Impact of Parental Relationships and Parents’ Emotional Intelligence on Children’s Development of Emotional Intelligence: A Dyadic Clinical Intervention

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ofra Walter, Ezabella Mirochnik, Batel Hazan-Liran
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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.

父母关系和父母的情商对儿童情商发展的影响:双亲临床干预
幼儿时期是情绪发展的关键时期。这项定性研究旨在阐明父母关系和父母的情商对幼儿情商能力发展的影响,以及在采取双亲临床干预措施后,幼儿情商能力发展的变化。研究地点是以色列的一家儿童精神科诊所。参与者包括 5 名学龄前非临床诊断儿童(3 名女孩,2 名男孩,5-6 岁)及其父母(1 名父亲,4 名母亲)和 5 名学龄前临床诊断儿童(3 名男孩,2 名女孩,5-6 岁)及其父母(5 名父亲,4 名母亲)(N = 20)。经过临床诊断的儿童和家长接受了一项二元干预;未经过临床诊断的儿童和家长没有接受干预。研究方法框架以现象学为基础。我们通过半结构式访谈收集数据,并运用主题分析法剖析父母的情商、与子女的关系以及子女的情绪发展之间复杂的相互作用。初步研究结果表明,经过干预后,临床诊断儿童的情绪表达能力有了细微的改善,这意味着干预取得了成效,同时也表明了将家长的情商教育和应对策略纳入以儿童为中心的干预措施的重要性。这既能促进儿童的情感成长,又能增进亲子关系,有助于在幼儿期形成培养情商的整体策略。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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