The Role of Emotional Intelligence in the Training of Early Childhood Educators: A PRISMA Systematic Review

Abstract

Background: Emotional intelligence (EI) is the capacity to identify and understand basic emotions in oneself and others. It plays a pivotal role in the professional training and performance of educators working at the preschool or early childhood level.

Objective: This study conducts a systematic review of literature published between 2020 and 2024, in both Spanish and English, to examine the role of emotional intelligence in the training of early childhood teachers and its subsequent impact on professional development and pedagogical practices.

Methodology: A literature review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. The search was performed using the Scopus database, applying rigorous inclusion and exclusion criteria to identify, filter, and analyse high-impact articles relevant to the study.

Results: The review highlights the critical importance of emotional intelligence in teacher training, particularly as educators guide children through foundational developmental stages. The findings indicate that EI serves as a vital preventive factor against occupational stressors, such as anxiety and depression, which educators often experience in the classroom environment.

Conclusion: The literature confirms that emotional intelligence is a key variable in education, acting as both a preventive measure for teacher well-being and a cornerstone of professional development for those teaching children in their early years.

Unique Contribution: This study provides a comprehensive overview of how emotional intelligence influences preschool teachers' performance and student learning development. It emphasises that childhood is a critical stage where children develop social and emotional behaviours through observation and play-based dynamics established by the teacher.

Key Recommendations: Future research should incorporate additional variables such as job satisfaction, professional commitment, and the integration of digital resources—including artificial intelligence—as tools for teaching emotional literacy.