EMOTIONAL INTELLIGENCE THROUGH THE IMPLEMENTATION OF DIFFERENTIATED TEACHING AND LEARNING: A RESEARCH STUDY IN PRESCHOOL EDUCATION

Maria Sakellariou, Mitsi Polyxeni, Panagiota Strati

Abstract


Strengthening emotional skills in children is crucial for their all-around development and social adaptation. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals and social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the Emotional Intelligence of preschool children by utilizing specific strategies within the framework of Differentiated Teaching and Learning. The research study was carried out during the 2023-2024 school year. Two kindergarten classes participated in our research, where one constituted the experimental group and the other the control group, for the comparison and correlation of the findings. The research is based on the experimental approach, which includes pre-tests and post-tests. Data collection was carried out through appropriate techniques, by applying specific strategies within the framework of differentiation and by utilizing weighted research tools. Open and free techniques such as recording diaries, photographic material, observation keys and structured questionnaires were used. Both the quantitative and qualitative analysis of the research data highlighted the development of the Emotional Intelligence of preschool children through strategies within the framework of the implementation of Differentiated Teaching and Learning, while the social-emotional skills of each student were strengthened. The findings of the present research, although limited, constitute a trigger for further investigation of the issue regarding the strengthening of children's social-emotional skills to such an extent that they have the guarantees for a successful personal and academic development.

 

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emotional intelligence, differentiated teaching and learning, preschool, strategies

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DOI: http://dx.doi.org/10.46827/ejes.v12i4.5901

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