Emotional Intelligence in Early Childhood Education: An Applied Pedagogical Approach to Developing Children's Emotional Competencies
DOI:
https://doi.org/10.54878/k2c0w658Keywords:
Emotional intelligence, early childhood education, emotional competencies, emotional regulation, educatorAbstract
This article explores the significance of emotional competencies in early childhood education as a practical manifestation of emotional intelligence. It begins by distinguishing between the theoretical framework of emotional intelligence—which encompasses self-awareness, emotion regulation, empathy, motivation, and social skills—and emotional competencies, which are understood as behaviorally expressed and teachable skills within educational settings. The study adopts an analytical approach, starting with a review of the nature and psychological functions of emotions, followed by an in-depth examination of the five core emotional intelligence skills based on Goleman’s model. Special attention is given to their practical application in educational contexts, particularly in early childhood classrooms. The article also discusses strategies for fostering these competencies in children, emphasizing the educator’s pivotal role in modeling and cultivating them through everyday interactions. It concludes that integrating emotional competencies into pedagogical practice is a key element of holistic education and a strategic approach to supporting children’s emotional, cognitive, and social development.
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