Early childhood educator's linguistic ability has not often been a subject of study, considering the specificity of a language evolutionarily adapted to infants, but that involves technicalities and a particular style of evocation. The purpose of the present study is to describe the progressive use of written socio-affective language of early childhood education students, belonging to various educational levels. A quantitative approach and a cross-sectional and descriptive design were selected to evaluate 286 participants that addressed the affective connotation of lexical units according to 8 psycholinguistic properties: Valence, Excitability, Familiarity, Imaginability, Origin, Concreteness, Subjective significance, and Manipulability. The findings show a significant differentiation between most of the properties, in addition to differential behaviors associated with the educational levels. The findings regarding the characterization of early childhood's socio-affective competence are discussed, and conclusions briefly are made about its role in higher education's initial training processes. C1 [Dulcic, Francisco Jose Leria; Orellana, Patricia Ester Sasso] Univ Atacama, Atacama, Chile. [Pena, Roxana Nora Acosta] Univ Antofagasta, Antofagasta, Chile. [Morales, Mirna Pizarro] Univ Magallanes, Punta Arenas, Chile. [Avila, Monica Yudy Avila] Univ Los Lagos, Osorno, Chile. C3 Universidad de Atacama; Universidad de Antofagasta; Universidad de Magallanes; Universidad de Los Lagos