Social skills and school coexistence in children aged 4–5: a literature review

This study reviews recent literature on social skills and school climate in children aged 4 to 5 years, to synthesize key theoretical and empirical advances in this field. The analyzed studies show that, during this stage, children consolidate fundamental socio-emotional competencies such as self-regulation, empathy, communication, and peaceful conflict resolution, which directly contribute to the quality of school climate. Evidence indicates that factors such as family environment, educational setting, and teacher involvement significantly influence the development of these skills. Likewise, effective interventions are identified, including play-based strategies, emotional education, and cooperative learning activities. However, important challenges persist, particularly in Latin American contexts, where limitations are reported in teacher training and in the resources available to implement socio-emotional strategies. The review concludes that strengthening pedagogical practices and promoting collaboration between school and family are key elements to fostering more inclusive educational environments and enhancing socio-emotional development in early childhood.