EMOTIONAL INTELLIGENCE SKILL BUILDING IN THIRD GRADE

Abstract

There are different opinions about the peculiarities of raising children in the family, depending on the education of the parents. It is often assumed that people with less education are less capable of raising children properly, while educated people are considered more suitable parents who can raise “good“ children.

Third graders are already mature enough to think critically and develop abstract concepts. However emotional intelligence does not always mean a high IQ. Therefore, a problematic question is raised: what is the influence of parential education in developing children’s emotional intelligence in the third grade?

Research object – the influence of parental education in the development of emotional intelligence.

Research aim – to determine the influence of parential education in developing children’s emotional intelligence in the third grade.

Research methods: in order to reveal the influence of parental education in developing children’s emotional intelligence, its concept and educational features, the method of scientific literature analysis was chosen. To achieve the purpose of the research, a qualitative method – observation – was chosen. The research results were processed using the qualitative analysis method.

Conclusions.

1. EQ is very important for the development of third-grade students. At this age, children are actively learning to communicate, resolve conflicts, and understand other people feelings. Properly developed EQ helps children learn better, strengthens friendships, and gives them self-confidence. One of the most important factors affecting children’s emotional foundation in the family is the education of their parents. Parents with higher education are able to demonstrate more often better problem-solving, communication, and emotional regulation skills. They have better knowledge and skills to raise children and emotional well-being, because they are more interested in this process and understand better the different stages of a child's development. Educated parents are able to respond appropriately to children’s various emotions. Children who observe their parents, imitate their behavior and also learn to manage their own emotions. A mother's higher education has a positive effect on the child's emotional regulation. Children whose parents have a lower education grade see more often the world as unreliable, feel rejected and unworthy of love, and have more mental problems.
2. The study showed that parental education affects children's ability to recognize their feelings, manage emotions, and achieve goals. The study shows that children whose parents have a secondary education or a bachelor's degree have weaker skills in recognizing their feelings and are more likely to express them inappropriately.

Children whose parents have a master degree are more likely to be patient and emotionally stable. Significant differences were also observed in the area of ​​emotion management namely in the expression of self-control skills. Students whose parents have a master degree demonstrated excellent self-control skills during all observations, responded positively to comments, and concentrated easily on different tasks.

On the other hand, children whose parents have a secondary education have relatively weak self-control skills. The achievement of students goals, which is one of the components of emotional intelligence, may be influenced by parental education.

Students whose parents have a secondary education have more difficulty assuming responsibility and are able to motivate their actions. Children whose parents have a master degree are able to take responsibility, perform work purposefully and are able to justify their actions. Differences in the ability to perceive the feelings of others, depending on the education of the parents, are manifested in the skills of empathy and the ability to listen to others. In students whose parents have a secondary education or a bachelor degree, these skills did not manifest themselves, or were manifested weakly.  Students whose parents have a master degree behaved empathically and tried to listen to others.

Skills related to the development of interpersonal relationships did not reveal any significant differences, depending on the education of the parents.

It was also found that different temperaments can affect EQ skills.