Affectiveness and the ethical dimension: relations between technological filiality and the search for humanizing children

Abstract

Early childhood education is a crucial period in the formation of human beings. It is at this stage that children begin to develop initial skills in different areas, such as cognitive, social, emotional and physical. It is in childhood that children establish a solid foundation of trust, affection and self-esteem, which will reflect in the next stages of their lives. This study, through bibliographical research, is based on the Historical-Cultural Theory, and therefore, seeks to approach the being who learns with the object of knowledge through elements and instruments present in his daily life. In this sense, we understand that technology, through the relationship between human beings, can effectively enable and promote the learning and development process. We aim to point out the importance of rethinking, as parents and teachers, about who is really providing activities and interactions for children to develop humanly and fully. We believe that it is necessary to offer activities that are important for child development, whether through music, art, games, interaction, in this way we can guarantee a quality education and provide children with situations that favor their participation in a society increasingly technological