The present work aimed to present the conceptions of teachers about the relationship between affectivity and teaching-learning in early childhood education. This discussion is of fundamental importance because affectivity is part of the teacher's pedagogical practice in early childhood education. Within this context, affectivity can be understood as feelings constructed through the exchange of experiences between human beings, where these affective experiences contribute to the formation of self-esteem, feelings and relationships between people. The work is based on a qualitative research approach, having been developed through a descriptive field research. For the discussion of the investigated reality the study uses the theoretical contributions of authors such as: Borba (2015), Piaget (1995), Wallon (2010), Saltini (2008), Vigotsky (2001), among others. The field research emphasizes the importance that the affectivity has in the kindergarten, because through observations it was analyzed specifically, the conception of the teachers of a kindergarten about the relation of the affectivity with the process of development and learning of the child. Considering the discussion of the results, the research found that the preschool professionals believe and use affective experiences at school, which, according to them, has significantly contributed to the integral development of the child, considering that it provides experiences from emotions, feelings. , passions accompanied by the impression of pleasure and displeasure, that is, through interactions in the educational context, there is the awakening of feelings such as cooperation, tolerance, friendship, solidarity, as well as anger, frustration, sadness. Finally, this research showed that the teacher, in order to meet expectations in the classroom, should seek to develop differentiated pedagogical practices and professional training in order to enable the construction of meaningful learning in children.
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