<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2631-2581</journal-id>
<journal-title><![CDATA[Revista Ecuatoriana de Neurología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Ecuat Neurol]]></abbrev-journal-title>
<issn>2631-2581</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Médica Ecuatoriana de Neurología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2631-25812023000200086</article-id>
<article-id pub-id-type="doi">10.46997/revecuatneurol32200086</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervenciones Cognitivas, Emocionales Y Educativas Para Niños En Primera Infancia. Revisión Sistemática.]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive, Emotional And Educational Interventions For Children In Early Childhood. Systematic Review.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pardo-Patiño]]></surname>
<given-names><![CDATA[Karen Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuervo]]></surname>
<given-names><![CDATA[Leidy Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villanueva-Bonilla]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Surcolombiana Grupo de investigación Mi Dneuropsy ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Surcolombiana Grupo Paz desde la Paz ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>86</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2631-25812023000200086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2631-25812023000200086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2631-25812023000200086&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Es indispensable implementar procesos de intervención durante la primera infancia para el reconocimiento, gestión y manejo de las emociones. Esta etapa del desarrollo es la base para el aprendizaje y la adquisición de habilidades cognitivas, comportamentales y sociales.  Objetivo:  Evaluar la calidad de las intervenciones desde los aspectos cognitivos, emocionales y comportamentales en la primera infancia, que permitan orientar programas educativos para el desarrollo y fortalecimiento de la inteligencia emocional.  Método:  Se realizó una búsqueda en bases de datos digitales: Scopus, ScienceDirect, APA PsycNET, ProQuest, Web of Science y Pubmed entre enero de 2013 y agosto de 2022.  Resultados:  Se identificaron 165 artículos en las bases de datos mencionadas, resultando 26 artículos después de emplear los diferentes filtros de selección y criterios de inclusión. Se identificaron intervenciones centradas en la familia (14 intervenciones), la escuela (7 intervenciones) y los niños (4 intervenciones).  Discusión:  Se destaca el interés en el desarrollo de programas de intervención para niños en primera infancia con estándares de calidad a nivel investigativo (ensayos clínicos, muestras amplias, control de sesgos) y con resultados positivos que develan la importancia de realizar un acompañamiento adecuado en dicha etapa del desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  It is essential to implement intervention processes during early childhood for the recognition and management of emotions. This stage of development is the foundation for learning and for acquisition of cognitive, behavioral, and social skills.  Objective:  Evaluate the quality of the interventions from the cognitive, emotional and behavioral aspects in early childhood, which allow guiding educational programs for the development and strengthening of emotional intelligence.  Method:  A search was performed in digital databases: Scopus, ScienceDirect, APA PsycNET, ProQuest, Web of Science, and Pubmed between January 2013 and August 2022.  Results:  165 articles were identified in the aforementioned databases, resulting in 26 articles after using the different selection filters and inclusion criteria. Interventions focused on the family (14 interventions), the school (7 interventions) and the children (4 interventions) were identified.  Discussion:  The interest in the development of intervention programs for children in early childhood with quality standards at the research level (clinical trials, large samples, bias control) and with positive results that reveal the importance of carrying out adequate accompaniment in said stage is highlighted development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="es"><![CDATA[primera infancia]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Cognitive development]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="en"><![CDATA[early childhood]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
</kwd-group>
</article-meta>
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