EI Rubrics for Preschool Children

Nor Aizal Akmal Binti Rohaizad,Aqeel Khan,Grace Annammal Gnana Piragasam,Azlina Binti Mohd Kosnin,Mohd Izzamuddin Nadin

doi:10.13189/ujer.2020.082301

Abstract

Many researchers have done extensive research on Emotional Intelligence (EI) part. There are many instruments that have been developed to serve as a measure of emotional intelligence. These include the Mayer-Salovey-Caruso EI Test (MSCEIT), the Multi Factor Emotional Intelligence Scale (MEIS) and several other Emotional Intelligence measures. However, it is found that the existing EI instrument does not measure children's emotional intelligence (EI). The Emotional Intelligence should be emphasized in children's development. Children who have a good level of emotional intelligence (EI) will be able to manage their lives in a more orderly and harmonious. Good emotional control is a very important aspect in the well-being of individuals. In this study, the researcher wanted to do a basic analysis of the children EI by building a pre-school children EI rubrics age group of four to six years. The study was conducted at a preschool in Kuala Terengganu district involving 20 children. The research data will be through the evaluation process by five academic specialists in the field using the Cohen Kappa Consensus Coefficient Rating Scale formula. Qualitative data were analysed using triangulation methods through qualitative categorization and thematic analysis. Quantitative data, on the other hand, will be analysed using the Rasch Model to see its validity and reliability. The implications of this study are expected to be a basic children's Emotional Intelligence study focusing on EI development in education to produce a competent, skilled, creative and innovative generation.

Highlights

Since the emergence of a book entitled 'Emotional Intelligence' (EI), introduced by Denial Goleman in 1995, many researchers have done extensive research on it
According to a study conducted by Coskun, Oksuz and Yilmaz (2017), it is found that the existing EI instrument does not measure children's emotional intelligence (EI)
In support of the Ministry of Education's goal of producing value-based citizens in accordance with the Malaysian Education Development Plan 2013-2025, this study identifies that the assessment of children needs to be developed in the psychological aspect, and in the aspect of education which focuses more on unity and fostering closer understanding among children

Summary

Introduction

Since the emergence of a book entitled 'Emotional Intelligence' (EI), introduced by Denial Goleman in 1995, many researchers have done extensive research on it. There are many instruments that have been developed to serve as a measure of emotional intelligence. These include the Mayer-Salovey-Caruso EI Test (MSCEIT) (Mayer et al, 2002), the Multi Factor Emotional Intelligence Scale (MEIS) (Salovey & Mayer, 1990) and several other KE measures. According to a study conducted by Coskun, Oksuz and Yilmaz (2017), it is found that the existing EI instrument does not measure children's emotional intelligence (EI). According to Gignac (2010), Tett, Fox and Wang (2005) measured emotional intelligence through self-report, assuming that participants in the sample had a deep and objective knowledge of their social and emotional skills, consistent and genuine in assessing those skills. They still cannot think inductive or deductive. Their concrete thinking and the use of expressive material can aid in the learning process

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Conflict of Interest