La educación emocional y los procesos de socialización en el ámbito familiar de los niños (as): Una revisión sistemática

Abstract

Initially, the authors have developed a systematic review that proposes an innovative model of emotional education for early childhood, based on the PRISMA methodology. In this sense, this systematic research is based on theoretical references that go beyond the limited conventional approaches by integrating findings from Latin American and European literature on children's emotional development. From this conceptual framework, the proposal is based on three fundamental pillars that emerged from the systematic review: systemic interdependence (recognizing that emotional education occurs in a complex ecosystem where family, educational community and sociocultural context interact), early neuroplasticity (taking advantage of the fact that the early years constitute a critical window where experiences shape brain architecture), and progressive emotional competence (which requires differentiated interventions according to the stage of development). These pillars constitute, therefore, the theoretical basis on which the entire proposed model is articulated. From the methodological point of view, the specialists implemented a systematic search in multiple academic platforms (Scopus, Web of Science, SciELO, Redalyc, MEDLINE and ERIC), initially identifying 60 potentially relevant publications, from which they selected 20 researches that met rigorous methodological standards, developed in Ibero-American countries during 2017-2024. This rigorous selection made it possible to guarantee the quality and relevance of the evidence analyzed. Consequently, the bibliometric study revealed a thematic concentration in emotional self-regulation competencies (35%), development of empathy and prosocial skills (30%), impact of specific pedagogical practices (25%), and evaluation of early intervention programs (10%). Likewise, the studies documented significant positive correlations between early socioemotional competencies and later cognitive development, evidencing the interconnection between emotional and cognitive development. In the specific Colombian context, the research identified that in Colombia the required importance has not been given to emotional education, limiting the opportunities for the integral development of children. At the same time, international data show that emotional disorders in children under 6 years of age have increased 15% in the last decade in Latin American countries, which evidences the urgency of implementing effective early interventions. Finally, the authors hope that this systematic review will serve as a reference for future research, providing solid theoretical frameworks to guide the development of personalized preventive interventions and contribute to the establishment of culturally sensitive standardized assessment protocols. In this way, it is hoped to contribute significantly to the advancement of knowledge in the field of early emotional education.