Improving Emotional Intelligence in Children: Early Childhood Emotional Curriculum
Leila Soltani, Ebrahim Mirshah Jafari, Mohmmad Reza Abedi

The present study aimed to compile and validate the early childhood emotional curriculum. A mixed qualitative and quantitative research method was used to compile and evaluate the validation of the curriculum. In case of compiling the curriculum, library research and research synthesis were utilized and for the validation, field studies were conducted. The data from various studies were collected and categorized based on practical needs and then they were combined to compile a comprehensive and detailed curriculum with different parts. The corpus of the study in the first section was selected purposefully and included papers from top universities along with prestigious research centers. In the validation section, the statistical population included all experts of early childhood education, managers and instructors in preschool centers from which five experts, 10 managers and 15 instructors were selected through purposeful sampling. The data for the first section was collected via factsheets along with coding the necessary titles. In the second section, a researcher-made questionnaire with Cronbach’s alpha coefficient of 0.92 and validity of 74.958% was used. Analyzing data in the first section was qualitative and was done using the data collected in factsheets and content coding based on emotional intelligence parameters in Bar-on theory. In the second part, data analysis was conducted via descriptive statistics and Kruskal–Wallis one-way analysis of variance. The outcome of the study was compiling a practical curriculum whose validity was confirmed. Findings from this study could improve modern methods of compiling practical curriculum including research synthesis and highlighted the importance of emotional and social dimensions of children development.

Full Text: PDF     DOI: 10.15640/jehd.v6n3a16