Emotional Self-Regulation and Communication Development in 5-Year-Old Children: A Play-Based Methodological Guide

Abstract

Introduction: Emotional self-regulation and communication development are interdependent processes in early childhood; however, at the “Celeste Carlier Fuentes” Basic Education School (Quevedo, Ecuador), 5-year-old children frequently struggle to manage their emotions and communicate clearly.

Objective: To design a methodological guide featuring play-based activities to improve emotional self-regulation and communication development in 5-year-old children.

Methods: A study with a mixed-methods approach and a descriptive-exploratory design was conducted involving 43 five-year-old children from the institution, their teachers, and the Student Counseling Department. Tools applied included an institutional SWOT analysis, a structured observation checklist with 24 indicators, and semi-structured teacher interviews; both instruments were validated by expert judgment. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic categorization and methodological triangulation. The study was approved by the institutional Ethics Committee.

Results: The diagnostic assessment revealed weaknesses in basic emotion management, calming strategies, and verbal and active listening skills, alongside institutional strengths such as support from the Student Counseling Department and teacher willingness. Based on these findings, the “I Play, I Feel, and I Express Myself” guide was developed, organized into four progressive phases comprising 12 play-based activities distributed over 11 weeks.

Conclusions: The guide coherently links diagnostic findings with theoretical underpinnings and serves as a feasible pedagogical tool for simultaneously strengthening emotional self-regulation and communication in early childhood education.