The present study explores the deficiencies observed in the development of the body schema and the limited access to socio-emotional tools in early education students. The objective was to analyze the influence of the body schema on the socio-emotional well-being of boys and girls aged 4 to 5 years, belonging to the Teresa Flor Educational Unit, located in Ambato, Ecuador. With a quantitative approach and a quasi-experimental design of exploratory and explanatory scope, 47 students were evaluated using the Goodenough and Harris tests. Statistical tests were used to test the hypothesis that the development of the body schema positively impacts socioemotional well-being. The results revealed that greater development of the body schema is related to higher self-esteem, better emotional management and more effective social interaction. Objectively applied evaluations showed that children with greater knowledge of their body tend to manage their emotions better and establish stronger social relationships. In conclusion, the study highlights the importance of promoting activities that encourage the development of the body schema, since they contribute significantly to socio-emotional well-being in early childhood. These findings highlight the need to incorporate socio-emotional tools and resources in educational programs to guarantee comprehensive development.
