Educación Emocional y su Incidencia en la Convivencia Escolar en la Etapa Inicial

This study analyzes the influence of emotional education on school climate in the early years, aiming to identify the links between children's emotional competencies, pedagogical practices related to emotional education, and indicators of positive coexistence in the school context. Questionnaires were administered to teachers to obtain quantitative data, which was processed using descriptive statistics to identify trends and patterns in their perceptions. Simultaneously, interviews and classroom observations were conducted, the content of which was examined through thematic analysis with open, axial, and selective coding. Subsequently, an analysis was performed comparing questionnaires, interviews, and observations to verify and strengthen the validity of the findings. The results showed that the development of emotional competencies in children is associated with improvements in social interaction, self-regulation, and peaceful conflict resolution. Furthermore, intentional pedagogical practices focused on emotional education are linked to more positive school climates, greater peer cooperation, and a reduction in disruptive behaviors. Triangulation confirms the consistency between teachers' perceptions, observed evidence, and the collected data. In conclusion, emotional education is directly related to indicators of positive school coexistence in early childhood education, which implies the need to strengthen teacher training, consolidate institutional strategies, and promote initiatives that systematically integrate emotional education into educational processes.