Emotional education in early childhood education: The use of children’s literature (stories) for the identification and management of basic emotions in early childhood education.
DOI:
https://doi.org/10.70577/asce.v5i2.822Keywords:
emotional education; early childhood education; children's literature; basic emotions; emotional management; self-regulation.Abstract
This article aims to analyze the impact of using children's literature, specifically storybooks, as a didactic strategy for the identification and management of basic emotions in early childhood education. The research was developed under a qualitative approach with an action-research design, applied to a group of preschoolers aged 4 to 5 years. During the intervention, participant observation techniques and field diaries were used to record the infants' expressions and behaviors during the literary mediation sessions. The results showed that the use of fictional narratives significantly facilitates early emotional literacy; children increased their ability to recognize complex negative-valence emotions, such as anger and fear, progressively moving from impulsive reactivity to the verbalization of their affective states. Likewise, there was a notable reduction in disruptive behaviors in the classroom and an increase in seeking help for conflict resolution. It is concluded that children's stories function as a safe psychological scaffold, based on projection and empathy, which empowers children to understand their inner world and self-regulate.
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Copyright (c) 2026 Julia Esthela Malla Morocho , Gloria Esther Balseca Loor , Carmen Mariuxi García Vélez , Jacqueline Elizabeth Borja Albiño
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