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العنوان
البيئة الأسرية وعلاقتها بالذكاء الوجداني لأطفال ماقبل المدرسة:
المؤلف
المرزوقي، إلهام محمد عبد المجيد.
هيئة الاعداد
باحث / خالد عبد الرازق النجار
مشرف / إبراهيم أحمد عز الدين
مشرف / أحمد خيري حافظ
مناقش / مديحة مصطفي فتحي
الموضوع
الذكاء الوجداني.
تاريخ النشر
2018.
اللغة
العربية
الدرجة
الدكتوراه
التخصص
العلوم الاجتماعية (متفرقات)
تاريخ الإجازة
1/1/2018
مكان الإجازة
جامعة عين شمس - معهد البيئة - العلوم الإنسانية البيئية
الفهرس
يوجد فقط 14 صفحة متاحة للعرض العام

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المستخلص

Early years of age represent the first chance for forming components of emotional intelligence and also the emotional abilities of children are basically dependent on these early years, since these abilities are the necessary basis for all types of learning.
Preschool stage is characterized with quick changing emotions; as the preschool child is easily erupted and easy angry; however, by the end of this stage, these emotions calm down and tend to stability.
All researchers agree upon the critical role a family plays in building up a child’s personality as it affects the child’s personality through two main factors: first, the big quick growth a child achieves during his first years physically and psychologically; second, spending most of the child’s time in education and learning processes.
Emotional intelligence skills are evidently important in everyone’s life whatever his culture is, but when we look to our Arab communities, we find out that the cultural powers that control and overwhelm our systems of education are differing which requires more deep consideration in these systems through adopting several concepts and enlightening our children with the importance of their individual feelings, emotions, and abilities towards achievement and managing relations in order to be capable of managing g their lives in future.
Therefore, there should be a new transformation by merging and including emotional education programs to the Arab schools and in their academic curricula.
For the multiple problems a child meets in early childhood when interacting with society and voidance of programs of developing skills of emotional intelligence in academic curricula. The study problem is crystallized in this main following question:
“Is there any relationship between family background and the increase of preschool child’s emotional intelligence?”
Study Significance:
First: The Theoretical Significance:
1. The study significance is reflected in tackling with a relatively modern topic in psychology, namely, the emotional intelligence and its potential capabilities to employ its dimensions and components to achieve the socio-psychological adjustment.
2. The early childhood is a stage that represents one of the most critical age stages for a child forming his mental growth; where production of connections between brain cells occurs redundantly, setting a strong feedback that enables a child to deal and interact with others.
3. The current study is one of the studies considering emotional intelligence in preschool children.
4. This study is one of the studies so much interested in socialization and its value for early childhood stage.
5. The present study assists parents to rear their children properly and be independent in future.
6. This study concerns well with describing skills of emotional intelligence of the kindergarten child.
7. The study is significant for discussing a significant topic that is the emotional intelligence that helps children to achieve their socio-psychological and academic adjustment.
8. The study derives its significance from discussing the preschool stage as a very critical constitutional stage for a child on which his growth and personality development is dependent.
Second: The Applied (practical) Significance:
1. Preparing a scale of emotional intelligence that suits the Egyptian environment and the kindergarten child.
2. The current study results may attract attention of those in charge of child’s rearing and education towards the early childhood stage and its importance and towards the emotional intelligence and how to develop child’s emotional abilities.
3. The study results may attract attention of professionals and specialists of psychological health to design programs for developing emotional intelligence and erase emotional illiteracy.
4. The study results attract also attention of curricula planners and educational systems developers to consider interestedly the development of emotional intelligence among teachers.
Here, it could be acknowledged that emotional intelligence is the cornerstone of building an individual who is capable of achieving psychological and social adjustment in society.
Study Objectives:
1- Defining the relationship between family environment and increase of emotional intelligence rate.
2- Describing the role of socialization in raising a child’s IQ.
3- Defining the differences between the two sexes in being affected by the family environment.
4- Defining the differences between the two sexes regarding their IQ.
5- Exploring the latent factors could be responsible for children IQ through parental socialization approaches.
6- Defining the role of familial relationships in children’ socialization.
7- Defining the cultural, occupational, and economic factors of family that affect children’ socialization process.
Study Hypotheses:
1- There is a significant statistical relationship between family environment and increase preschool child’s emotional intelligence.
2- There is a significant statistical relationship between mothers’ emotional intelligence level and preschool child’s emotional intelligence level.
3- There are significant statistical differences regarding the average scores of preschool child’s emotional intelligence’ level due to the family environment, in favor of the advanced urban environment.
4- There are significant statistical differences regarding the average scores of emotional intelligence level of mothers of preschool child due to the family environment, in favor of the advanced urban environment.
5- There are no significant statistical differences between the average scores of the two sexes regarding their emotional intelligence level.
6- There is a significant statistical correlation between Mather’s occupational level and the preschool child’s emotional intelligence.
7- There is a significant statistical correlation between the family’s economic factor and the preschool child’s emotional intelligence.
Study Limits:
The Human Limits: The study is applied on a purposive sample of (100) mothers of early childhood children aged (24-45 yrs. Old) and (100) male/female preschool children divided equally into (50 slum areas’ children and 50 urban areas’ children) whose age ranges from (3-6 year olds).
The Time Limits: The study takes about two years to be fulfilled going through three stage, the preliminary stage for collecting data, the second stage of selecting information, and the third stage of preparing study tools.
The Geographical Limits: Two samples: the urban sample represented in (Little Bubbles Schools) in Abaas El-Aqaad, and (October 6 School) representing the slum sample in Al-Zawiah Al-Hamra area.
Study Instruments:
- Scale of Emotional Intelligence for Preschool Child (by researcher).
- Scale of Mothers’ Emotional Intelligence (by researcher).
Statistical Approaches:
- Pearson Coefficient Correlation.
- The One-Way Covariance Analysis.
- T. Test.
Study Results:
1- There is a significant statistical relationship between family environment and increase preschool child’s emotional intelligence, as there is a positive correlation between them (0.867) at significance level (0.01), approving the first hypothesis.
2- There is a significant statistical relationship between mothers’ emotional intelligence level and preschool child’s emotional intelligence level; as there is a positive correlation between them (0.766) at significance level (0.01), approving the second hypothesis.
3- There are significant statistical differences regarding the average scores of preschool child’s emotional intelligence’ level due to the family environment, in favor of the advanced urban environment, as t. Test value is (2.739) at significance level (0.01), approving the third hypothesis.
4- There are significant statistical differences regarding the average scores of emotional intelligence level of mothers of preschool child due to the family environment, in favor of the urban environment, as T. value is (3.126) at significance level (0.01), approving the fourth hypothesis.
5- There are no significant statistical differences between the average scores of the two sexes regarding their emotional intelligence level.
6- There is a significant statistical correlation between Mather’s occupational level and the preschool child’s emotional intelligence; as there is a positive correlation between them (0.753) at significance level (0.01), approving this hypothesis.
7- There is a significant statistical correlation between the family’s economic factor and the preschool child’s emotional intelligence; as there is a positive correlation between the economic factor and emotional intelligence of preschool child, as the correlation value is (0.732) at significance level (0.01), approving this hypothesis.
Study Recommendations:
1- The study recommends training teachers of the kindergarten to develop skills of preschool children through courses, counseling programs, and the teacher’s guide of kindergartens.
2- Developing the kindergarten curricula through including a program of emotional intelligence skills.
3- Attract attention of the officials and planners of curricula to the value of including a program for developing skills of emotional intelligence.
4- Directing attention of mass media to enlighten people of the importance of emotional intelligence in solving several problems of children and youth.
5- The scientific research centers should direct researchers in all different fields to concern with fields that affect and affected by development of emotional intelligence such as socialization, parental styles, family stability, marital relationships, health, school, and teachers.
Suggested Researches:
1- Proposing a program for developing skills of emotional intelligence for preschool children and based on theoretical bases.
2- Suggesting a program for developing skills of emotional intelligence for the kindergarten teachers based on theoretical bases.
3- Suggesting a program for developing skills of emotional intelligence of the orphans in kindergarten stage.
4- Suggesting a program for developing skills of emotional intelligence of disabled children.
5- Suggesting a program for enlightening parents to the importance of emotional intelligence for their preschool children and how to practice it with them