Intersubjective implications of language in early childhood education

Abstract

A study from observation finds two elements as precepts in the practice of initiation to teaching in undergraduate students of primary education:

1.- the precept that thought is produced from the action that imprints the sensory experience; and product of that operation is learned by way of copy, what things are as the senses capture it universally.

Another precept revolves around the use of indiscriminate language, verbiage more typical of an instructor than of an educator. The novice teacher conducts himself with conceptual instructions as an exacerbated instrumental use, in a linear way and without considering a certain degree of development of abstract thinking that the 6 to 8 year old infant does not achieve yet.

It is offered to understand from the teaching addressee and with multidisciplinary contribution (psychology, neuroscience and pedagogy) that the infant by age that lives, has full sense of pleasure-pleasure as energy that touches the emotional field in the intersubjective relationship. In teaching-learning, pleasure-pleasure contains the desire that is conjugated in two directions (that of the infant and that of the teacher). Emotive energy, cathexis, transits the logical and the emotional, operates selectively discarding uninteresting information by inhibition of the synaptic pathways which, in schooling, is presented as a form of predisposition or defense mechanisms. Hypothetically, each enunciation and its intrinsic form issued by the teacher, triggers in the child a way and degree of anxiety, stress, anguish, underlying what is described as learning problems.

DOI:https://doi.org/10.56238/sevened2023.008-026