[pt] O objetivo central da pesquisa reside em trazer à luz desafios da prática docente na creche no que tange ao trabalho com as emoções dos bebês, bem como conhecer pontos de tensão emocional do cotidiano educativo. Nesse contexto, consideramos que as vivências emocionais constituem e impactam o cotidiano da creche, considerando bebês e adultos com quem interagem. Os aspectos emocionais e afetivos de bebês na creche não têm recebido a atenção proporcional ao lugar que ocupa, ainda que as relações afetivas e as práticas educativas sejam essencialmente complementares. Para a compreensão do objeto da pesquisa foi elaborada uma construção teórica com base nos estudos de Freire, Wallon, Palou e Perpiñán. O desenvolvimento e o bem-estar emocionais são destacados nesse contexto e as interações entre adultos e bebês são consideradas, com foco na disponibilidade e no compromisso afetivo do adulto nessa relação no cotidiano da creche. Problematizam-se, ainda, as interações institucionalizadas na creche e a influência da cultura emocional nesse sentido. Como recursos metodológicos, foram realizadas observações no berçário de um Espaço de Desenvolvimento Infantil (EDI) na cidade do Rio de Janeiro e entrevistas abertas com os profissionais da turma observada, para elucidarmos desafios enfrentados e concepções sobre a prática cotidiana na creche no âmbito afetivo. Para a análise qualitativa das entrevistas, foi utilizado o software Atlas TI, instrumento que favoreceu o cruzamento de dados das mesmas, permitindo, assim, a elaboração de códigos. Após a sistematização por afinidade temática desses códigos, foram elaboradas as categorias de análise. Os resultados evidenciaram tensões significativas nos âmbitos institucionais e políticos que impactam diretamente o dia-a-dia afetivo na creche. A pesquisa traz, ainda, aspectos críticos de vulnerabilidade emocional dos profissionais nesse contexto. Aponta graves problemas na rede de relações macropolíticas e micropolíticas que estão prejudicando as experiências emocionais de crianças e adultos na creche. O trabalho espera contribuir para a ampliação de discussões acerca de questões afetivas que julgamos importantes da vida educativa da creche, tanto em relação às crianças, como aos adultos envolvidos. / [en] The main purpose of this research is to establish and bring forward challenges of the teaching practice in the day care center in relation to the work with the emotions of the babies, as well as to know points of emotional tension of the educational daily. The emotional and affectionate aspects of small children s development have not yet received due attention in spite of the fact that affectionate relationships and educational practices are essentially complementary. In order to establish the objective of this research, a theoretical construction was prepared based on the studies of Freire, Wallon, Palou and Perpiñán. The children s emotional development and well-being are emphasized in this context as well as the interaction between the adults and the children, focusing on the availability to form a connection and the ability for affectionate commitment on the part of the adult. Institutionalized interactions at the daycare center and its influence on the emotional culture are also discussed. As methodological resources, we used observations of babies at an Institution for the Development of Children (EDI) and open interviews with EDI professionals of the class observed in order to clarify the challenges they face and the concepts which are used to deal with affectionate relations at the daycare institution. The Atlas TI software was used to assess the quantitative analysis of the interviews, and to allow the crosschecking of data and the creation of codes. After systematizing the codes by similarity of topics the analysis of the categories was prepared. The results showed significant tensions in the institutional and political which impact the affectionate relationships at daycare institutions. The research also shows some critical aspects regarding the emotional vulnerability of the professionals who work at the daycare center. It identifies some serious problems between the macropolicy and micropolicy which undermine the emotional experiences of children and adults. This work aims at contributing to the development of the discussions about the function of affection in the education of children as well as adults engaged in this activity.

The purpose of this study is to examine teachers implementation of read-alouds in preschool and how it affects the read-aloud experience. In order to examine this, I have based this study on a framing of questions that are being answered by a combined method out of observations of the read-aloud experiences and interviews with teachers about read-aloud implementation at their work place. Results from the observations and interviews have together been analysed to perceive the teachers implementation of read-alouds in preschool and how it affects the experience.  Previous research emphasizes that teachers should be well-read about the implementation of read-alouds and how it should look like in order to be a rewarding experience for children. The results of the study show that teachers work with read-alouds has a significant impact on how this moment is shaped. Knowledge and commitment are important aspects for a rewarding read-aloud experience, as this i crucial in order to capture the children´s attention and interest. / Syftet med denna studie är att undersöka hur pedagogers arbete med högläsning i förskolan påverkar hur stunden för högläsning utformar sig. För att närmare undersöka detta har jag formulerat några frågeställningar som besvaras genom kombinerad metod av observation av högläsningsstunder samt intervjuer med pedagoger om deras arbetssätt med högläsning. Resultat från både observationer och intervjuer har tillsammans analyserats för att se hur pedagogers arbete med högläsning i förskolan påverkar stunden för högläsning. Tidigare forskning lyfter att pedagoger bör vara pålästa kring hur arbetet med högläsning ska gå till för att det ska vara givande för barnen. Undersökningens resultat visade att pedagogers arbete med högläsning har stor betydelse för hur denna stund utformar sig. Kunskap och engagemang är viktiga aspekter för att det ska bli en givande högläsning då detta är avgörande för att kunna fånga barnens uppmärksamhet och intresse.