This contribution shows an experience that revolves around what we feel. It is about revealing / explaining how emotions are experienced and accompanied in the classroom of children through educational practices that encourage dialogue and conversation among equals. We intend to promote the development of emotional capacities. From the experience lived an ethnographic case study is articulated following an interpretative perspective within the framework of qualitative research. In the classroom of Early Childhood Education, language is the driving force of the construction of knowledge and relationships, which is why it plays a leading role in the pedagogical proposal and in the methodological design of research. In this way, emphasis is placed on the importance of the affective component as a driver of the ethical sense of the educational task, and language as an indispensable means for the overall development of the child.
La orientación investigadora de este trabajo trata de descubrir cómo las emociones y los afectos se viven y se acompañan en Educación Infantil a través de prácticas educativas basadas en la conversación y el diálogo guiado por la maestra.
