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A constructivist pedagogy for children belonging at the early childhood phase concentrating on their emotional development can make the children equipped to obtain further information from their family members, gain the ability to perform well in their preschool and school years, creating a high field of probability of success in their future intellectual endeavours ensuring greater academic success for children.Kristen E. Darling-Churchill and Laura Lippman in the journal article titled “Early childhood social and emotional development: Advancing the field of measurement” has stated that “Early childhood researchers and practitioners generally agree that it is equally important to assess social and emotional development as well as other areas of development” (2016, p.3).

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In preschool as well as progressing into schools, children, out of their developing sense of individuality, originates more modulated emotions. These emotions are vivid markers of the child’s involvement with his/her school environment. Each child, due to generating his/her own sense of “Self”, develops different types of emotions. Examples would include guilt, empathy etc which are mentioned in the aforementioned article. As an educator I can feel that, a teacher can connect with his/her students in preschool as well as school and access the child’s learningdevelopment through his/her emotional expressions. Food decorator top of the pastry makes it more mouthwatering and attractive which turns the pastry valuable.In the same way teacher should give extra emotional support and care to his/her students in order to discover them their caliber. Thus, it can be deduced that emotional development constitutes an important part of early childhood curriculum. Furthermore, in another article titled “Handbook of Research on the Education of Young Children” stated, Moreover, young children who respond to the emotional expressions of others by sharing positive affect or reacting prosocially to others’ distress are more likely to succeed in the peer arena; teachers and peers alike view them as more socially competent than their more antisocial, “mean” counterparts (Denham, Zinsser and Brown, 2012, p. 70).

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Following my own pedagogy of early childhood, I think family is the first place where the child gets exposed to various type of learnings, particularly acquiring and developing linguistic abilities, it is crucial that a child learns to connect emotionally with his/her family. Furthermore, emotional connectivity of children with their family is crucial because this determines how a child will be able to learn from other environments, for example pre-school. In the journal article titled “Participatory pedagogies: Instituting children’s rights in dayto day pedagogic development” the authors claimed, Through the analysis and interpretation of pedagogical documentation, organised over the length of three consecutive school years, the authors reveal that the gradual family’s collaboration within the educational everyday life deepens children’s well-being as well as family’s well-being and creates feelings of belonging and participation (Sousa, Loizou and Fochi, 2019, p. 300)

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The importance of emotions in the development of learning faculties of children is immense and worth intellectual contemplation in order to discover its advanced dimensions which can help children to enhance their pedagogic experiences. In the book Teaching Children Science: an Inquiry Approach it has been stated: Piaget believes that learning is a continual restructuring of mental activity, not merely a process of adding to previous knowledge. This reworking of the mental framework is as drastic, though not as dramatic, as the metamorphosis of the pupa of the butterfly into the adult. This transmutation is dependent on such internal and external process as growth (biological maturation), experience, and equilibration (auto-regulation) (Kulsan& Stone, 1968, p.36)