Inteligencia emocional en la Educación Inicial: factores contextuales y estrategias socioeducativas. Revisión narrativa con búsqueda estructurada, 2023-2026

Yadid Francisca     Ramírez de Ruvolo

doi:10.47606/ACVEN/PH0582

Authors

Yadid Francisca Ramírez de Ruvolo Universidad Pedagógica Experimental Libertador (UPEL)-Venezuela https://orcid.org/0009-0007-4107-6537

DOI:

https://doi.org/10.47606/ACVEN/PH0582

Keywords:

emotional intelligence, emotional competence, early childhood education, educational interventions, affective development, narrative review with structured search, methodological quality.

Abstract

This article analyzes the development of emotional intelligence (EI) and related socio-emotional constructs in early childhood education (ages 3-6) from a multidimensional perspective integrating recent empirical evidence and established theoretical frameworks. A narrative review with a structured search and critical appraisal of evidence was conducted across Web of Science, Scopus, ERIC, and PubMed for the 2023-2026 period. Based on a core corpus comprising 6 scientific documents —two primary empirical studies and four evidence synthesis studies (systematic reviews and meta-analyses)— systematized in Tables 1 and 2 and supplemented by foundational works, the article examines contextual factors, socializing roles of families and teachers, and intervention strategies involving play, role-playing, psychomotor activity, and emotional dialogue. The screening process, complementary search strategies, methodological limitations, and quality assessments using JBI and AMSTAR-2 tools are explicitly described, defining JBI score cutoffs as operational review decisions and formally justifying the use of AMSTAR-2 for the included syntheses. Available evidence suggests an integrated approach combining EI as an ability and EI as a trait, discussing implications for teaching practice and teacher training.

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