An approach according to which the relationship between emotions and higher cognitive functions is a fundamental factor that regulates and improves thinking, attention, memory, and executive functions. Positive emotional experiences, such as feelings of curiosity, excitement, or security, act as cognitive fuel, enhancing a child’s ability to focus, learn, and use their mental abilities. Negative or excessive emotions, such as intense anxiety, anger, or frustration, can interfere with executive processes and impair a child’s ability to regulate their behavior and solve problems, which can negatively affect their academic and social performance. According to this concept, any assessment or therapeutic intervention should be two-dimensional: focus not only on the development of cognitive skills, but also on the regulation of emotions and the maintenance of self-control. For example, attention training or problem-solving is most effective if it takes place in an environment that provides psychological safety and stimulates positive emotions. Learning anger or anxiety management strategies directly improves executive and cognitive function. The concept of emotional-cognitive integration emphasizes that emotions are not an obstacle to learning, but, on the contrary, are important partners for higher psychological functions. Children who learn to regulate their emotions develop a greater capacity for attention, thinking, and problem-solving, while any disruption to this integration can lead to cognitive and behavioral difficulties. From this perspective, therapeutic intervention becomes multidimensional, combining the improvement of cognitive-psychological functions and the regulation of emotions to achieve balanced and sustainable development.