CHACON COAQUIRA, Melanie ThaisCHAIÑA URDANIVIA, Jaqueline VeronicaPIMENTEL CALDERON, Deyanira Yuleydi2026-09-092026-09-092026-09-09https://repositorio.ispa.edu.pe/handle/123456789/498This study is a documentary analysis that seeks to determine the importance of social skills in early childhood education students, a decisive stage for their socio-emotional development. The research is guided by the question: How is the importance of social skills in early childhood education determined through documentary analysis? To answer this, 35 bibliographic, hemerographic, and academic sources were reviewed, selected according to criteria of timeliness, relevance, and reliability. The theoretical framework is based on authors such as Goleman, Bandura, and Vygotsky, who provide different perspectives on social interaction, emotional self- regulation, and learning in collaborative contexts. From this perspective, social skills are classified into three subcategories: basic, affective, and advanced. Among them, behaviors such as greeting, politeness, empathy, teamwork, effective communication, and peaceful conflict resolution stand out. These competencies allow children to interact, express emotions, adapt to their environment, and strengthen coexistence. Methodologically, the study adopted a qualitative approach using techniques such as work cards, literature review, and content analysis. The results show that promoting social skills from the preschool stage contributes to comprehensive development, encourages mutual respect, and enhances collaborative learning. The study acknowledges limitations related to restricted access to certain scientific sources, the limited time of professional practice, and the initial experience in documentary search strategies. However, it concludes that fostering these competencies from early childhood is essential for shaping empathetic, responsible, and emotionally balanced citizens. Keywords: Social skills, integral development, early childhood education, social interaction.