Emotional Intelligence Of Children Research Articles

A Effective Parenting Techniques for Nurturing Children's Emotional Readiness for School

Parenting is a fascinating topic due to the variety of approaches used by parents. Each parenting style has unique characteristics and impacts. This paper aims to highlight the importance of effective parenting in fostering children's emotional readiness for school. The research employs a literature review method, examining sources such as books and scholarly journal articles relevant to the topic. Findings indicate that while various parenting styles can be applied, some are more effective in developing children's emotional intelligence.

Penyuluhan Manajemen Kecerdasan Emosional Anak bagi Orang Tua di Sekolah Indonesia Kuala Lumpur Malaysia : Kolaborasi Pengabdian Internasional

This community service activity aims to increase parents' understanding of managing children's emotional intelligence during their growth period towards adolescence at the Kuala Lumpur Indonesian School (SIKL) in Malaysia. The method of implementing the service used interactive counselling, with the target being 30 parents of children at the Kuala Lumpur Indonesian School. The stages of this activity included initial needs analysis, preparation, implementation coordination, activity evaluation, and data analyzed descriptively. The results of this service activity showed that the level of parental understanding in children's emotional management increased significantly; this is proven by data on the level of parental understanding before counseling was carried out as follows: a) 6% understand how to manage emotions; b) 60.8% do not understand how to manage emotions; and c) 34.2% understand some of the emotion management. After carrying out the counseling, the following results were obtained: a) 56.7% knew and understood how to manage emotions; b) 6.7% did not understand how to manage emotions; and c) 36.6% understood some of emotion management. From these data, it can be concluded that parents' understanding of managing emotional intelligence in children has increased to 56.70%.

Emotional Intelligence of Elementary School Age Children in Low and High Classes

Emotional Intelligence of Elementary School Age Children in Low and High Classes

An Overview of Emotional Intelligence by Using ASYIK Rewards in Group B of Pulogadung 01 State Kindergarten

The emotional intelligence abilities of young children in the Pulogadung 01 State Kindergarten group were improved using the School's Reward ASYIK method. This research was conducted to determine the role of the ASYIK Reward method in developing and cultivating the emotional intelligence abilities of young children at the Pulogadung 01 State Kindergarten. The type of research carried out in this thesis is using a qualitative descriptive method with research that presents several facts and problems that occur in the field. The data collection technique in this research uses several techniques such as observation, interviews, and documentation collection. The results of the data analysis process carried out in this research were based on the ASYIK reward method in group B, which develops children's emotional intelligence at an early age at the Pulogadung 01 State Kindergarten. With these Rewards, the teaching and learning process and emotional intelligence can increase children's enthusiasm in competing to get prizes which can have an influence on the development of children's emotional intelligence.

Specifics of Emotional Intelligence in Children of Primary School Age with Partial Immaturity of Higher Mental Functions

The article presents a theoretical analysis of the problems of development of emotional intelligence in children of primary school age with partial immaturity of higher medical functions. In the reviewed studies, emotional intelligence is defined as a person's ability to navigate the emotional sphere. The work reveals the innovativeness of emotional intelligence for personality development. A comparative analysis of the specifics of emotional intelligence of junior schoolchildren with normotypical development and junior schoolchildren with partial immaturity of higher medical functions is presented. In conclusion, further study of these issues is necessary.

The Effect of a Horticultural Therapy Program based on Cognitive-Behavioral Emotion Regulation Training on Improving the Emotional Intelligence, Emotion Regulation Ability, and Resilience of Children Eligible for Priority Support for Educational Welfare

Background and objective: This study sought to develop a horticultural therapy program (HTP) based on cognitive- behavioral emotion regulation training (CBERT) to improve the emotional intelligence, emotion regulation, and resilience of children eligible for priority support for educational welfare, and investigate its effects.Methods: To conduct this study, an HTP based on CBERT was developed using indoor horticulture activities. The program was conducted on 42 children (21 in the experimental group and 21 in the control group) in grades 3 to 4 who were eligible for priority support for educational welfareand were attending D elementary school in Incheon metropolitan city. Emotional intelligence, emotion regulation, and resilience were measured using self-report questionnaires before and after participating in the HTP.Results: The study found that the emotional intelligence (p < .01), emotion regulation (p < .01), and resilience (p <.01) of the children who participated in the experiment were significantly increased.Conclusion: Through this study, it was confirmed that an HTP based on appropriate CBERT has a positive effect on improving children's emotional intelligence, emotion regulation ability, and resilience. In future research, it will be necessary to expand its application to all grades and general children as well as children eligible for priority support for educational welfare.

Perceived Maternal Acceptance-Rejection as a Predictor of Emotional Intelligence in Adolescence

Background: Emotional intelligence (EI) plays a crucial role in the psychological development of adolescents, influencing their social behaviors and academic achievements. Previous research has established a connection between parenting styles, particularly maternal acceptance or rejection, and the development of EI in children. The warmth and support provided by a mother are essential elements that contribute significantly to the nurturing of EI during adolescence. Objective: This study aimed to investigate the predictive role of perceived maternal acceptance-rejection on the emotional intelligence of adolescents in Karachi, Pakistan, contributing to the existing body of knowledge by focusing on a non-Western context. Methods: The study was approved by relevant institutional review boards and adhered to ethical standards. A total of 600 adolescents, aged 13-17 years, were selected from various schools in Karachi, maintaining an equal distribution between genders. Participants were assessed using the Parental Acceptance-Rejection Questionnaire (PARQ) Child Form for mothers and the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQ-ASF). Data were analyzed using SPSS version 21.0, with linear regression analysis employed to examine the relationship between perceived maternal acceptance-rejection and EI. Results: The internal consistency of the scales was confirmed, with Cronbach's alpha values of .91 for the PARQ and .84 for the TEIQ-ASF. Linear regression analysis revealed a significant predictive relationship between perceived maternal acceptance-rejection and emotional intelligence (R = .213, R² = .045, F = 28.506, p < .05). Specifically, maternal rejection was negatively associated with the EI scores of adolescents, indicating that higher levels of perceived rejection correlated with lower levels of EI. Conclusion: The findings underscore the importance of maternal acceptance in the development of emotional intelligence among adolescents. These results suggest that interventions aimed at enhancing maternal acceptance could potentially foster the development of EI, thereby contributing positively to the psychological well-being and social functioning of adolescents.

POLA KECERDASAN EMOSIONAL ANAK PASCA PEMBELAJARAN DARING

The purpose of this study is to determine the pattern of emotional intelligence in children after online learning. This research is a type of narrative qualitative research with case study approach which was carried out in Sambung Village, Gajah District, Demak Regency. Data collection techniques in this study include observation, interviews, documentation, and recording. Data analysis techniques in this analysis are data reduction, data presentation, and drawing coclusions. The results showed that there were five patterns of student’s emotional intelligence, namely the ability to recognize self-emotions, the ability to manage self-emotions, the ability to motivate oneself, the ability to recognize other people’s emotions, and the ability to build relationships.

Effectiveness of Storytelling Therapy on Creativity and Emotional Intelligence in Children with Separation Anxiety Disorder

Objective: This study aimed to evaluate the effectiveness of storytelling therapy on creativity and emotional intelligence in children with separation anxiety disorder. Methods and Materials: The present research is a quasi-experimental study with a pre-test, post-test design with a control group. The population of this study included all children aged 5 to 7 years old suffering from separation anxiety disorder, who attended clinical psychiatric centers in Tehran in the year 2023. The sample consisted of 30 subjects selected through convenience sampling and were randomly divided into two groups (15 in the experimental group and 15 in the control group), but the control group remained on a waiting list for treatment. Before and after ten treatment sessions, all participants were assessed with the Torrance Creativity Test (Torrance, 1979) and the Emotional Intelligence Scale (Mavroveli et al., 2008). Additionally, participants received a psychiatric diagnosis regarding the disorder in question. Data analysis obtained from the administration of questionnaires was performed using SPSS software in two parts: descriptive and inferential (covariance). Findings: The results of the covariance analysis showed that storytelling therapy improves creativity and emotional intelligence in children with separation anxiety disorder at the post-test stage. Conclusion: Therefore, it can be inferred from the findings that storytelling therapy can be effective in enhancing the creativity and emotional intelligence of children.

Technologies for the development of emotional intelligence in children with disabilities

This article highlights the need to use technologies for the development of emotional intelligence in working with children with disabilities. The authors present didactic games that teachers can use in structuring technologies for the development of emotional intelligence in children with disabilities.

TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE

The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.

Emotional intelligence as a predictor for academic achievement of children: Evidence from primary schools of southern Ethiopia

In education, understanding the determinants of learners' achievement is crucial. This study aimed to explore the correlation between emotional intelligence (EI) and academic achievement in primary schools. Using Goleman's Emotional Intelligence Assessment Scale adapted for local use, 444 primary school students were assessed via random sampling. Inferential statistical methods, especially multinomial logistic regression, were employed for data analysis. The research revealed that self-regulation, self-awareness, empathy, and motivation significantly influenced academic outcomes compared to high-achieving peerAdditionally, demographic factors played a pertinent role in students' performance. The study's implications highlight the necessity of interventions to nurture EI in students. Recommendations include revising educational policies to cultivate resilient learners, raising awareness among educators, parents, and implementing strategies to enhance children's EI, emphasizing self-regulation, self-awareness, empathy, and motivation. These findings underscore the importance of EI in academic achievement and provide valuable insights for educational practitioners and parents, emphasizing the need for targeted interventions to support children's holistic development.

Emotional intelligence in children with special educational needs

Despite the vigorous discourse surrounding education, current measures remain insufficient for effectuating substantive benefits for children. Guaranteeing the holistic development of children, particularly those with special educational needs, necessitates the provision of universally high-caliber educational experiences. It is critical to cultivate competencies for self-regulation and management of emotions from an early age, which is instrumental in fostering emotional stability and equipping children with the resilience to navigate life's adversities. Individuals with disabilities encounter significant societal disadvantages, arising not only from their inherent circumstances but also from societal reactions and the manner in which they are treated within these social structures. Therefore, in this thesis I have chosen to address two of the most relevant and important issues, the development of emotional and social skills in pre-school children, aged 3-6/7 years, with special educational needs. If this skill is not developed, it can affect the balance of mental health, leading to anxiety, depression, low mood and other repercussions. The role of emotions in each individual's life is as important as life itself. First of all, it should be noted that emotions manifest themselves constantly and differently. Different motives and contexts can provoke positive or negative emotions that cause changes in people's behaviour, the effectiveness and direction of decision-making, the formation of relationships and other aspects of everyday life. Emotional intelligence is an important skill for all children, including those with special needs. They may face unique challenges in developing emotional intelligence, but with appropriate support and interventions, they can still make progress. Once a child develops this skill, it becomes easier for them to control their behaviour, which will lead to optimal social interactions. A child's behaviour can be influenced by how they analyse the emotions conveyed by the people they interact with. So the child shapes and modifies behaviour based on what is shared with him/her through the emotions expressed by others.

어머니의 양육효능감과 정서표현성이 유아의 정서지능과 또래유능성에 미치는 영향

Objectives This study is to investigate the impact of maternal parental efficacy and emotional expressiveness on the emotional intelligence and peer competence of young children.
 Methods The subjects were 291 young children aged 3 to 5 years old and 291 mothers enrolled in a daycare center located in G city, and the collected data were analyzed by Pearson's method to analyze the correlation between each variable using the SPSS 21.0 program. Correlation analysis was conducted, and multiple regression analysis was conducted to analyze the influence relationship of variables.
 Results Firstly, as a result of examining the correlation of each variable, a significant positive correlation was found between mother's parenting efficacy and young children's emotional intelligence and peer competency. Positive emotional expression among mothers' emotional expressiveness was found to have positive correlations with young children's emotional intelligence and peer competence. Secondly, as a result of examining the effect of mother's parenting efficacy and emotional expression on iyoung children's emotional intelligence, it was found to have a significant effect. Thirdly, as a result of examining the effect of mother's parenting efficacy and emotional expression on young children's peer competency, it was found to have a significant effect.
 Conclusions Through this study, it was confirmed that mothers' parenting efficacy and emotional expressiveness had an effect on young children's emotional intelligence and peer competence. Therefore, in order to improve young children's emotional intelligence and peer competence, it is necessary to enhance mothers' parenting efficacy and emotional expression, suggesting the need for education and programs for this purpose.

The Relationship between Emotional Intelligence and Students' Learning Discipline in Surau Extracurricularies at Baiturrahmah Middle School, Padang City

The Relationship Between Emotional Intelligence and Learning Discipline of Students at Extracurricular Surau at Baiturrahmah Middle School, Padang City. Thesis. Faculty of Science Education. Padang State University. This research was motivated by the low level of student learning discipline in the extracurricular surau at Baiturrahmah Middle School, Padang City. This is presumably due to the relationship between emotional intelligence and students' learning discipline. This study aims to look at the description of emotional intelligence, the description of learning discipline, and to know the relationship between emotional intelligence and students' learning discipline. This study uses a quantitative method with a correlational type. The population in this study were students with a total population of 58 students and the sample in this study totaled 36 students. The sampling technique used proportionate stratified random sampling. Data collection techniques using questionnaires or questionnaires. And for data analysis techniques using the percentage formula and product moment correlation formula.The results showed that: (1) Emotional intelligence is categorized as low, (2) Learning discipline is categorized as low, (3) There is a significant relationship between emotional intelligence and student learning discipline in the extracurricular surau at Baiturrahmah Middle School, Padang City. It is recommended to: (1) Students are able to manage their emotions well, (2) Schools can work together with parents of students to help improve children's emotional intelligence, (3) It is hoped that future researchers can identify other factors or other variables.

Strategi Guru dalam Mengembangkan Kecerdasan Emosional Anak di TK Islam Rabbani Batubara

Emotional intelligence in early childhood is very important to provide stimulus, because both directly and indirectly it will influence children's behavior in carrying out activities. Directly, a child's emotional development will determine the child's social skills. This research aims to find out what strategies teachers use in developing children's emotional intelligence at Rabbani Islamic Kindergarten and what factors support and hinder teachers in developing children's emotional intelligence. This research is qualitative research with active, participatory involvement of researchers at the research location in collecting data through participant observation and in-depth interviews. The research results show that the strategy used by teachers is to apply the 5S culture (smile, greet, greet, be polite and courteous) with the storytelling method. Apply validation of feeling stamps (happy, sad, angry, sleepy and others) in the morning before the activity starts. Supporting factors in developing children's emotional intelligence are the availability of play infrastructure and the support of some parents in controlling children's emotions. Meanwhile, the obstacles are differences in character and the gap between what teachers introduce and what parents implement at home. Emotional intelligence will develop when the environment participates in monitoring children's activities.

Children's emotional intelligence and aggressive behavior: The mediating roles of positive affect and negative affect

ObjectiveAlthough previous studies have noted that emotional intelligence (EI) might be a significant protective factor for aggressive behavior, the specific mechanisms involved is largely unknown. Based on the General Aggressive Model, this cross-sectional study aims to investigate whether EI will influence aggressive behavior through the mediating roles of positive affect (PA) and negative affect (NA). MethodsA total of 410 primary school students (45.4% females; Mage = 10.35, SD = 0.48, range from 10 to 11 years) from Shenzhen, China, completed questionnaires on EI, aggressive behavior, PA, and NA. SPSS 22.0 was used for reliability test and correlation analysis, and (Hayes, 2013) [1] PROCESS macro (Model 6) was used to examine the multiple mediation model. ResultsThe results show that (a) EI was negatively associated with children's aggressive behavior; (b) NA partially mediated the link between EI and aggressive behavior in children, and (c) PA and NA sequentially mediated the above link. ConclusionThis study would not only deepen our understanding of how EI is associated with aggressive behavior but also provide valuable suggestions for teachers and parents to more effectively prevent and intervene children's aggressive behavior.

Peculiarities of Emotional Intelligence of Pedagogues and Parents of Children in Private and Public Sector Pre-School Education Institutions

Background. A child’s personality is formed at an early age. This is the most favorable time to develop a child's emotional intelligence (EI), which is an important factor for further social, emotional, and cognitive development. Parents and teachers are important actors in a child’s social environment and can have a significant impact on a child's emotional development and behavior. Adults with high emotional intelligence can teach a child empathy, emotional perception, problem-solving, and other skills, as well as help the child learn to manage their emotions, understand and express feelings, and find appropriate ways to control inappropriate behavior or resolve conflicts. High emotional intelligence also correlates with the ability to understand a child's behavior better and choose appropriate educational strategies. In Lithuania, there is a lack of comprehensive research on the expression of EI among pre-school children’s parents and teachers, and differences identified between the public and private pre-school education sectors can be useful in further analyzing factors related to education quality. In this context, we aim to analyze the characteristics of EI among parents and teachers of pre-school children, as well as the differences that occur between representatives of private and public education sectors.
 Methods. Emotional intelligence was assessed using the Schutte Emotional Intelligence Scale, which consists of 33 statements (Schutte et al., 1998).
 Results. It was determined that the overall EI score of the participants was higher than average. After comparing EI indicators of different education sectors, it was determined that private sector educators have statistically significantly higher EI scores than their public sector counterparts. Parents with children in private sector education institutions had the highest EI level, while educators of the public sector education institutions had the lowest. No emotional intelligence differences based on gender were identified.
 Conclusions. Educators in the private education sector have higher EI compared to their public sector counterparts. Parents choosing private education sector for their children have the highest EI levels in the entire study population.
 Keywords: emotional intelligence; teachers; parents; early education; different types of educational institutions.

Representations of Children's Emotional Intelligence in the Structures of Stories Written by Children

Representations of Children's Emotional Intelligence in the Structures of Stories Written by Children

Essential Skills Challenges for the 21st Century Graduates: Creating A Generation of High-Level Competence in The Industrial Revolution 4.0 Era

This research discusses the challenges and opportunities for Islamic basic education in the post-Industrial Revolution 4.0 era. Strengthening new literacy for Islamic basic education teachers is a key to change, revitalizing literacy-based curricula, and strengthening the role of teachers who have digital competence. The teacher's role is to build a generation with competence, character, new literacy skills, and higher-order thinking skills. Islamic basic education, as a basis for determining intellectual, spiritual, and emotional intelligence in children, must strengthen 21st-century literacy skills. Starting from the creative aspects, critical thinking, communication, and collaboration. Islamic basic education urgently strengthens new literacy and digital-based curriculum revitalization. Curriculum revitalization refers to the five basic values ​​of good students, namely resilience, adaptability, integrity, competence, and continuous improvement. Islamic basic education educators must be digital teachers, computer savvy, and free from academic ills. The goal is to create a generation of high-level competence, character, and literacy to answer the challenges of the Industrial Revolution 4.0 era.