The study aims to show how teacher affectivity and oral expression in Early Childhood Education students are related to the development of verbal communication. The research methodology is nonexperimental, with a descriptive and correlational design, the instrument chosen was the survey technique of classroom teachers, who give their assessment of each child in terms of their affective relationship from an observation sheet, verbal expression performance sheet for students during communicative situations in the classroom with standardized indicators proposed by the Ministry of Education. The main results show that teachers adapt their oral text according to their communicative purpose and the way they want to express their ideas clearly, strategically using various expressive resources and maintaining a topic of conversation.

Art, considered in its manifestations, whether through music, singing, painting, dancing, and all the possible expressions it can have, is undoubtedly a beautiful way to enrich the soul, the spirit, and human emotions. In this work, the different forms of understanding art, and the benefits that it can have on people, are exposed. It that art in its multiple manifestations can help control stress, anxiety, and depression. For this purpose, the investigators use bibliographic support to compare academic scenarios, artistic expressions that allow people to improve their emotional, physical, and psychological health. For this purpose, is implemented a bibliographic search to comparing academic scenarios, artistic manifestations that allow people to improve their emotional, physical, and psychological health. On the other hand, it was possible to verify that music performed as a half-hour therapy helps children with catastrophic illnesses, relieving pain. Keywords: art, human emotions, artistic expressions. References [1]E. Panosfky and F. Saxl, MITOLOGÍA CLÁSICA EN EL ARTE MEDIEVAL, Áurea, 2021. [2]A. Casanova, «Arteterapia: A arte como instrumento no trabalho do psicólogo,» Psicologia, Ciéncia e Profissao, vol. 34, nº 1, pp. 142-157, 2014. [3]A. Ballesta, O. Vizcaino and E. Mesas, «El arte como un lenguaje posible en las personas con capacidades diversas, » Arte y Políticas de indentidad, vol. 4, nº junio, pp. 137-152, 2011. [4]C. López, «El arte como forma de realidad, » [Online]. Available: https://d1wqtxts1xzle7.cloudfront.net/64011688/Herbert%20Marcuse%20-%20El%20arte%20como%20forma%20de%20realidad-with-cover-page-v2.pdf?Expires=1629957713&Signature=RnZvL4~kWoJF5i0g-BZySz2YpCZgiTsQrx3khQFL80iZznlDRONCJBRLMFEaNDMoAvyVlP~mafoZFAsQfIU5y3d-bJy7. [Last access: August 27,  2021]. [5]E. Hernández-pacheco, «Comisión de investigaciones paleontológicas y prehistóricas,» Junta para ampliación de estudios e investigaciones científicas, Madrid, 2018. [6]Himmelman, «Lo bucólico en el arte antiguo,» de Instituto Arqueológico Alemán, Madrid, 1973. [7]J. Cervelló, Escritura, lengua y cultura en el antiguo egipto, Barcelona: Universidad autónoma de Barcelona, 2015. [8]P. Bosh-Gimpera, «El arte rupestre en América,» Anales de antropología, vol. 1, nº 1, 1964. [9]V. Córdoba, «La música en la edad media,» [Online]. Available: https://www.timetoast.com/timelines/musica-de-la-edad-media. [Last access: August 28,  2021] [10]Pinterest, «Los instrumentos del renacimiento, » [Online]. Available: https://www.pinterest.com/pin/247698048233408250/. [Last access: August 28,  2021] [11]almomento.mx, «El cambio de la música a la época barroca,» 12 marzo 2021. [Online]. Available: https://almomento.mx/historia-de-la-musica-barroca/. [Last access: August 28,  2021] [12]Pinterest, «Música clásica para estudiar y relajarse, » [Online]. Available: https://www.pinterest.es/pin/355221489342463596/. [Last access: August 28,  2021] [13]F. Suárez and L. Rosales, La ingeniería de las emociones humanas, Quito: AutanaBooks, 2021. [14]F. Suárez, L. Rosales y Á. Lezama, Computación inteligente y estados emocionales, Quito: AutanaBooks, 2020. [15]J. Morey, «Intervención plástica como soporte emocional para niños en el instituto nacional de salud del niño-Hospital del Niño,» Hospital del Niño, 2017. [16]J. P. S. De la Rubia y C. Cabañéz, «Impacto fisiológico de la musicoterapia en la depresión, ansiedad, y bienestar del paciente con demencia tipo Alzheimer. Valoración de la utilización de cuestionarios para cuantificarlo, » European Journal of Investigation in Health, vol. 4, nº 2, pp. 131-140, 2014. [17]J. Tresierra, «Musicoterapia y pediatría,» Revista peruana de pediatría, pp. 53-55, 2005. [18]E. Torres-Ake, G. Lugo-Ake, J. Matos-Villanueva and E. Socorro, «Masaje frente a musicoterapia para reducir el estrés en prematuros de una unidad crítica neonatal, una revisión sistemática,» Rev. Enferm Inst Mex Seguro Soc., vol. 28, nº 1, pp. 49-57, 2020.