EMOTIONAL INTELLIGENCE AS A PILLAR IN THE COMPREHENSIVE TRAINING OF THE STUDENT IN PRIMARY BASIC EDUCATION

Abstract

Emotional intelligence has become an essential component for understanding the comprehensive development of students in primary education, as it directly influences the learning process, interpersonal relationships, and personal growth. The central objective of this essay is to explain the importance of emotional intelligence as a foundation for the comprehensive development of primary school students. The methodology used is an interpretive paradigm supported by a qualitative approach, a documentary-analytical method, and the fundamental technique of reviewing significant theoretical models (Mayer and Salovey, 1997; Goleman, 2002; Bar-On, 2006). This approach also analyzes recent studies that connect emotional intelligence with the educational field. This approach allowed us to recognize conceptual contributions and compare them with the current needs of the school environment. The most relevant finding indicates that emotional intelligence not only improves academic performance but also fosters self-regulation, empathy, and the ability of students to forge positive relationships. Furthermore, the importance of teacher training in emotional competencies and the participation of families in establishing a shared emotional language is emphasized. The conclusion is that emotional intelligence should be considered a key pillar of primary education, capable of generating meaningful learning, enriching coexistence in the school environment, and helping to develop empathetic, resilient, and responsible citizens.