Noting that linguistic intelligence is often the primary focus of teaching young children, this paper examines the relationship between children's learning and their social-emotional development. The paper first describes the preschools of Reggio Emilia and the theory of multiple intelligences. The paper then synthesizes research on children's emotional developmentrecognition of young children as "emotional compatriots" and the related importance of developing their emotional intelligence, the role of adult scaffolding to support childrens development, and the intensification of children's learning when they represent their thinking in multiple media. A curriculum process is then highlighted that enables teachers to develop young children's emotional intelligence. The process engages teachers in supporting young children to identify and express their feelings and related experiences in multiple ways. The paper describes the curriculum process and specific scaffolding strategies teachers can use to support students' efforts. Elements in the curriculum process include storytelling, drawing self-portraits and action pictures, and story writing. The culminating activity, "Story Circle," provides a forum for children to share and discuss their work with peers. The paper concludes by noting that the range of representational opportunities embedded in this process enables children with a variety of intelligences to identify and share their feelings in meaningful ways. (Author/HTH)