This book highlights the gap in the emotional approach in Early Childhood Education, asking how the psychic function of emotion and affectivity contributes to the integral formation of the child. The research, anchored in the Historical-Cultural Theory, reveals the historical path of Early Childhood Education and teacher training, analyzing theses and dissertations (2015-2019) that expose advances and setbacks in the discussion on the emotional education of teachers. Based on Historical-Dialectical Materialism, it highlights the need for an intentional pedagogical practice, recognizing that emotions and affectivity are fundamental to the full development of human capacities. Thus, this book not only reveals challenges, but also provides support for educators, promoting essential reflection in Early Childhood Education.