DEVELOPING EMOTIONAL INTELLIGENCE IN PRESCHOOL CHILDREN THROUGH PLAY-BASED ACTIVITIES

Emotional intelligence (EI) is a critical component of early childhood development, encompassing the ability to recognize, understand, express, and regulate emotions while fostering empathy and positive social interactions. This article explores the role of play-based activities in developing EI among preschool children aged 3-6 years. Drawing on international and Uzbek research, it examines theoretical foundations, effective play interventions such as role-playing, cooperative games, and emotion-focused dramatization, and their measurable impacts on emotional awareness, self-regulation, and social competence. A hypothetical mixed-methods study illustrates practical implementation, showing significant improvements in emotional skills through structured yet child-led play. The findings underscore that play-based approaches provide developmentally appropriate, engaging contexts for EI growth, with implications for educators, parents, and policymakers. Integrating such activities into preschool curricula can yield long-term benefits for academic success, mental health, and social adaptation.情绪智力（Emotional Intelligence，EI）是儿童早期发展的关键组成部分，涵盖识别、理解、表达与调节情绪的能力，同时助力培养共情能力与积极社交互动。本文探讨了基于游戏的活动在3至6岁学龄前儿童情绪智力培养中的作用。基于国际及乌兹别克斯坦的相关研究，本文梳理了相关理论基础，分析了角色扮演、合作游戏、情绪聚焦戏剧化等有效的游戏干预方案，及其对情绪认知、自我调节与社交能力的可量化影响。一项假设性混合方法研究展示了其实际落地路径，表明在结构化但以儿童为主导的游戏中，儿童的情绪技能可获得显著提升。研究结果强调，基于游戏的教学方式可为情绪智力的发展提供符合发展规律且富有吸引力的环境，对教育工作者、家长及政策制定者具有重要参考意义。将此类活动融入学龄前课程，可为儿童的学业成就、心理健康与社会适应带来长期益处。