Emotional Intelligence and Problem-Solving Styles: A Theoretical Review of Their Implications for Learning Processes in Early Childhood Teacher Education

This study provides a theoretical and integrative review of two psychoeducational concepts, emotional intelligence and problem-solving styles, which have long and rather distinct research histories, and explores, qualitatively from the perspective of phenomenological psychology, potential areas of congruence in the learning processes that inform the preparation of early childhood teachers. Based on a comprehensive critical analysis of 21 studies in the literature, which were retrieved from important literature databases, such as Scopus and Web of Science, or those focusing on education or psychology. This study reconstructs the conceptual debate between the ability model of emotional intelligence (EI), the trait model, and the mixed and hybrid models, reviews classical and contemporary problem-solving style typologies, and identifies the specific relevance of each in the context of early childhood education, where the need to deal with uncertainty and regulate emotions is high. Original empirical findings are not reported elsewhere in the article; rather, a qualitative, interpretive-phenomenological methodological design is proposed as a roadmap for future research in the field, addressing the requirements of scientific rigor (credibility, transferability, dependability, and confirmability) and relevant ethical issues. In conclusion, the relationship between EI and problem-solving styles is a fruitful, albeit understudied, area for exploration to better understand the cognitive skills early childhood teachers need to learn about EI.