Abstract
<jats:p>The COVID-19 pandemic profoundly affected young children, particularly those attending kindergarten, a stage characterized by rapid emotional and cognitive development. This article analyzes the impact of COVID-19 on the emotional and cognitive processes of young children, emphasizing the effects of prolonged confinement, reduced social interaction, and changes in early educational environments. Evidence shows that disruptions in daily routines and limited peer interaction negatively influenced emotional regulation, social skills, motivation, attention, language development, and learning readiness. Young children were especially vulnerable due to their dependence on stable environments and consistent emotional support. Additionally, family dynamics and the availability of supportive educational contexts played a crucial role in mitigating negative effects. The findings highlight the importance of strengthening emotional support strategies, early childhood education practices, and family–school collaboration to promote healthy emotional and cognitive development in kindergarten-aged children in post-pandemic contexts.</jats:p>