The Competent Teacher for Teaching Emotional Intellgence

Rafaila, Elena

doi:10.1016/j.sbspro.2015.02.253

Cited by 3 publications

(3 citation statements)

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“…Studies about the emotional intelligence of children in the literature have generally examined the impact of curricula directly aimed at improving emotional intelligence (Altunbaş, 2018;Bruno, England & Chambliss, 2002;"Finley, Pettinger, Rutherford & Timmes, 2000;Gore, 2000;Kolb & Weede, 2001";Rafaila, 2015;Şahin, 2011;Ulutaş, 2005). Unlike the studies in the literature, current studies involve the social studies (history and geography) activities that were thought to have an indirect positive effect on emotional intelligence.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Preschool History Geography Curriculum and Its Effects on Emotional Intelligence

Usta¹

2022

IJPES

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This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. “The Preschool Education Curriculum of the Ministry of National Education of Turkey” (2013) was implemented in the control group. The data of the study were collected using the “Sullivan Scale of Emotional Intelligence for Children” and “Sullivan Brief Empathy Scale for Children” and “Scale of Respect for Diversity.” As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Preschool History Geography Curriculum and Its Effects on Emotional Intelligence

Usta¹

2022

IJPES

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“…Šiuolaikiniame pasaulyje emocinis intelektas pripažįstamas kaip labai svarbus reiškinys kiekvienam asmeniui, ypač -vaikams, kadangi jis glaudžiai susijęs su tarpasmeninių santykių konstravimu, užduočių sprendimu ne tik mokykloje, bet ir kitose srityse, socialinių įgūdžių ir savimonės lavinimu, sėkmingo gyvenimo kūrimu ir pan. (Rafaila, 2015). Panašias įžvalgas pateikia ir A. Dunnas (2016), kuris mano, kad emocinio intelekto ugdymas(is) yra kritinis faktorius siekiant tapti sėkmingu mokiniu ir piliečiu.…”

Section: Emocinis Intelektas Jo Teorijos Struktūrosunclassified

Scientific Research in Education, Vol 3 (2020)

Orechova

Gudaitytė

2020

open-series

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“…Moreover, the stability and security of the teacher (adult)-learner (child) relationship directly influences SEL (DeMeulenaere, 2015; Eisenberg, Cumberland & Spinrad, 1998). Teachers have also been identified as playing a pivotal role in enhancing SEL skills in children by creating a safe teaching and learning environment for cultivating and expressing emotions; modelling and developing empathic behaviours, encouraging and facilitating productive coping, problemsolving skills; shaping effective communication behaviours through positive reinforcement; and most importantly, weaving SEL into the school day and embodying SEL concepts moment-by-moment (Caselman, 2007;Miyamoto, Huerta & Kubacka, 2015;Rafaila, 2015).…”

Section: Building Emotional Competency In Early Years Programsmentioning

confidence: 99%

All Children Have the Best Start in Life to Create a Better Future for Themselves and for the Nation

Deans

Klarin

Liang

et al. 2017

Australasian Journal of Early Childhood

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THIS PAPER REPORTS ON a social emotional learning (SEL) program entitled COPE-R and the role of the teacher in supporting young children's developing social and emotional understandings, particularly around caring and empathy. Thirty-eight four- and five-year-old children and their teacher from an inner-Melbourne city long day preschool program participated in the research. The teacher was also a member of the research team hence the study falls within the realm of practitioner-research, which aims to shed further light on the role of the teacher in designing, implementing and evaluating challenging programs for young children. A qualitative case study methodology was employed to ensure that the voices of the children and the teacher-researcher were centrally located in the research. The data included the teacher-researcher's program plans and reflective journal notes, children's drawing-tellings and transcribed child interview data. Findings highlight the capacities of the participating children to engage in the COPE-R program and to demonstrate increased social emotional skill development—as evidenced through being able to identify and give voice to social emotional issues, enact relational empathy, demonstrate care for others and the environment, and recognise emotions in self and others. Also, the findings provide insight into the role of the teacher in implementing the COPE-R program, which enabled the participating children to give voice to a range of social and emotional issues including empathy, reciprocity, generosity, kindness and joy.

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The Competent Teacher for Teaching Emotional Intellgence

Cited by 3 publications

References 1 publication

Preschool History Geography Curriculum and Its Effects on Emotional Intelligence

Preschool History Geography Curriculum and Its Effects on Emotional Intelligence

Scientific Research in Education, Vol 3 (2020)

All Children Have the Best Start in Life to Create a Better Future for Themselves and for the Nation

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