The psychogenetic Wallon for Education and Child

Abstract

This article aims to present some evidence that the need and validity of a study of the Wallonian psychogenetic and its relations with child education, and reflect on a possible methodology to be used to address this study. Beginning with an introduction in which looking at the theoretical and practical impasses that had felt as trainer of teachers of early childhood education and that led me to pursue the theory psychogenetic. Then, in the first part presents a brief summary of the epistemological principles that sustain the Wallonian theory, the second part, the emotion topic is discussed in frame of relations that the author establishes with the other major themes: movement, intelligence, and individual teaching. And finally, I present some aspects concerning the consequences which, in my view, the theory psychogenetic the person can bring to educators in general, especially for those working with children 0 to 6 years.