedagogical model of emotional formation of the early childhood educator

Modelo pedagógico de formación emocional del educador de la primera infancia

Abstract

Profound and urgent changes can be seen in university education involving the early childhood professional, to be inserted in an educational practice that demands better quality care, with emphasis on the development of skills as an interaction mechanism from the affective-perspective. emotional, an essential aspect at this educational level, an aspiration that recognizes the need to improve the process in accordance with the Sustainable Development Goals of the 2030 Agenda. The objective of the article is to argue a pedagogical model for the emotional training of early childhood professionals from the the formative process, that prepares them for a pertinent performance with the essential logic of this stage of development from 0 to 6 years. For this, the methods of analysis and synthesis, the hermeneutic-dialectical and the system approach were used, which facilitated the modeling of the investigated process. The essential relationships between the dimensions are specified in the model: pedagogical emotional empowerment, socio-interactive empowerment, socio-affective education, its essential configurations and particularities, from the dialectical relationship between the intellectual and the emotional, which contributes to emotional self-regulation.