Impact of Parental Relationships and Parents’ Emotional Intelligence on Children’s Development of Emotional Intelligence: A Dyadic Clinical Intervention
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引用次数: 0
Abstract
The early years of childhood represent a critical time frame in emotional development. This qualitative study sought to elucidate the impact of parental relationships and parents’ emotional intelligence on young children’s development of emotional intelligence capacity, as well as changes in this development when a dyadic clinical intervention was applied. The study setting was a children’s psychiatric clinic in Israel. Participants were five preschool non-clinically diagnosed children (3 girls, 2 boys, aged 5–6) and their parents (1 father, 4 mothers) and five preschool clinically diagnosed children (3 boys, 2 girls, aged 5–6) and their parents (5 fathers, 4 mothers) (N = 20). Clinically diagnosed children and parents received a dyadic intervention; non-clinically diagnosed children and parents did not. The methodological framework was rooted in phenomenology. We gathered data using semi-structured interviews and applied thematic analysis to dissect the complex interplay between parents’ emotional intelligence and relationship with their children, and the children’s emotional development. Initial findings pointed to a nuanced improvement in the emotional expression abilities of clinically diagnosed children post-intervention, implying the efficacy of the intervention and suggesting the importance of integrating parental education on emotional intelligence and responsive strategies as part of child-focused interventions. This could foster children’s emotional growth and enhance parent-child relationships, contributing to a holistic strategy for fostering emotional intelligence in early childhood.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field