Assessing emotional intelligence in young children from birth through age eight

¶ … 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.

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)

The work of Mayer, Salovey, Caruso, and Sitarenios entitled: "Emotional Intelligence as a Standard Intelligence" states that a new scale of emotional intelligence specifically, the Multifactor Emotional Intelligence Scale (MEIS) measures performance on 12 diverse tasks. According to these authors emotional intelligence is divided into four skills areas which are those of:

1) Perceiving emotions;

2) Using emotions to facilitate thought;

3) Understanding emotions; and 4) Managing emotions in a way that enhances personal growth and social relations." (Ibid)

ASSESSING EMOTIONAL INTELLIGENCE in YOUNG CHILDREN BIRTH to TEN

Chapter Three

I. Research Findings

The research on 'emotional intelligence' reveals that emotional intelligence involves several areas of intelligence on the part of the individual therefore it is not possible to measure the individual's emotional intelligence without taking into consideration aspects such as peer interaction and academic motivation and achievement. The emotionally intelligent child is able to perceive their own emotions and to contemplate upon these emotions and to understand the emotions. Finally the child who is emotionally intelligence is able to manage their emotions in a way that effects success in their social relationships and furthers their own personal growth. The work Qualter, Gardner, and Whiteley (2007) holds that emotional intelligence involve a cognitive abilities related to cognitive processing of emotional information. (Qualter, Gardner, and Whiteley, 2007) the work of Denham (2006) identified five areas of social-emotional development which are those of: (1) Social Competence; (2) Attachment; (3) Emotional Competence; (4) Self-perceived Competence; and (5) Temperament/Personality." (2006)

II. Summary

Various tests have been developed for assessing the emotional intelligence of children and while none of these tests are without flaws, each of the tests has commonly identified areas of assessment in emotional or social intelligence. It is generally acknowledge all across the selection of literature relating to this subject that there is no sure method of assessment of the individuals emotional intelligence however, these studies do tend to agree upon certain inherent elements and characteristics that are known to be existent among those individuals who do possess emotional intelligence. Specifically the child who is emotionally intelligent will be able to perceive, contemplate and understand their own emotions. Emotional intelligence has been closely connected to cognitive intelligence by researchers. There is not one area, but several in which assessment must be conducted in relation to emotional intelligence assessment. Mayer et al. (2000) proposed a four-branch model for use in assessment of emotional intelligence which includes: (1) Awareness of needs of self and others with the ability to monitor emotions and appropriate express emotions; (2) Ability to use emotions for thought facilitation and for guiding attention selection; (3) Ability to understand emotions; and (4) Ability to regulate emotions. (Qualter, Gardner, and Whiteley, 2007)

III. Recommendations

Further study in this area in the manner of longitudinal studies should be undertaken for gaining a clearer understanding of precisely what constitutes emotional intelligence as well as for determining the optimal way of assessing emotional intelligence.