scholarly journals Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children

2019 ◽  
Vol 11 (6) ◽  
pp. 1615 ◽  
Author(s):  
Diana Amado-Alonso ◽  
Benito León-del-Barco ◽  
Santiago Mendo-Lázaro ◽  
Pedro Sánchez-Miguel ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Elementary Education ◽  
Mood State ◽  
Sport Activity ◽  
School Level ◽  
Social Emotional ◽  
Organized Sport ◽  
Five Dimensions ◽  
Sport Practice ◽  
Interpersonal Dimension

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.

scholarly journals Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children

2018 ◽  
Author(s):  
Benito León ◽  
Santiago Mendo ◽  
Diana Amado ◽  
Pedro A. Sánchez ◽  
Damián Iglesias
Keyword(s):  
Emotional Intelligence ◽  
Elementary Education ◽  
Sport Activity ◽  
School Level ◽  
Stress Coping ◽  
Social Emotional ◽  
Organized Sport ◽  
Five Dimensions ◽  
Emotionally Intelligent ◽  
Excessive Number

Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.

scholarly journals Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender

2018 ◽  
Vol 10 (8) ◽  
pp. 2805 ◽  
Author(s):  
Diana Amado-Alonso ◽  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
Mario Mirabel-Alviz ◽  
Damián Iglesias-Gallego
Keyword(s):  
Elementary Education ◽  
Daily Practice ◽  
Sixth Grade ◽  
Self Concept ◽  
Organized Sport ◽  
Organized Sports ◽  
Sport Practice ◽  
Potential Benefits ◽  
And Gender ◽  
Positive Effect

Background: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. Methods: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students’ self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. Results: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82; 1 h/d: M = 5.90, SD = 1.82; 2 h/d: M = 5.99, SD = 1.56; 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p < 0.05). Moreover, children’s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. Conclusions: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education.

Impact on parents of feeding young children with congenital or acquired cardiac disease

2000 ◽  
Vol 10 (6) ◽  
pp. 574-581 ◽  
Author(s):  
Christine Imms
Keyword(s):  
Cardiac Disease ◽  
Negative Impact ◽  
Mood State ◽  
Negative Mood ◽  
Oral Feeding ◽  
Social Emotional ◽  
Negative Mood State ◽  
Congenital Cardiac Disease ◽  
Culturally Based ◽  
Emerging Themes

AbstractFeeding an infant is an interactive process that facilitates social, emotional and culturally based skills. Children with congenital or acquired cardiac disease frequently require supportive regimes with regard to feeding so as to maintain weight, resulting in altered experiences for both the child and family. This study evaluated the practical, emotional and social ramifications for parents, of having a child with cardiac disease who also experienced difficulties with oral feeding. The study sampled three groups of parents who had children less than 3 years of age: those with cardiac disease who had difficulty in feeding, those with cardiac disease and no such difficulty, and those with no medical diagnosis. Parents completed a questionnaire about feeding, a time diary of activities involved in feeding, and Tuckman's Mood Thermometers, which measure anger and ‘poorness-of-mood’ associated with feeding the identified child. Parents of children with cardiac disease and a feeding difficulty reported a significantly more negative mood-state, and significantly longer time associated with feeding, than parents of children in the other two groups. Emerging themes from qualitative analysis of the data suggested that having a child with congenital cardiac disease producing difficulty in feeding had a strong negative impact on the whole family.

scholarly journals Brief report: Associations between adolescent girls' social–emotional intelligence and violence perpetration

2014 ◽  
Vol 37 (1) ◽  
pp. 67-71 ◽  
Author(s):  
Amy L. Gower ◽  
Rebecca J. Shlafer ◽  
Julie Polan ◽  
Annie-Laurie McRee ◽  
Barbara J. McMorris ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Adolescent Girls ◽  
Social Emotional ◽  
Violence Perpetration

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

scholarly journals Strategies to Develop Emotional Intelligence in Early Childhood

2021 ◽  
Author(s):  
İlkay Ulutaş ◽  
Kübra Engin ◽  
Emine Bozkurt Polat
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Behavioral Problem ◽  
Early Years ◽  
Social Emotional ◽  
Only Children ◽  
Childhood Education ◽  
Emotional Intelligence Training

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

Studying the Relationship between Emotional Intelligence and Problem–solving Skills of Individuals from Personal Knowledge Management Perspective

2021 ◽  
Vol 8 (1) ◽  
pp. 01-11
Author(s):  
Hakar Zaki Mohammed
Keyword(s):  
Emotional Intelligence ◽  
Knowledge Management ◽  
Problem Solving ◽  
Significant Relationship ◽  
Personal Knowledge ◽  
Economic Resource ◽  
Psychological Traits ◽  
Five Dimensions ◽  
Personal Knowledge Management ◽  
The Relationship

In today’s advanced economies, knowledge has been converted into a key economic resource and a contributing factor for organizational success. In nature, knowledge requires to be managed by each person in order to yield the concept of personal knowledge management (Drucker). In many scientific records, the relationship between personal emotional intelligence, problem–solving, and the psychological traits including emotional intelligences has been stressed. The present paper has aimed to study the association between the emotional intelligence dimensions and personal knowledge management. Hence, this research is a descriptive survey. The data collection tool was a questionnaire including 37 questions and the statistical sample consisted of 302 individuals from the students, experts, and active managers in the field of knowledge management. The Cronbach’s alpha coefficient was used to achieve the questionnaire’s reliability coefficient, while the facial and content validity was confirmed by knowledge management experts. The research data was analyzed by statistical methods and Pearson’s correlation coefficient. Emotional intelligence was measured according to the Goleman’s model in five dimensions, including motivation, self–awareness, self-regulation, empathy, and social skill. According to data analysis, there is a positive and significant correlation between the education level and capabilities of people in personal knowledge management. All the emotional intelligence dimensions are of a positive and significant relationship with personal knowledge management. Likewise, the research findings proved a significant relationship between personal knowledge management’s four aspects and the five dimensions of emotional intelligence.

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