SOCIO-EMOTIONAL COMPETENCIES AND ACADEMIC PERFORMANCE IN EARLY CHILDHOOD

Abstract

This article describes the analysis of a research report developed during the Master's Degree in Neuropsychology and Education at the University of La Rioja (UNIR) in Spain in 2021. The report took into account socio-emotional skills and the fundamental role they play in students' academic performance, as they enable them to manage their emotions and motivate them to learn. From this perspective, the report addresses the problem of low academic performance among young children at the Villa del Sur educational institution, as this represents a challenge in educational settings. In order to fulfill the purpose of the research, a quasi-experimental design with a quantitative approach was implemented, applying screening tests in the pretest and posttest through the Revised Qualitative Assessment Scale of Child Development – Revised (EVCDI-R), which allowed the results reflected in the pretest to be identified, showing that some students had difficulties in their emotional competence and low academic performance. After the intervention, the findings presented in the posttest indicate significant progress compared to the initial results.