La efectividad entre el docente y el educando y el desarrollo emocional del niño en preescolar

Abstract

This research aims to address the challenge faced by preschool education in strengthening children’s emotional development in contexts where the affective dimension of the educational process is not always systematically addressed. Accordingly, the present study sought to analyze the impact of affectivity in the teacher–student relationship on child development at the preschool level. A qualitative approach was employed through a descriptive literature review, based on the analysis of ten scientific studies selected at both national and international levels between 2021 and 2025. The process of searching, selecting, and evaluating the literature was conducted using the PRISMA guidelines, a method that structures the reporting of this type of research. The results suggest that the incorporation of affective practices by teachers significantly fosters children’s socio-emotional development and strengthens their socio-emotional skills. Likewise, it was identified that emotional education contributes to improving school coexistence and developmental indicators within the teaching–learning process. In conclusion, the studies indicate that affectivity in the teacher–student relationship plays a significant role in children’s emotional development, thereby encouraging further research on this topic. Keywords: teacher affectivity, emotional education, child development, pedagogical bond, preschool education