Affectivity in the formative development of the personality of children in the initial level

The preschool stage (2 to 6 years) is a fundamental period for the development of personality. During this period, children not only acquire specific skills and knowledge, but they also internalize norms, values ​​and cultural meanings that will shape their identity and their way of being in the world. Affectivity, in this context, acts as a catalyst for development, shaping the way children perceive reality, relate to others and build their sense of self. Understanding how affectivity influences the formation of personality at this crucial stage is essential for designing educational interventions that promote comprehensive and harmonious development.
In this sense, this book seeks to answer the following research question: What is the importance of affectivity in the process of formative development of personality in children in the early childhood level? This question is framed within the need to understand how affectivity, in its multiple manifestations, contributes to the construction of a healthy, balanced personality that is adapted to the environment. The research presented in this book focuses on the hypothesis that affectivity is a significant factor in the formative development process of personality in preschool children, according to the Social Information Theory of Personality. This theory postulates that personality is constructed through the internalization of social information, including norms, values, beliefs, and, crucially, emotional experiences.