Emotional Competency, Emotional Intelligence and Children's Learning
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| Emotional Competency, Emotional Intelligence and Children's Learning |
Emotional intelligence contributes to lifetime achievements by developing certain characteristics among children that are essential for children in their later age. Emotional intelligence encircles almost every aspect of human life ranging from learning to relationship development with peers, teachers and parents. The academic life of a child is largely influenced by the external environment that affects a child's skills, capacities and capabilities related to his/her social life. A positive environment contributes to improving emotional health that helps a child to distinguish between right and wrong and this process is known as behavioural development (Alzahrani, Alharbi, & Alodwani, 2019). This essay examines the benefits of emotional intelligence in the context of children’s learning and social development that contributes to success later in children’s lives.
Understanding the Benefits of Emotional Intelligence
Emotional intelligence enables a person to recognise skills, emotions in others and one’s ownself. It is a set of capabilities that help to resolve issues to improve the relationship with others. Emotional intelligence enables children to distinguish between emotions as per their negativity and positivity and recognize certain emotions among humans that shape a particular behaviour. Emotionally intelligent people/children understand their capabilities better than others and reflect positive behaviour from their actions (Gilar-Corbi, Pozo-Rico, Sanchex, & Castejon, 2019). The process of emotional intelligence allows humans to focus on human talent that contributes to the stable qualities of individuals. Emotional intelligence is a unique process of self-actualisation among children enabling children for self-regulation using their social skills (Lau & Wu, 2012).Theories of Emotional Intelligence
Salovey and Mayer noted emotional intelligence “is a component of Gardner’s perspective of social intelligence” (Craig, 2021). Four theories of emotional intelligence include the following; perceiving emotions, reasoning with emotions, understanding emotions and managing emotions (Gilar-Corbi, Pozo-Rico, Sanchex, & Castejon, 2019). Craig (2021) noted that there are three models of emotional intelligence that are in use. These include Goleman’s model, Bar-On’s model and Mayer, Salovery and Caruso’s model.Emotional intelligence ignites the whole process of human thinking, feeling, decision-making and learning. The intelligence of the human mind is directly linked with different cognitive abilities. These abilities include thinking positively, learning new concepts, problem-solving attitude, planning abilities, the use of logic, and adaptation of certain environment that shapes human behaviour. Some children are emotionally strong and can control their emotions using their intelligence while others cannot resist the environment they live in and suffer from negative impacts (Drigas & Papoutsi, 2018).
Benefits of Emotional Intelligence for Young Children’s Learning
It is believed that children with a high level of emotional intelligence can perform better and pay good attention to learning activities with a positive relationship with peers. Higher-level emotional intelligence contributes to the development of positive behaviour among children. During the learning process, children with higher emotional intelligence skills regulate their behaviour which results in a positive outcome in all walks of social life (Lau & Wu, 2012).Children are very sensitive who require a motivational attitude and guidance from teachers. The interaction between children and adults contributes to the development of important skills among children that improve their learning behaviour. The significance of the teacher-child relationship especially in preschool or kindergarten environment becomes more significant especially when children attend primary school. The motivational learning environment in preschool affects the primary school learning process (Drigas & Papoutsi, 2018).
In primary school, children regulate their emotions, learn from others and get inspired by their peers and teachers. However, this type of learning requires a long time to develop socially engaging behaviour. Preschool emotional intelligence development improves children's communication with their peers and children. The expression of emotions is vital because sadness, happiness, anger or nervousness can jeopardise the learning process. Social interaction opportunities in the form of interaction with teachers and classmates bring positivity among children and they express their emotions with enthusiasm. The interaction with peers and teachers enables children to learn about their abilities, skills and capacities. This type of learning helps children to develop a can-do attitude with positive feedback from teachers or their peers (Alzahrani, Alharbi, & Alodwani, 2019).
Australian Education System particularly focuses on creativity and positivity among children studying in preschools or other levels. The creation of a productive generation requires a positive learning environment with the best education system where children can learn, practice and grow their skills and competencies. This requires capitalising of children's emotional competencies. Children’s academic learning environment is largely connected with their social environment. A constructive development in children’s social and emotional intelligence positively affects children’s learning environment (Alzahrani, Alharbi, & Alodwani, 2019; Lau & Wu, 2012). The research results of Practical Outcomes of Australia indicate that building emotional intelligence among preschool children in Australia is a preliminary aspect of the Australian education system. This process improves children's relationship development with others, ensures enhancement of empathy, improves communication, enables children for self-regulation of emotions and promotes self-motivation. A Preschool learning environment enables children to acknowledge others’ feelings and improve the ability to labelling emotions (Australia, 2021).
Emotional Health
Managing emotions is vital for emotional health. Negative or positive thinking largely affects the emotional wellbeing process in early childhood and this impact further shapes human character and emotional health during adolescence (Australia, 2021). The links between mental health and social connection contribute to the negative or positive development of human character. Poor emotional health largely affects physical health and damages creativity among children. Family plays a significant role in the development of children's emotional health and family history of emotional health has direct links with a child's emotional health and wellbeing. Productive emotional health largely depends on strong mental health and it has been determined that poor emotional health among adolescents is a common problem if children are not engaged in positive activates. The sense of neglect contributes to negative emotions that contribute to sadness, demotivation, anger and reluctance to interact with peers and adults in society (Sanchez-Nunez, Garcia-Rubi, Fernandez-Berrocal, & Latorre, 2020).The concept of social culture is predominant behind the emotional health of children. Social culture factors involve the social environment, circumstances and attitudes of other peers and adults. Parents and teachers role in the emotional development of a child is crucial that paves the way to make a child mentally strong. Early childhood emotional health leads to academic success in the later period of life (Lau & Wu, 2012; Drigas & Papoutsi, 2018).
Relationships
A strong relationship between a child and other social actors plays a crucial role in the development of emotional intelligence. Understanding each other's emotions increase the emotional functioning of children. A good relationship between children, teachers, parents, and peers contributes to the development of emotional competency that helps children in controlling their emotions. Emotional intelligence helps to build a stronger relationship at school and outside school leading to achieve personal goals. The expression of positive feeling among peers and motivating each other further supports the relationship. The positivity of behaviours develops the sense of trust, affection and love among children that contributes to overall positivity (Drigas & Papoutsi, 2018). The nature of the relationship with others affects the progress of a child's academic success and cognitive development. Building a positive relationship with teachers, peers and parents encourage children to speak their emotions and this is a major source of trust development among children (Alzahrani, Alharbi, & Alodwani, 2019).Academic Success
There is a strong link between academic success and emotional intelligence. Schools and higher education institutions introduce practical mechanisms to evaluate students’ emotional intelligence level. The development of behavioural skills is part of emotional intelligence and children’s academic achievement largely depends on these competencies. A child's academic success involves various factors that include teachers, parents, peers and personal resilience that motivates children to think positively about others and learn from their surroundings. A positive classroom environment based on respecting each other improves behavioural traits. An increased interaction in the classroom develops the sense of trusting each other. Teachers and parents play a significant role in children’s academic achievements (Alzahrani, Alharbi, & Alodwani, 2019).According to Yahaya, Ee, Yahaya, Boon, Hashim & Lee (2012) self-awareness, emotional management, self-motivation, interpersonal skills and empathy increase academic performance. Emotional intelligence helps students to think creatively and acquire knowledge by controlling personal emotions and by combining ideas with emotions. The combination of ideas and emotions generate new ideas that make students smart thinkers. Low academic performance is associated with lack of involvement, poor cognitive skills, poor self-esteem, inadequate self-control, reluctant attitude to learning new things, less motivation and restlessness.
Emotional management contributes to suppressing negative emotions that are considered a big hurdle in academic performance. With effective emotional management controls the level of difficulties reduce, achievement of higher goals become possible and performance level increases. Academics believe that certain skills of emotional intelligence help target high-level goals of academic enhancement that help learners to focus on problem-solving initiatives (Maccann, Fogarty, Zeidner, & Roberts, 2011).
The Role of Environmental Factors on Children’s Emotional Intelligence
Environmental factors that affect the process of emotional intelligence among children are of two types. The first is known as family environment while the second can be categorised as a social environment that includes, peers, teachers, school environment and culture. The childhood period is a unique time that requires careful consideration of different aspects of social life. Family context matters a lot. A positive family environment contributes to the emotional and social development of children (Schapira, Elfenbein, Amichay-Setter, Zahn-Waxler, & Knafo-Noam, 2019).Parental socialisation, teachers’ attitude and interaction with peers are certain most important aspects that cannot be ignored. The financial conditions of a family largely affect the growth of emotional intelligence in children. The emotional health of children largely depends on how their parents and society deals with children and in response to what type of behaviour children exhibit through their actions. Gender is another predominant factor that contributes to positive or negative emotional intelligence. It has been noted that girls feel comfortable among girls and their response to certain learning activities is better in the presence of a female teacher. However, this point is arguable that requires further investigation (Schapira, Elfenbein, Amichay-Setter, Zahn-Waxler, & Knafo-Noam, 2019).
Suggestions for Educators and Parents
Parents are the major contributors to the emotional development of pre-schoolers. Parents' affection, motivation and guidance enable a child to learn different things contributed by the positive behaviour of parents. The negative attitude of parents demotivates a child that jeopardizes the child's emotional growth. A strong relationship between parents and children and effective communication with parents motivates a child to share his ideas with his/her parents. Parents require showing empathy for children's actions and behaviour. It is always better to label a child's emotions, ensure children express their feelings positively, teach and guide children healthy coping skills. Teachers’ role is equally important for children’s development. Friendly treatment, using a calm voice, listening to children, introducing children to other peers, listening to children's ideas, encouraging children for their good actions and persuading children to take part in curricular and extracurricular activities will surely contribute to their emotional intelligence (Alzahrani, Alharbi, & Alodwani, 2019).Summary
Emotional intelligence plays a significant role in the cognitive development of a child. Children learn to perceive different qualities and emotions using their emotional intelligence skills. Emotions play a significant role in children's learning and contribute to academic excellence. Various environmental factors, social attitudes and familial circumstances contribute to children’s emotional intelligence as well. Motivation from parents, teachers and peers is essential for the development of positive behaviour. Childhood emotional intelligence development contributes to success in children’s later lives.References
Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of social-emotional competence on children academic achievement and behavioural development. International Education Studies, 12(12), 141-149. https://doi.org/10.5539/ies.v12n12p141.Australia, P. O. (2021, 04 12). Practical Outcomes Early Childhood Education. Retrieved 04 12, 2021, from Practicaloutcomes: https://practicaloutcomes.edu.au/2020/10/22/emotional-intelligence-ecec/
Craig, H. (2021, 02 23). The theories of emotional intelligence explained. Retrieved 04 12, 2021, from Positive Psychology: https://positivepsychology.com/emotional-intelligence-theories/#:~:text=The%20early%20theory%20of%20emotional,Gardner's%20perspective%20of%20social%20intelligence.&text=Faltas%20(2017)%20argues%20that%20there,Bar%2DOn's%20EI%20competencies%20model
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