Cognitive behavioral intervention plan for the development of social-emotional skills in older preschool children

Abstract

The upper preschool stage represents a crucial moment for consolidating previously achieved socio-emotional development milestones; therefore, it is an ideal time to develop socio-emotional skills. However, many children do not receive adequate support at home or systematic interventions in the school environment. In response to this problem, the objective is to design a cognitive-behavioral intervention plan for the development of social-emotional skills in upper preschool children at the “Naciones Unidas” School in Portoviejo during the 2025 period. The study was non-experimental, cross-sectional, with a mixed approach and descriptive scope. The population consisted of 23 first-grade children; the final sample was 20, selected using inclusion criteria that considered age (5 to 6 years) and the absence of neurodevelopmental disorders. Bibliographic and inductive-deductive methods were used. The ASQ:SE-2™ questionnaire was administered to legal guardians, and the analysis indicated that 55% of the children showed adequate development, 30% required follow-up, and 15% presented possible difficulties. In addition, an observation form was used to evaluate five dimensions: emotional knowledge, emotional expressiveness, emotional regulation, problem solving, and peer interaction. It was found that 45% had an initial level of emotional regulation and 35% had difficulties in problem solving. It is hoped that the proposed plan, based on cognitive-behavioral strategies, will develop these skills and contribute to the prevention of future difficulties