LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3587
DOI: https://doi.org/10.56712/latam.v6i1.3594
The development of emotional intelligence through visual
plastic strategies in children from 4 to 6 years old
The development of emotional intelligence through visual plastic strategies
in children from 4 to 6 years old
Johanna Griselda Ramírez Pinargote1
teacherjohis2022@gmail.com
https://orcid.org/0000-0002-4034-6343
Unidad Educativa Municipal del Milenio Bicentenario
Quito – Ecuador
Ricardo Gustavo Quishpe Caranqui
riskis7759@gmail.com
https://orcid.org/0009-0006-1462-0261
Unidad Educativa Municipal del Milenio Bicentenario
Quito – Ecuador
Silvia Verónica Simbaña Chicaiza
silversimbanach@gmail.com
https://orcid.org/0009-0008-7564-494X
Unidad Educativa Fiscal 24 de mayo
Quito – Ecuador
Mireya Victoria Romo García
vicky_265@hotmail.com
https://orcid.org/0009-0006-7028-7694
Institución Educativa Óscar Efrén Reyes
Quito – Ecuador
Laura Elizabeth Almeida Urrea
lauryalmeidau@gmail.com
https://orcid.org/0000-0002-9141-1272
Unidad Educativa Municipal del Milenio Bicentenario
Quito – Ecuador
Artículo recibido: 28 de febrero 2025. Aceptado para publicación: 14 de marzo de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
The purpose of this research is focused on the development of emotional intelligence by visual plastic
strategies in children from 4 to 6 years old, the same one that is directed to the line of research linked
to the National Development Plan “Creation Plan of Opportunities 2021-2025”, in particular, it is related
to objective 7, which seeks to strengthen the capacities of citizenship, and promote an innovative,
inclusive, and quality education at all levels. Its purpose is to enhance the teaching-learning process in
the early years of schooling, laying solid foundations for the educational development of boys and
girls. These strategies comprise artistic techniques, and approaches that foster children's creativity
and imagination, promoting their personal expression, visual perception, and emotional exploration; in
turn, emotional intelligence in infants is defined as the ability to identify, understand, and regulate both
their own emotions and those of others, which facilitates problem- solving. This research was
developed within a methodological design based on a non-experimental approach, aligned with the
1 Autora de correspondencia.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3588
pragmatic paradigm and with a mixed methodology (qualitative and quantitative). A bibliographic-
documentary and field research were used, with a descriptive scope, which allowed us to approach the
topic of study in depth and, at the same time, to characterize the population and sample analyzed.
Observation of the population sample was carried out with the purpose of gathering information, which
was later analyzed and interpreted to understand the problem. The results revealed that educators,
due to lack of knowledge, tend to limit the implementation of artistic activities, which significantly
reduces their use in the classroom. In conclusion, plastic and visual strategies have a positive impact
on the development of emotional intelligence in children since they promote self-awareness and
contribute to their integral development. In addition, they strengthen interpersonal relationships with
their peers and their environment, providing a solid foundation for their personal growth and daily life.
Keywords: emotional intelligence, visual plastic strategies, intrapersonal relationships,
teaching-learning, art
Resumen
El propósito de esta investigación está enfocado en el desarrollo de la inteligencia emocional
mediante estrategias visoplásticas en niños y niñas de 4 a 6 años, la misma que se encamina a la línea
de investigación vinculada al Plan Nacional de Desarrollo “Plan de Creación de Oportunidades 2021-
2025”, en particular, se relaciona con el objetivo 7, que busca fortalecer las capacidades de la
ciudadanía, y promover una educación innovadora, inclusiva y de calidad en todos los niveles. Su
propósito es potenciar el proceso de enseñanza-aprendizaje en los primeros años de escolaridad,
sentando bases sólidas para el desarrollo educativo de niños y niñas. Estas estrategias comprenden
técnicas artísticas, y enfoques que fomentan la creatividad e imaginación de los niños y niñas,
promoviendo su expresión personal, percepción visual y exploración emocional; a su vez, la
inteligencia emocional en infantes se define como la capacidad de identificar, comprender y regular
tanto las emociones propias como las de los demás, lo que facilita la solución de problemas. Esta
investigación se desarrolló dentro de un diseño metodológico basado en un enfoque no experimental,
alineado al paradigma pragmático y con una metodología mixta (cualitativa y cuantitativa). Se utilizó
una investigación bibliográfica-documental y de campo, con un alcance descriptivo, que permitió
abordar a profundidad el tema de estudio y, al mismo tiempo, caracterizar la población y muestra
analizada. Se realizó la observación de la muestra poblacional con el propósito de recabar
información, que posteriormente fue analizada e interpretada para comprender la problemática. Los
resultados revelaron que los educadores, por falta de conocimientos, tienden a limitar la
implementación de actividades artísticas, lo que reduce significativamente su uso en el aula. En
conclusión, las estrategias plásticas y visuales inciden positivamente en el desarrollo de la inteligencia
emocional en los niños ya que promueven el autoconocimiento y contribuyen a su desarrollo integral.
Además, fortalecen las relaciones interpersonales con sus iguales y su entorno, brindando una base
sólida para su crecimiento personal y vida cotidiana.
Palabras clave: inteligencia emocional, estrategias plásticas visuales, relaciones
intrapersonales, enseñanza-aprendizaje, arte
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Ramírez Pinargote, J. G., Quishpe Caranqui, R. G., Simbaña Chicaiza, S. V., Romo García,
M. V., & Almeida Urrea, L. E. (2025). The development of emotional intelligence through visual plastic
strategies in children from 4 to 6 years old. LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades 6 (1), 3588 – 3604. https://doi.org/10.56712/latam.v6i1.359
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3589
INTRODUCTION
This research explores the development of emotional intelligence with the use of visual plastic
strategies in children from 4 to 6 years old. The main objective was to analyze how these strategies
can contribute as a means to express, explore, and understand emotions through art, becoming an
essential tool for children's emotional and social growth.
Emotional intelligence focuses on emotions as psychophysiological reactions experienced by the
organism before certain stimuli or situations. These responses involve transformations at
physiological, cognitive, and behavioral levels, allowing adaptation and reaction to the challenges of the
environment. In this sense, by understanding the nature of emotions in human beings, emotional
intelligence in children is defined as the ability to identify, interpret, and regulate both their own
emotions and those of others, using this knowledge for their development and well-being.
Artistic strategies play a fundamental role in the teaching-learning process, since they not only
stimulate creativity and personal expression but also strengthen cognitive, motor, and socioemotional
skills in children. Through art, infants can explore their environment, communicate ideas and emotions,
and develop their critical thinking and problem-solving skills.
Art is a dynamic and integrative activity that allows children to learn in a playful and meaningful way,
promoting their autonomy and self-esteem. It also promotes concentration, patience, and
perseverance, essential skills for their academic and personal growth.
Drawing, painting, and construction are essential tools that stimulate creativity, strengthen fine and
gross motor coordination, and encourage teamwork. In addition, the manipulation of different materials
and textures improves sensory perception and observation skills, favoring deeper and more meaningful
learning.
In this context, the integration of artistic strategies in early childhood education not only boosts
children's integral development but also strengthens their communication skills and emotional
intelligence, providing them with valuable resources to face the challenges of their daily lives.
Art, as a dynamic and unifying activity, plays an essential role in the teaching-learning process and in
the integral formation of infants. Through drawing, painting or construction, children combine diverse
elements of their experience to give them new meaning. By selecting, interpreting and transforming
these elements, they express more than simple visual creations: they reflect their way of thinking,
feeling and perceiving the world around them.
METHODOLOGY
A mixed approach was adopted that combined quantitative and qualitative elements to obtain an
integral vision of the object of study; a bibliographic-documentary approach was used, based on the
review and analysis of theoretical sources and previous antecedents, as well as a field approach, which
allowed direct data collection in the study environment. In addition, an exploratory-descriptive level was
defined, adequate to identify and characterize the variables according to the objectives set.
To ensure the rigor of the study, the process of variables operationalization was carefully detailed,
establishing indicators and dimensions that facilitated their measurement and analysis; the data
collection techniques and instruments used were specified, such as surveys, interviews or content
analysis, as appropriate. Finally, the procedures used for the analysis and interpretation of the results
were described, ensuring an adequate systematization that would make it possible to draw well-
founded and pertinent conclusions.
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Through the use of various sources of information, a solid base of previous knowledge on the subject
is established, with the objective of ensuring the quality, effectiveness and relevance of educational
practices and interventions when observing the integral development of children in the Early Education
Center.
Regarding the research population, it was aimed at a sample composed of 114 participants, including
2 educational authorities, 12 teachers and 100 children between the ages of 4 and 6 years old.
DEVELOPMENT
Emotional Intelligence
Over time, the concept of intelligence has undergone an evolution, being approached from different
perspectives; in the twentieth century, a growing interest in its study began to emerge, which allowed
initial advances that laid the foundations for subsequent developments in this field.
Thus, Mayer and Salovey, (1997) define it as “Emotional intelligence relates the ability to accurately
perceive, value and express emotions, it also relates the ability to access and generate feelings when
they facilitate thinking, also the ability to understand emotion and emotional knowledge and the ability
to regulate emotions that promote emotional and intellectual growth” (p. 10). Emotional intelligence is
the ability to identify, understand, manage, and harness both one's own emotions and those of others
for the purpose of fostering healthy interpersonal relationships.
Several previous studies have contributed to a greater understanding of emotions and their impact on
different domains, from thinking and behavior to personal interactions and the relationship with oneself.
Mayer, J. D. and Salovey, R (1997). “What is Emotional Intelligence?” in P. Salovey and D. J. Sluyter:
Emotional Development and Emotional Intelligence. New York: BasicBooks.
Goleman D. The brain and emotional intelligence. Barcelona: Ediciones B, S.A.; 2012.
Goleman D. Emotional intelligence. Barcelona: Kairos; 1996.
While Goleman D. (1996), defines emotional intelligence as “It is the ability to recognize our own
feelings and those of others, to motivate ourselves, to successfully manage emotions, both in ourselves
and in our human relationships”.
Daniel Goleman is one of the main researchers and disseminators of emotional intelligence, his work
was key to popularize this concept, highlighting its importance in personal, academic and professional
development. He argues that success in life does not depend solely on IQ, but also on the ability to
manage emotions and understand those of others.
According to Goleman, emotional intelligence is composed of five fundamental skills:
Self-awareness: Ability to recognize and understand one's own emotions.
Self-regulation: Ability to manage impulses and emotions appropriately.
Motivation: Use of emotions to achieve goals and maintain perseverance.
Empathy: Ability to understand the feelings and perspectives of others.
Social skills: Ability to manage interpersonal relationships effectively.
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Goleman argues that these skills are essential for effective cognitive intelligence, as they enable better
performance in decision making, problem solving and social interaction. His research has had a
significant impact in the educational and organizational field, promoting the incorporation of emotional
development in different environments, from early childhood education to business leadership (Daniel
Goleman), is one of the most important researchers who popularized the term as such, which
emphasizes that such intelligence is important to carry out an effective cognitive intelligence.
The management of emotional intelligence in childhood
Emotional intelligence is a broad concept that has evolved along with human development and, at
present, its strengthening from childhood is fundamental, its impact goes beyond individual well-being,
because it facilitates personal success, improves interpersonal relationships and favors adaptation to
different environments, thus promoting collective balance and harmony.
It is of utmost importance to encourage the management of emotional intelligence in children, because
it helps them to develop the following:
Emotional self-awareness, this implies that children identify and understand their emotions, allowing
them to recognize how they feel in different situations and the reasons behind those emotions. This
helps them to express them appropriately, strengthening their confidence and ability to act positively.
Self-control: refers to the development of skills to regulate emotions, managing in a healthy way feeling
such as anger and frustration that may occur in children, this promotes more appropriate and
constructive responses to different stimuli.
Empathy: is essential for children to learn to put themselves in the place of others, understanding their
emotions and reactions, facilitating the ability to create healthier and more harmonious relationships in
the environments in which they develop. Empathy favors the formation of healthy relationships by
improving communication and the ability to collaborate in different social environments, develops the
ability to manage emotions in conflict situations, reduces aggression and promotes peaceful problem
solving.
Social skills: include assertive communication, conflict resolution and cooperation, skills that are
essential for establishing and maintaining positive interpersonal relationships throughout life.
Conscious decision making: emotional intelligence allows to evaluate situations objectively,
considering both emotional and rational aspects, strengthens resilience, facilitating the overcoming of
obstacles and adaptation to adverse circumstances, this implies that children consider both their own
emotions and those of others before making important decisions, favoring balanced and responsible
choices.
Motivation: key in child development, well-cultivated emotional intelligence fosters intrinsic motivation,
driving children to set personal goals and persevere to achieve them.
Stress management: teaches children to cope with pressure and life challenges with resilience,
employing effective strategies to deal with difficult situations.
Importance of emotional intelligence in children
In academia, emotional management plays a crucial role in children's performance and well-being;
when students are able to regulate their emotions, they can concentrate better on schoolwork, avoiding
distractions caused by anxiety, stress or frustration, allowing them to stay focused on learning
objectives and develop a greater capacity for sustained attention.
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Emotional regulation favors problem solving, as children learn to handle challenges calmly and seek
solutions reflectively rather than reacting impulsively. By developing this skill, students can approach
complex academic situations with greater confidence and perseverance, which strengthens their
analytical and critical thinking skills.
On the other hand, a positive attitude towards learning is strengthened when children are able to
manage their emotions, self-confidence and intrinsic motivation increase, which drives them to take on
new challenges with enthusiasm and resilience. Likewise, emotional intelligence contributes to improve
the relationship with peers and teachers, favoring a more harmonious, collaborative and conducive to
learning school environment.
Studies have shown that children with developed emotional skills are less likely to experience emotional
blocks that affect their academic performance. Feeling emotionally secure, they are more open to
exploring new ideas, creativity and active participation in the classroom, which enhances their overall
development and long-term educational success.
Emotional intelligence equips children with essential tools to strengthen their self-awareness, enabling
them to recognize and understand their emotions. This helps them cope more effectively with their
experiences and develop a positive relationship with themselves.
Children with higher emotional intelligence tend to perform better academically, as they handle stress,
pressure and interpersonal relationships better. It also contributes to bullying prevention; children who
understand and regulate their emotions are less likely to act aggressively and more inclined to foster
an inclusive school environment.
Emotional intelligence is closely linked to mental health, as healthy emotional expression from
childhood prevents psychological problems and promotes lasting emotional well-being. It is not only a
crucial skill in childhood; its benefits extend into adulthood; those who have developed it are more likely
to maintain satisfying relationships, achieve professional success and enjoy a balanced life.
Finally, cultivating emotional intelligence in childhood not only has an impact at the individual level, but
also contributes to building a more empathetic and compassionate society; understanding and
respecting the emotions of others fosters healthier and more harmonious communities.
Impact of emotional intelligence development in childhood
Childhood is a key phase in human growth, characterized by a rapid development and learning in the
various aspects that society currently demands, so the development of emotional intelligence should
also be encouraged, as it is already known, it refers to the ability to identify, understand and manage
one's own emotions, as well as to interact effectively with others, these capabilities are essential for
emotional and social well-being throughout life, and their development begins mainly in the first years
of life.
During early childhood, children begin to experience and express a wide range of emotions, through
interactions with their educators, peers, family and friends, they learn to identify basic emotions such
as happiness, sadness, fear and anger, which enables them to communicate their needs and establish
emotional bonds with others.
The first years of life are fundamental to lay the foundations for emotional intelligence and early
relationships; parents and educators play a crucial role in this process, for which they must create a
safe and affectionate environment at home and in the classroom that favors the creation of a solid
emotional base, in which children can explore and learn to regulate their emotions.
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Empathy is an essential component of emotional intelligence, it begins to develop as children interact
with others, observe the emotions of those around them; with these interactions, children begin to
understand and share the emotional experiences of others, which lays the foundation for building
healthy social relationships and developing more complex skills over time.
Emotional self-regulation is also fundamental in the early development of emotional intelligence;
children learn to manage challenging emotions, such as stress or frustration, to apply strategies to calm
down and regain their emotional balance; for this reason, it is essential that educators, families and
communities teach children effective techniques to cope with both positive and negative situations.
Play is another important tool in the development of emotional intelligence; it allows children to practice
social skills, explore diverse emotions, and learn to resolve conflicts constructively; through play,
children experience different emotional roles, which contributes to the development of their empathy
and emotional understanding.
The family and cultural environment also has a significant impact on the formation of emotional
intelligence; parenting practices, cultural norms, and life experiences uniquely influence each child's
emotional development, contributing to a richer and more nuanced understanding of emotions.
Childhood is a crucial stage for the formation of emotional intelligence. emotional experiences and
social interactions during the first years of life are essential to help children understand and manage
their emotions, thus creating an emotionally healthy environment that favors their holistic development
and provides them with the necessary tools to face emotional challenges in adulthood.
Visual plastic expression
In Ecuador it has been proven that the first years of life are fundamental for the autonomous
development of children, it is at this stage where they begin to express themselves through their
imagination and creativity; through educational activities, they explore their first artistic manifestations,
which allows them to develop independently. Plastic and visual techniques play a key role in this
process, since they provide infants with diverse forms of expression and relationship with their
environment; through fine movements, the use of hands and fingers, children interact both individually
and in groups, strengthening their learning and cognitive development, in addition, the connection
between art and emotional intelligence acts as a communication bridge, allowing them to express
feelings and better understand their world.
According to the Ecuadorian Early Education Curriculum (2014), on artistic expression it expresses “It
is intended to guide the development of the expression of their feelings, emotions and experiences
through different artistic manifestations such as visual arts, music and theater.” (p.32) Ecuador is a
country in constant growth and evolution, which significantly influences the lives of people and, in
particular, households with children. For this reason, in the city of Quito, the Ministry of Education has
established a space that guarantees access to early education, a fundamental stage in the schooling
of children.
Continuing with what is expressed by the Early Education Curriculum (2014), “In this area it is proposed
to develop creativity through a process of awareness, appreciation and expression, based on their
perception of reality and their particular taste, through the manipulation of different materials,
resources and times for creation.” (p.32) This access not only facilitates the beginning of their
educational trajectory, but also gives them the opportunity to develop a different lifestyle through visual
plastic strategies. These strategies strengthen the child's relationship with himself and his
environment, since art acts as a bridge that stimulates the development of fine motor skills; likewise, it
allows transcending the traditional education model, promoting socialization and ensuring a teaching
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based on quality and warmth, essential aspects for their emotional formation and comprehensive
development.
For Ana González (2016): “Visual plastic expression is a form of communication that allows children to
enhance their creative and expressive abilities.” (p. 37). Through plastic and visual strategies, children
can strengthen their socioemotional skills, which helps them to identify, understand and regulate both
their own emotions and those of those around them.
Quoting again Ana González (2016), “Children's artistic expression through free experimentation
provides them with the possibility of capturing their inner world, their feelings and sensations, through
imagination, fantasy and creativity exploring, at the same time, new structures and resources.” (p. 37).
Although there is a close relationship between visual plastic strategies and the development of
emotional intelligence, there is currently a greater tendency to use playful strategies, such as games,
for emotional management in children; however, the use of visual plastic activities, such as
photography, painting, modeling, kirigami, sgraffito, performance, installations and videos, among
others, is still limited, despite their potential to strengthen socioemotional education in childhood.
Strategies in early education
According to the Methodological Guide for the Implementation of the Early Education Curriculum (2014)
in which it states that “These strategies are a means and not the end, they have value only if they are
effective in facilitating learning.” (p.22) Strategies in early education comprise specific techniques and
approaches that teachers use to design and implement teaching-learning activities.
Also in Methodological Guide for the implementation of the Initial Education Curriculum (2014) it is
found that, “Educators and teachers can select strategies, adapt them or invent new ones, always
thinking about the children and the availability of space and materials to implement them.” (p. 22), these
strategies are aimed at providing an enriching environment that favors effective learning and adapted
to the individual needs of each child, considering their cognitive, emotional and social particularities at
this key stage of their development.
Likewise, these strategies encourage children's active participation, which stimulates their intrinsic
motivation and promotes meaningful and affective learning. Teaching effectiveness is enhanced when
teachers take into account the age of the students to select appropriate methods and approaches in
their planning, thus ensuring a more solid integral development.
The strategies not only favor the development of essential skills for lifelong learning, but also positively
influence the socioemotional growth of children, in addition, they contribute to the strengthening of self-
esteem, cooperation and empathy, providing a solid foundation for the formation of balanced and
socially competent individuals, capable of interacting appropriately and effectively in the social and
economic spheres in a democratic environment.
In the Early Education Curriculum, the methodology Work Game is one of the strategies that states “It
is a flexible methodology that allows to better meet the diversity of the classroom and enhance the
capabilities and interests of each child” (p.41). Through the corners or learning spaces, children
participate in various activities in small groups through play, which allows them to learn autonomously
and spontaneously. In these environments, they can freely choose the corner in which they wish to
participate and, during the development of the game, they strengthen their skills, acquire new
knowledge and explore their own interests. This approach gives them the opportunity to learn in a
natural way that is tailored to their individual needs, incorporating artistic activities that stimulate their
creativity and imagination in unique and innovative ways.
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For the strategy to be effective, the curriculum recommends adopting various forms of interaction that
favor meaningful learning and the integral development of children, these interactions should be
adapted to the needs, interests and learning rhythms of each student, promoting an inclusive and
enriching environment, it can be highlighted among the main forms of interaction suggested are:
The teacher acts as a mediator and facilitator of learning, guiding children in their exploration and
construction of knowledge through questions, reflections and structured activities.
The teacher is the direct observer, either casually or systematically, with the purpose of following up on
the fulfillment of the established objectives and the defined limits, as well as identifying aspects to
improve in the children's development.
The teacher acts as a scenographer, planning and designing an adequate and safe environment that
favors learning; he/she can also play the role of player, actively participating with the children to redirect
behaviors, motivate them and encourage their involvement in the activity.
Through peer interaction, collaboration and teamwork are encouraged, allowing children to learn from
each other through play, dialogue and joint problem solving.
Through interaction with the environment, children are encouraged to actively relate to their physical
and social surroundings, promoting learning through experimentation, observation and exploration of
materials and diverse resources.
Interaction with families allows for the participation of parents, legal representatives and caregivers,
which is key in the educational process, since it reinforces and complements the learning acquired in
the classroom, strengthening the link between the educational center and the home.
These forms of interaction allow children to develop cognitive, emotional and social skills in a
comprehensive manner, ensuring that the teaching-learning process is based on a holistic approach.
For the strategy to be effective, the Early Education Curriculum has established four key moments that
structure the teaching-learning process, allowing for more effective planning adapted to the needs of
children. These moments ensure a comprehensive and meaningful educational experience.
The planning moment: at this stage, teachers and children meet to define the activities that will be
carried out in the learning corners. The teacher guides and motivates the children to select and decide
in which corner they want to participate, considering aspects such as what activity they will do, how
they will carry it out, what materials they will use, with whom they will interact, where it will take place
and what its purpose is. The main objective is to encourage the active participation of children, fostering
their decision-making capacity and promoting their development within the educational environment.
The development moment: corresponds to the implementation of previously planned activities, in which
children participate in their respective corners or rotate between them as necessary. During this phase,
the teacher intervenes and interacts with different groups according to their needs, providing support
and guidance.
The order moment: it focuses on the organization of the space, where the children, with the active
assistance of the teacher, are in charge of collecting the materials and leaving the corners in suitable
conditions for their next use.
Socialization moment: children and teachers meet again to reflect on the activities carried out, through
a participatory dialogue, they have the opportunity to share their experiences, express their tastes,
discuss the difficulties faced and highlight the learning obtained.
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The strategies act as a flexible guide that can be adjusted according to the needs of the children; For
example, play, as an educational tool, includes cooperative activities that promote collaboration and
social interaction, encouraging teamwork and problem-solving. Likewise, learning through symbolic
play encourages children to participate in real-life representations, which allows them to develop social
and linguistic skills. Each strategy is designed to enhance specific skills and abilities, adapting to the
observations and needs identified by the teacher.
Learning Workshops
The workshops are dynamic and participatory educational spaces designed to promote the integral
development of children in their first years of life, through these, social, emotional and motor skills are
strengthened, while new knowledge is acquired. For its planning, it is essential to adopt a constructivist
approach that allows children to build their own learning through interaction with their environment,
turning each experience into a meaningful and contextualized process.
These spaces promote active participation, dialogue and cooperation among children, creating an
enriching learning environment, at the time of their design, teachers must consider the individual
interests and needs of each child, incorporating creative play as a key strategy to stimulate their natural
curiosity. In addition, the workshops are planned in a flexible way, allowing them to adapt to the different
learning rhythms and guaranteeing an inclusive and effective educational experience.
By properly planning and applying both individual and group workshops, a positive academic growth of
children is achieved, developing an interest in learning throughout their lives; Because the workshops
offer multiple benefits for children, including the strengthening of social skills such as communication
and cooperation, in addition to the development of fine and gross motor skills, they promote creativity,
critical thinking and the ability to solve problems, essential skills for their growth and subsequent
success in life.
Learning Experiences
Learning experiences are born from the natural interest of children, awakening in them joy and
amazement for learning, which is why it is essential that these experiences promote the development
of specific skills aligned with the areas of learning and development, thus ensuring an attractive and
meaningful educational process. For the Early Childhood Education Curriculum (2014), learning
experiences are: "As a set of challenging experiences and activities, intentionally designed by the
teacher, which arise from the interest of the children, producing joy and amazement, with the purpose
of promoting the development of the skills that arise in the areas of learning and development." (p. 44).
For a learning experience to be effective, it must meet certain essential characteristics, ensure the
active participation of all children, respect their learning rhythms and individual styles, and integrate
relevant cultural and contextual elements.
In addition, it must promote positive interactions between children and adults in an environment free of
tensions, encourage the free expression of ideas and feelings within clear rules that value diversity, and
present concrete problems that are relevant to their daily lives, it is key to stimulate inquiry and
reflection through curiosity, exploration and imagination, avoiding providing answers before children
ask questions or reach their own conclusions. Finally, educational environments must be
contextualized to offer varied and enriching experiences, taking into account the sociocultural
conditions of the children.
Art in Early Childhood Education
Article 27 of the Universal Declaration of Human Rights (1948) states that “Everyone has the right freely
to participate in the cultural life of the community, to enjoy the arts and to share in scientific
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3597
advancement and its benefits”. Art is a manifestation of the culture of peoples, society and personal
experiences, functioning as a manifestation of the imagination and the human capacity to
communicate in a symbolic and unique way, beyond being just a skill or technique to create artistic
expressions.
For Agirre (2005), art provides “elements to interpret the ethos of culture and personal sensitivity” (p.
336), art encompasses a variety of forms of human expression aimed at transmitting ideas, emotions
and experiences, art is a form of creative and visual expression that allows communicating ideas,
feelings and concepts through different sensory media, such as shapes, colors, textures and sounds,
offering multiple possibilities for exploration and communication through different media.
Art, in its various manifestations such as drawing, painting, writing, music or dance, offers children a
valuable tool to express their everyday emotions and feelings. Activities such as painting a picture,
writing in a journal or composing a song allow them to process and communicate their fears, anxieties
and sadness. For some, art becomes a means of therapy and emotional support, helping them to cope
with stress, loneliness and traumatic situations.
Referring to Morin (1999), “Education should favor the natural aptitude of the mind to ask and solve
essential questions and correlatively stimulate the full use of general intelligence” (p. 17). In the field
of early education, art transcends simple visual expression and becomes a key pedagogical strategy
that allows children to explore, experiment and construct their perception of the world.
Continuing with Morin (1999) who says “This maximum use requires the free exercise of the most
expanded and liveliest faculty in childhood and adolescence: curiosity, which is very often extinguished
by instruction, when it is, on the contrary, stimulated or, if dormant, awakened (p. 17), from painting and
drawing to music, theater and dance, these creative expressions offer a space where children can
express themselves freely, thus favoring their integral development. This creative process allows them
to experiment with different materials and forms, stimulating their imagination and enhancing their
sensory and cognitive abilities.
Art in Early Childhood Education can fulfill multiple functions, beyond encouraging creativity, it provides
a way for children to express themselves emotionally, allowing them to communicate their thoughts,
emotions and experiences in a non-verbal way; this is especially important in the early stages of
development, when language is still in the process of acquisition and structuring.
The planning of artistic activities in early education should consider the playful and exploratory nature
of children; it is essential that these activities be flexible, allowing each child to experiment and create
at his or her own learning pace. The application of artistic strategies at this stage should be based on
a multisensory approach, where not only vision is stimulated, but also touch, hearing, smell and, in some
cases, taste. This holistic approach enriches the learning experience, promotes meaningful learning
and contributes to the development of more complex thinking.
The benefits of art in Early Childhood Education are multiple, among which we can highlight:
Helps the development of fine motor skills as children manipulate different art materials.
It fosters creativity and divergent thinking, essential skills for learning and problem solving.
Art fosters language development and communication, as it allows children to describe and share their
creations.
It becomes a tool for emotional expression, helping children to identify, understand and manage their
feelings.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3598
Teachers can provide general topics or suggestions, but it is key that children have the freedom to
interpret and create according to their own ideas; for this, it is necessary to provide a suitable
environment for artistic practice, with access to a variety of materials such as paints, crayons, clay and
recycled objects, thus encouraging free expression without limitations.
In this process, the teacher role is to act as a facilitator and attentive observer, open to interpreting and
valuing the artistic expressions of the children, recognizing their creative efforts and motivating them
to continue exploring; in addition, the teacher can guide reflections on their creations, helping them to
better understand their own creative process and strengthening their personal development.
Ros (2004) on art states “Artistic activity, multiple and integrating, has different functions in different
cultures, historical periods and social groups, but perhaps the most important is to achieve communion,
produce harmony in the personality, give pleasure, reflect life and reality” (p. 2). Art as an educational
tool plays a fundamental role in the integral and creative development of children, since it provides
them with a space for emotional expression, strengthens their motor and cognitive skills, and favors
their social and emotional growth.
By integrating art into the Early Childhood Education curriculum, teachers create a dynamic and
enriching learning environment that leaves a significant mark on children's development. Knowledge of
art is essential; its incorporation from the first years of life allows it to be integrated into children's daily
lives; in this way, art transcends routine by proposing new strategies that facilitate communication,
evoke emotions, generate reflections and transmit ideas through various forms of expression.
Visual plastic strategies
Sarlé (2014), expresses that “neuroscientific, evolutionary and pedagogical research has highlighted
that creativity and artistic education, through music, painting, theater, singing or dancing, have to be
part of the fundamental axes of a good educational project. (p.7). The plastic arts have an essential
role in child development, because they promote creativity, sensory exploration and the strengthening
of cognitive and motor skills, children can interact with various artistic media, such as painting, drawing,
sculpture and collage, which gives them the opportunity to express their emotions, thoughts and
experiences in a visual and concrete way.
Continuing with what is expressed by Sarlé (2014), “These activities are not to be considered as
separate elements from the rest of the actions that children experience in their family or school
environment.” (p. 7), children develop a greater ability to observe the environment and find unique ways
to communicate; the main focus lies in the creative process rather than in the final result, promoting
exploration, experimentation and self-expression through different techniques and materials.
On the other hand, we must take into account what is expressed by Muñiz, in Andueza (2016), “In a
natural way, the child uses drawing as the first means of communication and plastic expression, before
writing and even speech.” (p.12). These activities stimulate cognitive development by improving
observation skills, attention and understanding of concepts such as color, shape and texture;
participating in activities such as drawing and cutting out helps children strengthen both their fine and
gross motor skills, favoring their coordination and physical dexterity.
Similarly, Muñiz, in Andueza (2016), expresses that “Art should be one of the main allies in the
educational task.” (p.12), this is how art offers children a means to express their emotions, thoughts
and experiences, which facilitates emotional recognition and understanding; through these
experiences, they develop their creativity and critical thinking freely, making decisions about their
creations without limitations, this process also contributes to strengthen their self-esteem and self-
confidence, essential aspects for their socioemotional development.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3599
Plastic arts techniques classification
Plastic techniques classification may differ according to the used mean, the style and individual
preferences. For this study, a general classification that includes both two-dimensional and three-
dimensional techniques is taken into account:
Two-dimensional techniques: this group includes drawing, blind drawing, biro, melted crayons, melted
crayons, lemon and drying with heat, pluminism, fibrons, colored pencils, black pencil: in relation to
painting which is an ideal resource to promote artistic and cognitive development; it consists of the
application of pigments in liquid state, such as watercolors or tempera, on different surfaces, such as
paper or cardboard. Through this practice, children can explore their creativity and expressive skills.
Three-dimensional techniques: applied through the absorption of water or paint, which causes
transformations and allows exploration on different surfaces, such as leaves or other specific
materials, in this group of techniques we have collage, assembling, modeling, origami, kirigami.
Visual art
The visual arts in childhood play a key role in the cognitive, emotional and social development of
children. Through activities such as drawing, painting and sculpture, children explore both their
environment and their inner world, strengthening fundamental skills.
From the cognitive aspect, art stimulates the capacity for observation, concentration and attention to
detail, as they identify patterns, shapes and colors, improve their critical thinking and problem-solving
skills. In the emotional realm, the visual arts serve as a means of expression that allows children to
communicate their emotions, fears and joys non-verbally, facilitating the development of their
emotional intelligence and understanding of their own feelings and those of others. Artistic creation
generates personal satisfaction and reinforces self-esteem, since children feel proud of their works and
valued when they receive recognition for them.
On the social side, artistic activities foster cooperation and interaction, as children can collaborate on
creative projects, exchange ideas and solve challenges together. Art fosters respect for cultural
diversity, allowing children to discover different artistic styles and learn about cultural expressions from
different parts of the world.
Through the visual arts, children have the opportunity to explore and become familiar with different
techniques and textures through a wide range of art materials, such as crayons, paints, watercolors,
tempera, paper and clay. These resources allow them to tell stories and express their ideas through
images, strengthening their capacity for visual expression and non-verbal communication. They also
stimulate their imagination and creativity, motivating them to create works that reflect their inner world
and fantasies.
Art fosters inclusion and cultural diversity, giving children the opportunity to learn about and value
different cultures through creative activities; at the preschool level, participation in artistic experiences
also reinforces self-esteem and confidence, as it provides them with a space for expression and the
possibility of receiving positive feedback on their creations.
Classification of the visual arts
The visual arts are divided into different categories according to their particularities and forms of
representation, covering both two-dimensional and three-dimensional expressions, which are detailed
below:
Two-dimensional: in this group we have photography, engraving, performance.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3600
Three-dimensional: in this group we have sculpture, installation, scenography.
RESULTS
Teachers
The study conducted through the application of an interview with teachers revealed the following:
65.9% of teachers consider drawing and painting as the main visual plastic strategies to facilitate
children's learning; on the other hand, 11.5% mentioned the use of engraving and stamping, while
22.6.4% highlighted other techniques such as cutting, collage and modeling, considering all these
strategies as valid options. There is a diversity of approaches in the application of artistic tools in
teaching, which contributes to enriching the learning experience and allows adapting to the different
styles and preferences of the children. There is also evidence of an inclination of teachers towards the
combination of multiple plastic-visual strategies.
76.3% of the teachers receive occasional training in the teaching of visual-plastic strategies, while
12.1% indicated that they always receive it, 5.5% almost always and 6.1% have never received this type
of training. A diversity is observed in the frequency with which teachers receive training on visual-plastic
strategies, which could have significant implications for professional development and the quality of
teaching in this specific area.
83.5% of the teachers completely agree that visual and plastic strategies enhance individual and group
expression and creativity in children, while 16.5% agree. It is essential to incorporate activities that
integrate both plastic and visual artistic strategies, such as painting, drawing, sculpture, collage,
pointillism, and tearing. These forms of artistic expression allow children to communicate, explore their
environment and express their inner world, emotions and sensations. Through imagination, fantasy and
creativity, they can develop new structures and resources in both individual and group activities.
It was observed that 66.4% of the surveyed state that they can always help children to regulate their
emotions through the use of visual plastic strategies, while 24.7% state that they almost always achieve
this and the remaining 8.9% mention that they can only sometimes contribute to this process. Teachers
perceive positively the effectiveness of visual-visual strategies in the development of emotional
intelligence, considering them a valuable tool in the educational process. Activities such as drawing,
modeling, cutting and three-dimensional collage, among other techniques, not only facilitate the
identification and expression of emotions, but also enrich the emotional vocabulary of children,
promoting their well-being in a creative and meaningful way.
Children
The data obtained from the observation sheets for children between 4 and 6 years of age are as follows:
It was observed that 74% of the children are in the process of demonstrating enthusiasm and intrinsic
motivation when participating in plastic-visual activities, while 25% are in the initial stage and 1% have
already developed this capacity. It is essential to promote an environment of security and trust between
teachers and children to strengthen their bond and enjoyment in visual-plastic activities. Intrinsic
motivation and enthusiasm in these practices not only reflect a genuine interest, but also encourage
self-expression and integral development. These experiences, in addition to being fun, play a
fundamental role in the formation of confident, participatory and motivated children throughout their
school career, contributing to their identity and emotional, cognitive and social growth.
Seventy-four percent of the children are in the process of developing plastic-visual representations
through their imagination, while 16% have already acquired this ability and 10% are in the initial stage.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3601
Most of the children are in an active phase of exploration and development of their creative abilities
through visual-plastic representations; a smaller group has managed to consolidate these skills, while
others are still beginning their learning process; artistic creation based on imagination is fundamental
for the integral development of children, since it strengthens their creativity, personal expression, motor
skills, problem-solving ability, self-confidence and aesthetic appreciation, allowing them to experiment
with fantasy, imagination and the discovery of the world around them.
Eighty-nine percent of children are in the process of expressing their emotions, ideas or narratives
through their plastic-visual creations, while 14% have already acquired this ability and 7% are in the
initial stage. It is essential to design educational strategies and programs that adjust to the different
needs and levels of artistic development of children, providing them with the necessary time and
support to strengthen their expressive skills. Visual plastic creations represent a significant means for
children to communicate their thoughts, emotions and experiences, allowing them to experience a
sense of accomplishment and strengthen their confidence in their own abilities.
It was observed that 71% of the students are in the process of identifying the emotions they perceive,
while 22% already recognize them and 7% are in an initial stage. Children are in a developmental stage
in the ability to recognize emotions, so it is essential to encourage their expression in different
situations or visual representations, this process not only contributes to a balanced emotional
development, but also strengthens their communication skills by helping them to verbalize what they
feel and better understand both their own emotions and those of others.
REFLECTION
The observations made in the pre-school classes showed a limited application of visual plastic
strategies by the teachers in the classrooms studied; a lack of interest or willingness to participate in
these activities is perceived, which could be due to the scarce incorporation of art from an early age.
This lack prevents children from adequately developing their emotional skills, since they do not have
spaces to control and express their feelings, prioritizing instead cognitive development without
considering the impact of art on emotional intelligence.
One of the identified factors in this problem is the inadequate distribution of the schedule for plastic
expression classes. With an approximate duration of 30 minutes, these sessions are insufficient for
infants to fully engage in art and relate it to their emotional development. The lack of time limits their
capacity for socialization and self-expression through artistic activities, thus affecting their integral
growth.
Another relevant aspect is the need for more teacher training in the artistic field; the lack of specific
training in this field hinders the implementation of innovative methodologies that integrate art in the
teaching-learning process, which restricts the use of spaces that could enhance learning and promote
the socialization of children through interaction with their environment.
The lack of planning of activities that stimulate creativity and artistic expression generates a scarce
execution of exercises related to art and corporal expression, limiting the development of emotional
intelligence in infants, hindering the formation of bonds that allow them to explore their environment
and strengthen their self-knowledge and relationship with others.
There is insufficient use of concrete materials for artistic creation, as teachers avoid using them for
fear that the children will get dirty. This restriction directly affects the infants' artistic and corporal
expression, creativity and imagination, limiting their ability to relate to their environment and freely
explore their own inner world.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3602
The development of emotional intelligence is a progressive and constant process that requires
patience, consistency and a suitable environment for its strengthening; from the first years of life, it is
essential to provide children with tools that allow them to identify, understand and regulate their
emotions effectively, this not only contributes to their emotional well-being, but also has a positive
impact on their interpersonal relationships, their academic performance and their ability to face
challenges throughout life.
To achieve optimal development of emotional intelligence, it is essential to provide children with
continuous and structured support, which involves fostering emotional self-awareness, helping them
to recognize their feelings and express them assertively; it is important to teach them self-regulation
strategies, promoting the ability to manage stress, frustration and other difficult emotions.
Joint work between the family, teachers and the educational community plays a key role in this process;
at home, parents can reinforce this learning through affective communication, example and the creation
of an environment of trust and security; at school, teachers can integrate activities and dynamics that
promote empathy, conflict resolution and cooperation among peers; the educational community can
implement programs and resources that strengthen socioemotional education, ensuring that children
receive comprehensive support in their emotional growth.
Ultimately, emotional intelligence is not only a key competence for individual development, but also a
fundamental pillar for the construction of a more empathetic, understanding and resilient society.
Visual plastic strategies are educational methods designed to enhance early childhood learning and
development through the use of graphic elements and artistic materials. These strategies are based on
the principle that children learn best when they have access to diverse sensory experiences and are
given the opportunity to explore and create through visual and plastic activities.
These activities are not only engaging and motivating, but also contribute to the overall development
of children at the early childhood level, promote academic learning, stimulate creative thinking,
emotional expression and communication, and promote inclusion in the school environment.
To maximize their benefits in child development, it is essential that educators implement these
strategies effectively in the classroom, ensuring a dynamic and enriching approach to the teaching-
learning process.
CONCLUSIONS
The application of visual plastic strategies in children from 4 to 6 years of age creates enriching
experiences that not only strengthen their emotional intelligence, but also establish a solid emotional
foundation that will serve them throughout their lives.
Artistic activities not only favor self-reflection and individual expression, but also promote positive
interactions with their environment, strengthening emotional bonds, fostering creativity and facilitating
the understanding and communication of emotions.
It is essential for teachers to implement visual plastic strategies at the initial level, since they facilitate
the understanding of abstract concepts, encourage creativity, personal expression, sensorimotor and
complex thinking, as well as active participation, these educational tools are key to the acquisition of
knowledge, skills and competencies that will benefit children in later stages of their academic training.
The theoretical principles of visual-plastic strategies in early education enrich the teaching-learning
process and favor the integral development of children; these strategies stimulate imagination,
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3603
creativity, synthesis, individual expression and social interaction, being essential to strengthen critical
thinking and problem solving in everyday situations.
Visual plastic strategies play a crucial role in stimulating the integral development of children,
enhancing their cognitive, emotional and motor skills, through an enriching environment that favors
meaningful learning, the development of fine motor skills and visual-plastic perception, as well as
strengthening creative expression, understanding of abstract concepts and social and emotional skills.
Evaluating teachers' knowledge of these strategies in early education is essential within the teaching-
learning process; training and professional updating of educators in the artistic field allows maximizing
the positive impact of these strategies in the cognitive, emotional and social development of children,
providing them with experiences that stimulate their growth and learning during the first years of life.
Understanding the theoretical foundations of emotional intelligence in early education is key for the
comprehensive development of children, because it will allow generating meaningful interactions with
infants, identifying their abilities and enhancing them through appropriate strategies that favor positive
and sustainable growth; thus, preparing them to face life's challenges in a resilient manner.
Exploring the components of emotional intelligence in children highlights the importance of their early
development, the ability to recognize, understand and manage emotions from infancy lays the
foundation for emotional well-being, helping children to become aware of their feelings, regulate them
and develop social skills that allow them to interact effectively throughout their lives.
Assessing factors such as emotional awareness, expression, emotion regulation and social skills at
this stage provides a clear picture of children's level of emotional intelligence. Since most are still in
the process of acquiring it, early identification of strengths and areas for improvement provides a solid
foundation for the implementation of effective artistic strategies to enhance their emotional
development.
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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 1 p 3604
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