Analysis of Social Emotional Learning Strategies in Preschool: An Integrative Review
DOI:
https://doi.org/10.54104/papeles.v18n36.2508Keywords:
Educación preescolar, Educación socioemocional, Estrategias pedagógicas, Competencia socioemocional, Revisión sistemáticaAbstract
Introduction: currently, social-emotional learning is considered a fundamental component of holistic human development. This literature review analyzes pedagogical strategies aimed at fostering the acquisition of social-emotional competencies in preschool education, considering evidence generated between 2015 and 2025. Methodology: an integrative review with a qualitative approach was conducted, following the Prisma guidelines. The search was performed in the Scopus and Dialnet databases. Subsequently, through a selection process —applying filters and inclusion and exclusion criteria— 16 articles were selected and subjected to thematic analysis, which was the focus of the study. Results and Discussion: the review allowed for the grouping of strategies into four categories based on their design and how they are implemented in the classroom: play-based; technology- and virtual-based; artistic and physical; structured programs and comprehensive interventions. The success of these strategies is linked to teachers’ training and skills, pedagogical intent, and adaptation to the specific context. Furthermore, the social-emotional competencies most frequently promoted are self-regulation, emotional awareness, empathy, and social skills. Conclusions: social-emotional education in preschool is not an add-on to the curriculum, but rather a dimension of holistic human development that requires ongoing teacher training and conducive conditions —whether educational, cultural, or institutional— for the development of social-emotional competencies in preschoolers.
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