Much is said about the importance of building socio-emotional skills. But what does this mean?

The term emotional intelligence was used for the first time by American scholars Peter Salovey and John Mayer in the year 1990. It is a recent term, if we think about it, derived from Howard Gardner’s theory of multiple intelligences. For this author, human beings have multiple ways of demonstrating their ability to think, act, create, emotional intelligence being one of these intelligences.

Daniel Goleman deepened the concept of emotional intelligence, becoming popular in the 1990s. Goleman spread and broadened the debate. Research shows that its development is linked to the perception of emotions of oneself and the other. In such a volatile world, it is essential to develop emotional intelligence to deal with situations in social and everyday life.

We can understand emotional intelligence as the ability to understand one’s own emotions, regulate them and understand those of others. In the work environment, emotional intelligence has become increasingly demanded and widespread. In addition to being decisive in good interpersonal relationships and professional development.

When thinking about socio-emotional education in the school space, we must keep in mind that preparing children to deal with life’s challenges depends on all those around them. Family and school should, in partnership, and in their daily lives, invite children and young people to think about actions based on adverse situations.

In addition to acquiring the specific contents of each school year, approaching life in its fullness is part of the Infanzia curriculum. Equipping children with tools to seek knowledge and put it into practice, as well as establishing ethical and healthy relationships with others and with oneself is urgent. 

Such an approach stimulates the process of self-knowledge and, consequently, increases the capacity for self-control, self-confidence, autonomy, among other intrapersonal skills. The ability to manage and name one’s thoughts, feelings and behavior also favors interpersonal relationships.

Promoting an education that takes care of and is concerned with the emotional health of children requires dialogue and partnership with the entire school community. If the family is not well emotionally, neither will the child.

We always point out the importance of listening to children in their demands and interests, and at the same time, guiding them in relation to responsible decision-making and being socially aware.

From the moment that children are able to express their feelings and emotions, they are also able to learn to understand others and to put themselves in their shoes in everyday situations. 

With an attentive look and listening, we are provoking the children to learn to do, to know, to be and to live together. Ethically, respectfully and carefully.