The aims of this study to determine the relationship between parenting styles of parents with higher education level with the level of preschool children's emotional intelligence. The survey method was used in this study with randomly selected the location at a district of Selangor. The samples of this study consist of 50 preschool children aged six years old and have parents with higher education level. Three types of instruments were used in this study, which is Parenting Practices Questionnaire (PPQ) and Active Parenting Publisher (APP) to identify the types of parenting styles of parents with higher education level, whereas The Sullivan Emotional Intelligence Scale for Children (EISC) to identify the level of preschool children's emotional intelligence. This study also uses Berkeley Puppet Interview (BPI) as an intermediate medium when collecting data together with the subjects of the study. Descriptive analysis describes the level of preschool children's emotional intelligence, while inferential analysis involves Pearson correlation test to explain the relationship between two variables. The findings showed that parents with higher education level mostly practices an authoritarian parenting style, while overall level of preschool children's emotional intelligence are moderate. Pearson correlation analysis showed that there is significant relationship between all parenting styles (authoritarian, authoritative, permissive) with the level of preschool children's emotional intelligence. The conclusion from this study showed that parenting styles does affects the level of preschool children's emotional intelligence.

Emotional Intelligence is defined by its capacity for social success. Children must have the ability to properly assess other individuals or groups and react in an acceptable way. This systematic review intends to fill the knowledge gap on the usage of storybooks as a learning tool for developing emotional intelligence among preschool children. According to the findings, there has been little research into the significance of storybooks as a learning tool for developing emotional intelligence. Furthermore, most of the studies do not use preschool children as a sample. As a result, many of the studies concentrated on the effects on a few emotions, which cannot be considered a true definition of emotional intelligence. According to the findings, more research is needed to determine the benefits of storybooks as a learning tool in developing emotional intelligence in children. Aside from that, findings have revealed the importance of creating emotional intelligence-themed children's storybooks as a learning tool for the development of emotional intelligence in children.

The primary aim of this study is to investigate positive and constructive teacher-child interaction. The study involved 65 children from 4 pre-schools and their teachers. A qualitative methodology was applied in this study. Observations of the children were conducted over 12 weeks, in classroom activities, and were recorded in field notes and with a digital camera to gain understanding of the interaction based on instruments. The children were interviewed based on observations and photographs conducted earlier. In-depth interviews were conducted with the teachers according to the child observation and interview data. The result shown interaction between teachers and children come with polite language and the practice of-budi bahasa" as a symbol of respectfulness. Teacher facilitated children with appropriate language and good manner. Teacher character such caring, soft spoken (intonation), body language become model for children in interaction to their peer and influence child's character. In conclusion, the study gives a picture of the importance of contextual factors such as teachers influencing child 's interaction. The implications of these results for research in teachers-child, for future research should emphasis on how the level and quality of teacher-child remains.