Emotional Intelligence in Young Children

¶ … Emotional Intelligence in Young Children from Birth to Ten Years Old

The roots of the emotional intelligence curricula find its beginnings in the humanistic-affective education developed by the University of Massachusetts School of Education in the seventies. The initial program focused on the process of education rather than the product. It emphasized self-concept development, values clarification, and conflict resolution. Some educators were concerned, however, that methods to measure progress were not available. (Stone-McCown, Jensen, Freedman, & Rideout, 1998).

Over the past thirty years, educational theorists have created a paradigm to categorize emotional intelligence into three categories - self-knowledge or emotional literacy, consequential relationships or self-choice, and noble goal setting or giving of self. These components combine to form a hierarchal paradigm. While there are various sub-components under each heading. These three categories comprise the definition of emotional intelligence. (Fish, 2004).

Emotional intelligence theorists have created tests for emotional intelligence in adults - Richard Boyatsis and the ECI, Esther Orioli and the EQ Map, Tim Sparrow, Jo Maddocks and the Individual Effectiveness and Team Effectiveness questionnaires, David Caruso and the Emotional Intelligence Test (MSCEIT), Travis Bradberry and the Emotional Intelligence Appraisal, and others. Early childhood educators have written volumes on teaching emotional intelligence skills to young children and some have outlined assessment indices. Marilou Hyson (2004) created indicators for domains of emotional development. These indices, however, have not been quantified to create statistically accurate measurements. (Bar-on, in press, Boyatsis, 1994)

Emotional Intelligence Model

Statement of the Problem

The problem for this study is to determine if you can adequately assess the components of emotional intelligence in young children.

Purpose of the Study

The purpose of this study is to determine the existence of quantifiable, statistically significant, and reliable methods for determining the emotional intelligence skills in young children. Specifically this study will determine the following:

The feasibility of measuring the level of self knowledge or emotional literacy in young children from birth through age 8.

The feasibility of measuring the level of consequential knowledge or self choice in young children from birth through age 8.

The feasibility of measuring the level of noble goal setting or self giving in young children from birth through age 8.

Significance of Study

The need for this study is justified by the continuous efforts of educators to help children develop into emotionally healthy individuals. Taffel & Blau (1999) report a serious need for schools to utilize the skills of emotional intelligence to help children understand the secrets of mood mastery, respect, expressiveness, passion, focus, body comfort, teamwork, and gratitude. Through consistency and perseverance, educators can help children of any age learn to deal with their emotions in a constructive and positive way. Early childhood education can shape an individual's life, but intervention through emotional education can improve and even totally eliminate deleterious effects.

The significance of this study is to help to determine the effectiveness of assessing emotional intelligence on young children. Research shows that you can adequately assess emotional intelligence in adult populations. We will determine if this type of assessment can be transferred to young children from birth to eight years old.

Hopefully, the findings of this study will assist the educational community in developing awareness of the influence of young children's emotional intelligence on cognitive and behavioral development. Educators should investigate the need to implement an emotional intelligence curriculum in schools and postsecondary institutions of higher education, particularly in teacher education programs.

Research Question

The question which this research seeks to answer is the question of whether there is a method to adequately assess emotional intelligence in young children?

Research Methodology

Permission for Study

The investigator will submit a written application to the Jackson State University Institutional Review Board for the Protection of Human Subjects in Research (IRB) requesting permission to conduct the study. A copy of this document is presented in Appendix a.

Procedure for Collecting Data

The investigator will review related literature to determine the existence of emotional intelligence indicators in young children birth to eight years old.

Procedure of Analyzing Data

The procedure for analyzing data is to review the literature obtained to determine what data supports the research.

Source of Data

The source of the data for this research project is derived from the internet, books, journals, and articles that support the research question.

Delimitations of the Study

The following will be considered to be the delimitations of this study:

Literature Review only.

Findings limited to the current information on Emotional Intelligence.

All the variables specified will be considered beyond the scope of this study.

Basic Assumptions

The research cited will be valid.

The secondary information gathered by the investigator will be appropriate for children from birth through age eight (8).

Organization of the Study

The completed study will be reported in three chapters. The introductory chapter, Chapter I, includes statement of the problem, the purpose of the study, and statement of the hypotheses. This chapter also consists of the research design, research methodology, and organization of the study. Chapter II will present a review of related literature pertaining to assessing emotional intelligence. Chapter III will contain the methodology for the study, research findings, conclusions, and recommendations for further study. References, appendices, and vita will conclude the study.

ASSESSING EMOTIONAL INTELLIGENCE in YOUNG CHILDREN BIRTH to TEN

Chapter Two

I. Introduction

The literature reviewed in this study will review material that relates information of a significant nature or methods that are reliable for determining emotional intelligence skills in young children.

II. Review of Literature

According to the work of Norman M. Weinberger (1998) entitled: "Musical Compositions by Schoolchildren" an emerging theme in research, specifically music research is: "children's capabilities and knowledge have been vastly underestimated." The work of Gold and Concar relate the fact that 'emotional intelligence' (EI) is not easily measured because emotional intelligence or social interaction takes place on so many levels and in various contexts. These authors relate the 1960s testing of Walter Mischel, a psychologist at Stanford University who:

gave marshmallows to groups of four-year-olds and then left the room, promising that any child who could postpone eating the marshmallow until he came back, some 15 to 20 minutes later, would be rewarded with a second marshmallow. Years later, Mischel discovered that the kids who triumphed over their desire had grown into teenagers who were socially, emotionally and academically more competent than the four-year-olds who ate the marshmallow at once. Self-control in the face of a marshmallow at four was shown to be "twice as powerful a predictor of later academic prowess as IQ," says Goleman in his book. Goleman sees the ability to delay gratification as a master skill, a triumph of the reasoning brain over the impulsive one. But does it really provide a fundamental measure of emotional IQ? Unfortunately, the marshmallow test turns out to conceal some very complex mental behavior." (Gold and Concar, nd)

The work of Susanne a. Denham entitled: "Assessing Social-Emotional Development in Children From a Longitudinal Perspective for the National Children's Study" addressed five dimensions of assessment of social-emotional development in children which are the five dimensions of:

1) Social Competence;

2) Attachment;

3) Emotional Competence;

4) Self-perceived Competence; and 5) Temperament/Personality." (2006)

III. Historical Perspective of Emotional Intelligence in Young Children

Tests that are used for assessing emotional-social behavior in young children include the following tests:

Bayley Scales of Infant Development - Second Edition (BSID-II) Behavioral Rating Scale (BR): This scale was created for assessing the developmental status of infants and children. There are three scales of measures within this test which are: (1) the mental scale; (2) the motor scale; and (3) the behavior rating scale.

Infant-Toddler Social and Emotional Assessment (ITSEA): This test was designed to be "...a developmentally and clinically sensitive measure for sure with parents and caregivers." The ITSEA was developed to assess social-emotional problems and competencies..." In infants and toddlers (Carter & Briggs-Gowan, 2001, p.3)

Social Competence and Behavior Evaluation (SCBE) - Preschool Edition: This test was designed to assess emotional adjustment and social competence in children aged 2 years, 6 months through 6 years, 6 months. The SCBE is designed to assess positive aspects of social adjustment, to differentiate among different types of emotional and behavioral adjustment difficulties, and to be sensitive to changes across time and treatment."

Social Skills Rating System (SSRS): The SSRS was designed to assess the social behaviors of children.

Vineland Social-Emotional Early Childhood Scales (SEEC): This test was designed to assess social and emotional functioning in infants and young children for use in educational settings and clinical settings to monitor individual development, aid in the early detection of developmental delays, help in the design of individual intervention plans and to assess treatment effects.

IV. Characteristics and Elements of Emotional Intelligence

The work of Sally Atkins-Burnett entitled: "Measures of Socio-Emotional Development in Middle Childhood" states that "research on children's ability to report their emotional well-being is limited. Children different in their ability to recognize, monitor and regulate their own emotions and to respond to questionnaires about their emotional states." (2001) Atkins-Burnett relates that a "key index of competence in childhood and adolescence" is 'peer competence'. Stated is that: "Relationships with peers, as measured by sociometric indicators are strong indicators of both concurrent and future adaptive functioning." (2001) Longitudinal studies all show that there are similar characteristics "among resilient children: strong sense of competence and self-efficacy, well-liked by peers and adults, reflective rather than impulsive, use of flexible coping strategies, internal locus of control and good intellectual skills" (Burnett-Atkins, 2001)

The work of Qualter, Gardner and Whiteley (2007) entitled: "Emotional Intelligence: Review of Research and Educational Implications" states that there is: "...continuing controversy over how to define and measure EI, and how significant the concept of EI is in predicting various aspects of life success. Two predominant perspectives are those adopting an Ability EI and a Trait EI approach." (Qualter, Gardner, and Whiteley, 2007) Emotional Intelligence has been portrayed as a: "cognitive ability involving the cognitive processing of emotional information." (Qualter, Gardner, and Whiteley, 2007) Within the framework of this model EI is a traditional intelligence that is able to be measure through use of testing for abilities.

A four-branch model of emotional intelligence was proposed in the work of Mayer et al. (2000) which includes the psychological processes of:

Awareness of needs of self and others with the ability to monitor emotions and appropriate express emotions;

Ability to use emotions for thought facilitation and for guiding attention selection;

Ability to understand emotions; and Ability to regulate emotions. (Qualter, Gardner, and Whiteley, 2007)

Additionally stated is the fact that: "The relationship between personality and ability EI measures such as the MSCEIT appears to be of much less concern, mainly because studies generally find low or non-significant correlations between the two." (Qualter, Gardner, and Whiteley, 2007) Furthermore, because of the lack of empirical evidence "for distinctiveness between trait EI and personality" it must be questions whether "ability EI, given that it is viewed as a psychometrically legitimate intelligence, is moderately correlating with other intelligences such as general intelligence." (Qualter, Gardner, and Whiteley, 2007) Trait EI has been found to correlate with measures of personality however, ability EI has not been found to correlate with measures of personality. (Qualter, Gardner, and Whiteley, 2007)

There are both biological and social influences that impact the emotional intelligence of the individual which include:

1) the maturation of the neurological inhibitory system (this facilitates emotion regulation development);

2) the influence of the child's temperament on vulnerability to emotional difficulties; and 3) the mediating influences of parental interaction on the development of emotional vocabulary and understanding of emotions." (Qualter, Gardner, and Whiteley, 2007)