The development of emotional intelligence in three-year-old children
DOI:
https://doi.org/10.64092/whc9rd08Keywords:
Emotional intelligence, early childhood, neuroeducation, pedagogical strategies, emotional regulationAbstract
This research analyzes the development of emotional intelligence in early childhood from a neuroeducational perspective, aiming to characterize its current state and propose pedagogical strategies to strengthen it at the "Wiñay Kawsayta Kaparik" Early Childhood Development Center (CDI). The research is qualitative, with a descriptive-propositive scope and a non-experimental design, employing documentary field research. Data collection instruments included direct observation, semi-structured interviews, and document analysis, allowing for the identification of patterns of emotional self-regulation, teacher mediation, and family practices. The findings indicate a starting point in the development of emotional intelligence in 3-year-old children, with progress in recognizing basic emotions but significant difficulties with regulation and coping with frustration. Furthermore, a gap was found between the curriculum's intended goals and what actually occurred in practice, particularly evident in the poorly structured teacher mediation and the absence of systematic strategies for emotional learning. The results align with theoretical postulates that emphasize the interdependence between emotion, cognition, and interpersonal neurobiology in early childhood. Based on this topic, a teaching and learning approach grounded in play, emotional co-regulation, and family involvement is suggested to enhance awareness and regulation of emotions. It is concluded that the development of emotional intelligence requires a systemic intervention between family and educational institution, fostering stable emotional environments and promoting holistic learning in early childhood.
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