O IMPACTO PSICOLÓGICO DO ACESSO LIMITADO À EDUCAÇÃO DA CRIANÇA EM IDADE PRÉ-ESCOLAR

The present study is entitled “The Psychological Impact of Limited Access to Education for Preschool-Age Children”, and its general objective is to analyze the psychological effects resulting from limited access to early childhood education. Specifically, the study aims to characterize the psychological impacts faced by preschool-age children who do not have access to formal education during this crucial stage, to identify the main causes that hinder or prevent such access, and to describe practical and sustainable ways to overcome these challenges, based on 2available resources or identifying areas in need of investment. The guiding research question is: How does limited access to preschool education affect the psychological development of preschool-age children? The methodology adopted is classified as explanatory research in terms of its objectives, following a deductive approach. From a technical point of view, the study relied on bibliographic research and a case study, employing interviews and questionnaires as data collection techniques. The results reveal that lack of access to early childhood education can lead to emotional harm, difficulties in socialization, insecurity, low self-esteem, and delays in the development of basic skills. It is concluded that limited access to preschool education significantly compromises the psychological well-being of children, requiring urgent and effective actions from families, communities, and policymakers. Finally, the study proposes concrete measures to mitigate the negative effects identified, contributing to the improvement of early childhood education quality and, consequently, to the holistic development of the child.