Emotional Intelligence in Early Childhood: Assessing the construct of EI in kindergarten children aged of 5 years old in Tlemcen Province.

Abstract

The goal of this thesis is to demonstrate the importance of emotional intelligence in early childhood and to emphasize the involvement of adults in the development of emotionally intelligent children, specifically of kindergarten children aged of 5 years old. A correlational mixed multi-method treatment strategy is used in two correlated contexts for this purpose. 15 kindergarten children were observed, 30 parents were tested using The Schutte Self-Report Emotional Intelligence Test, and 10 teachers were questioned using the Teachers' Knowledge, Perceptions, and Practices of Social Emotional Learning survey. The data obtained were discussed and interpreted in terms of related research and basic foundations in the literature.