Think of a child's emotions as their own personal thermostat. This thermostat has the ability to regulate emotion but sometimes, it breaks! That's when anger, fear or frustration happens.
If a child has Emotional Intelligence, they are aware of their own behaviour and act morally instead of out of impulse.
Emotional Intelligence - or Intrapersonal Intelligence - means that people or children who possess this are able to regulate their emotions very well and be a "good judge of character".
The concept of Emotional Intelligence overlaps with Howard Gardner's Multiple Intelligence theory which is outlined in the tab "Intelligence".
If a child has Emotional Intelligence, they are aware of their own behaviour and act morally instead of out of impulse.
Emotional Intelligence - or Intrapersonal Intelligence - means that people or children who possess this are able to regulate their emotions very well and be a "good judge of character".
The concept of Emotional Intelligence overlaps with Howard Gardner's Multiple Intelligence theory which is outlined in the tab "Intelligence".
Get your child to do a Multiple Intelligence test to see how much Emotional Intelligence they possess!
The link is below:
The link is below:
It is important to know that each child learns and acts differently for a wide variety of reasons. If children do not possess very much Emotional Intelligence, there are ways we can help develop it to their advantage.
Teachers and parents need to recognize that these children may need extra moral guidance. It is integral to help them bridge their emotional gaps so that they can make and maintain friendships and relationships in school.
Teachers and parents need to recognize that these children may need extra moral guidance. It is integral to help them bridge their emotional gaps so that they can make and maintain friendships and relationships in school.
Play: Humans are born with a very immature brain, one third of its adult size. Since all humans grow up
living a "sheltered childhood", we are not forced to hunt or fear predators
like animals do. Most animals have a substantially more developed brain because
their survival depends on it. On the human side of things, a way that children
can increase brain activity and develop their emotions is through play – more specifically through role playing or problem solving activities (Sylwester 23).
Role Play Games: It is important that children get a chance to "walk in someone else's shoes". Since role play games ask children to step out of themselves and see through a different lens, emotional intelligence and compassion for others can develop more readily. Role play games also provide opportunities for collaboration and developing social skills (Sylwester 24).
Case Studies: Similarly to role play games, case studies beg children to analyze moral situations. Students can use case studies to act out scenarios or present an outcome of a situation. The website Case Studies for Kids linked below provides a wide variety of sample case studies for different subjects (science, math, animals, health, moral and emotional situations).
Role Play Games: It is important that children get a chance to "walk in someone else's shoes". Since role play games ask children to step out of themselves and see through a different lens, emotional intelligence and compassion for others can develop more readily. Role play games also provide opportunities for collaboration and developing social skills (Sylwester 24).
Case Studies: Similarly to role play games, case studies beg children to analyze moral situations. Students can use case studies to act out scenarios or present an outcome of a situation. The website Case Studies for Kids linked below provides a wide variety of sample case studies for different subjects (science, math, animals, health, moral and emotional situations).
Work Cited:
Lesh, Richard. "Case Studies for Kids." College of Engineering, Purdue University. Web.
Sylwester, R. Unconscious emotions, conscious feelings. Educational Leadership. 58 (3). 2000. 20 – 24.
Lesh, Richard. "Case Studies for Kids." College of Engineering, Purdue University. Web.
Sylwester, R. Unconscious emotions, conscious feelings. Educational Leadership. 58 (3). 2000. 20 – 24.