Emotional Intelligence & Childhood Education Essay Example
Emotional Intelligence & Childhood Education Essay Example

Emotional Intelligence & Childhood Education Essay Example

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  • Pages: 9 (2364 words)
  • Published: May 21, 2017
  • Type: Case Study
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The research focuses on exploring Emotional Intelligence in Early Childhood Education and highlighting its importance for the holistic development of children. The article begins with a brief introduction to Emotional Intelligence and then thoroughly investigates its significance in the context of Early Childhood Education.

To summarize, Emotional Intelligence and Early Childhood Education are closely intertwined since emotions have a profound impact on our daily experiences. They consistently influence how we interact with others, exerting control over us and eliciting both happiness and sadness.

Developing emotional intelligence is crucial for children and students as it helps them comprehend and effectively manage their emotions, leading to improved overall well-being. Starting to learn emotional intelligence at an early age is of utmost importance (Weinberg, Scarr & Waldman, 1992).

The concept of emotional intelligence involves various skills, including impulse control, self-estee

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m, motivation, enthusiasm, perseverance, empathy, and mental agility. These skills are essential for developing qualities like self-discipline, compassion, and altruism. They have a vital role in promoting positive social adaptation and creativity. Despite being a relatively new idea, emotional intelligence has garnered considerable recognition in the field of education.

Early Childhood Education is familiar with this movement, as improving Emotional Intelligence is not a quick or easy task. Rather, it is an ongoing process that lasts throughout our lives and is shaped by the changes and situations we face (Coon et al, 1993). Therefore, investing time in nurturing children's Emotional Intelligence is valuable.

We will focus on establishing a conducive atmosphere that promotes meaningful interactions and mutual respect. Our goal is to enhance their chances of experiencing lasting happiness through enjoyable activities. The ability to accurately recognize and understand emotions is deemed essential fo

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emotional intelligence, along with the capacity to effectively manage and impact one's own mood as well as others'.

The development of emotional management skills should start in early childhood as children naturally express their emotions from birth. When a child feels loved and valued, they develop self-confidence and a sense of security (Teasdale ; Owen, 1984). Education goes beyond academic success by also nurturing emotional abilities and self-esteem.

People with emotional intelligence possess certain qualities such as the ability to recognize and control their own emotions, finding appropriate ways to express them. They also have the capacity to unconditionally accept themselves and others, while cultivating self-control and empathy towards others. As children develop emotional intelligence, they become adept at handling different situations with various responses.

Emotional intelligence plays a key role in personality development during socialization. Throughout this process, children learn societal attitudes, values, and customs by admiring their parents as role models and active agents of socialization.

According to Mayer, Salovey, and Caruso (2000), family life serves as the primary school for emotional learning. Additionally, socialization plays a significant role in a child's experiences and aids in their personality development. Parents play a crucial role in shaping a child's social cognition by controlling most of their experiences. The discussion revolves around emotional education in children, which is best developed during childhood through observing examples. This critical period of learning influences how children perceive themselves and their behaviors, such as being categorized as good or bad, clever or dull, happy or unhappy, etc. Consequently, children develop emotional habits that align with their self-perception and conform to certain adult expectations.

Most models are learned from parents and other family members, resulting

in a specific behavior pattern influenced by the treatment received. If the parents display emotional maturity and intelligence, the child will receive positive messages. These messages enable the child to comprehend the favorable or unfavorable consequences of their behavior.

Emotionally immature parents may employ tactics such as yelling or physical aggression to correct their children's behavior (Ciarrochi, Chan & Caputi, 2000). Parents should prioritize emotional growth by being open-hearted, avoiding power struggles (such as abusing authority or manipulating through fear), being honest, avoiding excessive control, understanding their children's fears, promoting emotional development, teaching emotional self-expression (assertiveness), and being patient. It is important for parents to recognize that their children learn gradually and that they are the primary source of information. This is where Emotional Education becomes crucial in fostering better emotional maturity. Children acquire skills through Emotional Education that will enable them to navigate school and form lasting friendships (Johnson & Dole, 1999).

Previously, Emotional Education in schools prioritized teachers observing students and allowing them to have preferred learning styles. This approach had positive outcomes such as good grades for students and reduced disciplinary interventions. However, it also resulted in passive learners who were not actively involved in their education. Furthermore, certain students felt helpless because of how their failures were handled by teachers. Fortunately, we have made strides and are continuously developing our approach to Emotional Intelligence in education.

According to Boyatzis and Sala (2004), the school plays a crucial role in a child's learning and development, as it influences their personality through various factors. Hence, it is important for schools to promote Emotional Intelligence by equipping children with necessary emotional skills and strategies. This will

help protect them from risk factors or minimize their negative impact. Stams, Juffer, and Ijzendoorn (2002) refer to this as Education of the Emotions, Emotional Literacy, or Emotional Education. They believe that the goal of Emotional Literacy is to teach students how to manage their emotions and enhance their emotional intelligence. Implementing Emotional Intelligence in schools serves several objectives, such as...

Identify instances of subpar performance in the emotional domain. B. Understand emotions and identify them in other people. C. Categorize: feelings, moods...

D. Promote modular thinking and emotional management. E. Cultivate resilience to cope with daily frustrations.

F. The benefits of prevention programs include preventing drug use and reducing risky behaviors. G. One way to build resilience and prevent drug use is by developing strong coping skills. H.

Adopting a positive attitude towards life helps prevent interpersonal conflicts.

To enhance the school experience, it is crucial to embrace a unique approach that diverges from the usual methods (Trinidad ; Johnson, 2002). This entails active participation from both teachers and students. Teachers must exhibit a well-rounded demonstration of emotional coping skills and conflict resolution as a means for students to learn through observation. The ideal educator should possess the ability to teach suitable emotional coping techniques that can foster interactions among students, drawing upon patterns of imitation and vicarious learning observed in children.

The ideal teacher should possess both subject knowledge and the ability to impart values to students, nurturing their growth and development. To become an effective educator, one must have the following attributes: 1. Awareness of students' needs, motivations, interests, and goals. 2. Assisting students in defining and pursuing their own personal objectives. 3.

Facilitating the process of decision making

and personal responsibility, and providing personal guidance to students.

Creating a favorable emotional atmosphere is crucial in boosting a student's self-assurance. The process of teaching emotions entails examining conflicts and everyday problems. To excel in high school, there are seven key qualities that a child must possess: confidence in their abilities, an inclination for exploration, purposefulness tied to competence and efficacy, a strong sense of self, positive peer relationships, and the capacity to communicate and collaborate with others. The love and care received from parents or caregivers plays a pivotal role in nurturing these capabilities. Consequently, it is imperative for parents to demonstrate emotional intelligence as role models for their children.

When children start their formal education, they may possess a variety of emotional intelligence skills (Bocchino, 1999). However, many schools fail to prioritize the development of emotional literacy in children. This is primarily due to teachers themselves facing emotional distress.

The most problematic educator in schools is a professor who is emotionally distressed due to factors such as low salaries and overcrowded classrooms. Another contributing factor is the teachers' limited understanding of childhood psychological development, which stems from their primarily theoretical learning experience in college (Weinberg, Scarr & Waldman, 1992). Many young teachers lack the maturity necessary to effectively manage a child's emotional well-being. Additionally, there is a lack of educational intuitiveness among many teachers. Contrary to common belief that children only learn knowledge and culture at school, it is crucial for the education system to also address a child's personal growth.

Collaboration among school administrators, parents, and caregivers is essential for tackling the problem of bullying in schools. It is crucial to acknowledge that preventing bullying is

not only up to the school but also requires participation from parents and caregivers. When a child faces bullying at home, it frequently extends into their school surroundings. Elements like authoritarianism, punishment, domestic violence, and exposure to violent video games contribute to emotional education. The home can be viewed as the origin of bullying while the school becomes its focal point (Coon et al, 1993).

Teachers need to incorporate strategies and attitudes to support the emotional development of our students, such as: ? Empathizing with their experiences. ? Actively listening and showing genuine interest in their lives, preferences, and passions. ? Establishing clear and firm boundaries while maintaining consistency in discipline. Students should understand the repercussions of their actions. ? Avoid reacting negatively to their emotions, whether they are feelings of sadness or joy. ? Refrain from judging or dismissing their emotions; instead, make an effort to understand the underlying reasons behind their feelings.

Guiding children in identifying, mastering, and controlling their emotions is essential. It is important to provide them with a vocabulary to express their feelings and encourage their curiosity in exploring new experiences instead of suppressing them. Problem-solving skills should be cultivated. Although children may be independent and autonomous, they still require support at times. Acknowledge their achievements and nurture their motivation. Additionally, it is crucial to offer encouragement during moments of failure or frustration.

In order to promote the development of Emotional Intelligence in children, it is crucial to assign them small tasks that they can accomplish successfully. Moreover, getting them involved in everyday routines can effectively engage them. As educators, we should serve as examples for children and not conceal our

own emotions. Additionally, Emotional Intelligence should be integrated into various classroom activities such as storytelling, enabling children to explore and comprehend different characters and their emotions. Art activities like painting, music, and theater also hold a significant role in this process (Boyatzis ; Sala, 2004). Through these activities, children can express their feelings, address any emotional disorders they may have, and gain insight into their own emotional lives.

Authors such as Trinidad ; Johnson (2002) argue in favor of developing specific intervention programs that are directly linked to emotional intelligence, similar to the programs designed to enhance cognitive abilities. The conclusion is that emotional intelligence not only influences academic curriculum, but also contributes to intrapersonal and interpersonal development, serving as a part of motivational learning. This comprehension of the individual within internal and external contexts enables both teachers and students to interact effectively, preparing them for the real world that is constantly recreated in the classroom. This interaction requires self-awareness in managing our own emotions as well as recognizing and responding to emotions in others. The goal is to motivate others and establish meaningful connections (Ciarrochi, Chan ; Caputi, 2000). This study suggests that utilizing emotional intelligence as an alternative approach to learning can empower students in school to intelligently navigate their social environments.

If we prioritize our values, we can effectively address the challenges posed by globalization. We will adjust to the rapid changes of post-modernity while remaining grounded in our identity. Our focus will always be on productive service rather than profit. By working collaboratively, we can establish fair and equitable opportunities for everyone. Up until now, the school has concentrated on fostering rational aspects

and overlooked the emotional development of our children. This must change.

Research conducted internationally has found that only 23% of our success in life can be attributed to our intellectual capabilities, while the remaining 77% depends on our skills and emotional competencies. This has led to the recognition of emotional intelligence as a vital factor for achieving success, surpassing intelligence or academic achievements. Consequently, it is crucial to possess abilities such as effectively expressing emotions, managing emotional reactions, and understanding and empathizing with others' feelings for personal and social success. In the field of education, there is an increasing importance placed on educating students in emotional intelligence as it is considered essential for their development and socio-emotional well-being by most elementary school teachers. One key reason why teachers should possess certain emotional skills is their significant dedication to educational purposes.

The presence of an "Emotional Educator" is necessary for students to learn and develop skills in emotional and affective intelligence. The classroom environment, where students spend most of their childhood and adolescence, greatly influences their emotional development. Therefore, the teacher or tutor plays a crucial role in shaping their attitudes, behaviors, emotions, and feelings. The teacher is an active agent in emotional development and should be made aware of these skills in their job.

References

  1. Bocchino, R. (1999) Emotional Literacy: To Be a Different Kind of Smart. Thousand Oaks, CA: Sage Publications.
  2. Ciarrochi, J. V., Chan, A. Y., and Caputi, P.

(2000). Personality and Individual Differences vol. 28 pp. A critical evaluation of the emotional intelligence concept.

539–561.

  • Trinidad, D. R. and Johnson, C. A.
  • (2002). The association between emotional intelligence and early adolescent tobacco and alcohol use. Personality and

    Individual Differences vol. 32 pp. 95–105.

  • Mayer, J. D.
  • , Salovey, P. & Caruso, D. R. (2000). Models of emotional intelligence.

    The cited source is a chapter titled "Handbook of Intelligence" by R.J. Sternberg, which is found in a larger book titled Handbook of Intelligence. The specific pages for the chapter are 396-420. The book was published by Cambridge University Press in Cambridge, England.

    Stams G. -J. J. M.

    , Juffer F., and van Ijzendoorn M.H. (2002). Maternal sensitivity, infant attachment, and temperament in early childhood are predictors of adjustment in middle childhood for adopted children and their biologically unrelated parents. Developmental Psychology, vol. 38, pp.

    806–821

  • Teasdale T. W. and Owen D. R. (1984). A sibling study on heredity and familial environment in intelligence and educational level. Nature vol.
  • 309 no. (5969) pp. 620–622

  • Boyatzis, R. E. , 8 Sala, F.
  • In the book "Measuring emotional intelligence: Common ground and controversy" edited by G. Geher, the assessment of emotional intelligence competencies is discussed. The publication was made in 2004.

    Hauppage, NY: Nova Science.

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