Strategies for Developing Social and Emotional Skills in Kindergarten Children and their Relationship to Mental Health

Abstract

This research aims to provide an objective analysis of the scientific literature addressing strategies for developing social and emotional skills among kindergarten children, and to explore their relationship with mental health during early childhood. The significance of this study lies in its contribution to a comprehensive understanding of these skills as fundamental components of children’s psychological and behavioral development, while promoting evidence-based educational practices. A descriptive-analytical methodology was adopted to review (20) peer-reviewed studies published between 2016 and 2025. Analytical tools included content analysis forms, critical review checklists, and classification tables. The research population consisted of relevant educational and psychological studies, while the sample was limited to studies focusing on children aged 3–6 years, including perspectives from teachers, caregivers, and parents. Descriptive, comparative, and gap analyses were employed to extract common patterns and highlight research limitations. The findings indicate that educational programs based on play, storytelling, and group interaction effectively enhance social and emotional skills and play a pivotal role in supporting children's mental health. Moreover, the results underscore the essential role of teachers and families in fostering this development. The study recommends adopting early intervention strategies, culturally sensitive program designs, and conducting longitudinal research to monitor the long-term impact of these skills.