Cultivating Emotional Intelligence in the Screen Age: A Case Study of ECE Leadership Strategies

Abstract

Increasing reliance on digital devices in early childhood education (ECE) presents challenges for children’s emotional development, particularly in self-regulation, empathy, and interpersonal skills. Effective educational leadership is therefore essential to create learning environments that balance technological integration with children’s socio-emotional needs. This study aims to explore leadership strategies in ECE institutions for cultivating children’s emotional intelligence amid increasing screen time reliance. A qualitative case study design was employed. Data were collected through in-depth interviews with school leaders and teachers, non-participant classroom observations, and analysis of management documents. The data were analyzed thematically to identify leadership strategies and institutional practices that support children’s emotional development. The findings indicate that effective ECE leadership can strengthen emotional intelligence through digitally balanced curriculum policies, structured mindfulness practices, and collaborative parent-teacher communication. These strategies support children’s self-regulation, empathy, and interpersonal skills while reducing the potential negative effects of excessive screen exposure. The study highlights the importance of prioritizing structured social-emotional learning, strengthening educators’ professional development, and establishing sustainable home-school partnerships. These practices provide a practical management framework for ECE institutions seeking to integrate technology while maintaining healthy socio-emotional development.