In Henri Wallon's psychogenetic model, the affective dimension occupies a central role concerning the development of one's self and knowledge. As such, we sup port the idea that the strengthening of bonds between child and adults effectively con tributes to teachinglearning processes. This empirical research involved 24 five-year old children and 2 teachers from a public school in the city of Curitiba (Paraná/Brazil). Five instruments were used: drawings with reports, free filming, "turna-round" game, "emo tion meter", and self-scope (self-analysis of videotaped images of teachers and students, followed by interview). Data were organized in categories and then analyzed qualitative ly. Affection was observed in the children's bonds with adults, their peers, as well as nature. Important characteristics of the stage of personalism (seduction, opposition and copying) were also present. The quality of interactions appeared to have a determining impact in the carrying out of the learning activities.
Affection; Interaction; Teacher-pupil Relationship
