Objectives: This study explores the main areas of emotional intelligence development in young learners, focusing on socio-emotional skills and the balance between emotional and cognitive growth in primary school children. Prior Work: Building on key theories of emotional intelligence from Goleman (2004), Mayer and Salovey (2020), and Cojocaru-Borozan (2010), the research looks at how these ideas apply to emotional education in early schooling. Approach: Using a mix of observation, guided discussions, modeling, and analytical methods, the study identifies important socio-emotional abilities such as self-awareness, self-control, empathy, and social interaction, considering how these affect learning in primary classrooms. Results: Findings support the integration of curriculum-aligned emotional education initiatives aimed at fostering emotional intelligence. The study highlights the beneficial impact of emotional intelligence on both academic achievement and interpersonal relationships among students. Implications: The research proposes targeted educational strategies designed to nurture emotional intelligence development in primary school learners. Value: This study underscores the necessity for intentional design and integration of emotional education in primary curricula, demonstrating its role in promoting academic success and cultivating harmonious school environments.