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.

Emotional intelligence, preschool children, play-based learning, role-playing, cooperative games, social-emotional development, early childhood education.

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Garaigordobil, M. (2022). Developing Children's Creativity and Social-Emotional Competencies through Play. Journal of Intelligence. (pp. relevant sections on results).

Lafay, A. et al. (2023). Impact of Innovative Emotion Training in Preschool. PMC article.

Dewi, et al. (2026). Enhancing Emotional Intelligence through Role-Play Activities. Systematic Review.

Abdumuminovna, A.D. (2025). Diagnosis of Emotional Intelligence in Preschool Education. IST Journal.

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Additional sources from Uzbek pedagogical research on EI and play (e.g., Askarova, Ibrokhimovna works).