READING AND FEELING: EMOTIONAL AND LITERARY EDUCATION IN PRE-PRIMARY EDUCATION

The interest for the acquisition and development of emotional education through literary reading has increased in recent years. This is due to a variety of research works and studies that claim the undisputed role of emotional competence in the framework of a comprehensive education of children and young people. The aim of this study is to offer a methodological proposal for the acquisition and development of emotional education through literary reading in Pre-Primary Education. First, we review the main models of emotional intelligence which are the basis for the conceptualization of emotional education in the educational context; secondly, the emotional agents involved in the phases of the project (mediator-teacher, reader-student and text) are explained; and, finally, we present a reflection on aspects of interest related to this field.