ART AND EMOTIONS: HOW TO WORK ON EMOTIONAL INTELLIGENCE THROUGH PLASTIC ARTS IN CHILDHOOD.

Abstract

This project explores the integration of plastic arts into early childhood education as a strategy to develop emotional intelligence. Emotional intelligence¿understood as the ability to identify, understand, regulate, and express emotions¿plays a fundamental role in children's cognitive, social, and emotional development. Despite growing awareness of its importance, emotional education remains underrepresented in many school curricula, and art is often undervalued as a tool for emotional development. This study proposes that plastic arts¿such as drawing, painting, sculpture, and collage¿offer an accessible, non-verbal channel for young children to explore and express their emotions. Supported by psychological, pedagogical, and neuroscientific literature, the project demonstrates that artistic creation fosters emotional self-awareness, regulation, empathy, and interpersonal skills. The research includes a theoretical framework grounded in Goleman's and Gardner's models, as well as Piaget's and Vygotsky's developmental theories. It also presents an intervention proposal: a series of twelve practical sessions designed for children aged 4 to 5, focused on exploring basic emotions (joy, sadness, anger, fear, calm) through various artistic activities. The proposal incorporates inclusive strategies for diverse learning needs and aligns with Spain's educational legal framework. Evaluation methods emphasize formative assessment, peer and self-reflection, and active family involvement. The project concludes that integrating plastic arts into early education is not only feasible but highly beneficial for fostering emotional intelligence in children, offering an effective and engaging way to support their holistic development.