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Emotional Engagement in the Application of Experimental Activities with Young Children

2021; Springer International Publishing; Linguagem: Inglês

10.1007/978-3-030-74490-8_20

2213-3631

Kellys Regina Ródio Saucedo, Maurício Pietrocola,

Creativity in Education and Neuroscience

The present work had the objective of investigating the emotional engagement of children between 2 and 5 years of age in an experimental science activity and the fluency of non-verbal student-student, student-teacher interactions. We adopted qualitative methods associated with Emotions Microsociology for the analysis of facial expressions, body language and visual contact between the children and the teacher throughout the application of the activity. We have identified that non-verbal interactions progressively and in a positive way have contributed to the participants’ shared attention and shared mood, resulting in positive individual Emotional Energy (EE) and increased children’s emotional engagement. We also consider there to be implications of these results for the training of the teachers of Early Childhood Education in the identification of microprocesses of successful social interactions. These interactional processes have revealed children’s emotional engagement in observation and development of explanations at different stages of the activity and may inform other teachers of new ways to create and maintain a more positive emotional climate in science classes.