Does someone want to help me to revise this abstract? :) Emotion recognition (RE) is a central component of the socio-emotional competence that allows us to decipher emotional states in oneself and others helping us to understand the origin thereof and regulate them for the purpose of achieving our personal goals; therefore it is not surprising that this emotional ability has been related in the literature to socio-educative variables such as social adjustment and academic success. In order to delve into the roots of the popularly called "Emotional Intelligence" (EI), this paper examines how 6-and-7-years-old children recognize emotions through images and textual contextual situations (which channel it is easier to recognize emotions, which emotion is recognized the better, which the worse, etc.) and the relationship of this skill with variables such as IQ (intelligence quotient or "g factor") and sex. To do this, a proof to measure emotion recognition was created and applied, alongside the IQ test Factor "g" Cattell, to a sample of 75 students (41.33% boys) of first year of primary education (M = 6.58, SD = .323). The results from the pilot study revealed: differences in the recognition of each emotion depending on the input presented (images or contextual situations); better capacity to recognize emotions through contextual situations; and lack of significant differences in the ER by intelligence or sex. As a compendium of the theoretical review and the found results, it can be concluded that ER is a complex ability that varies depending on the channel of recognition (images and contextual situations), evolutionary development and the emotion to be recognized; and it is independent, at least at an early age, of variables such as IQ and sex.