An Experience-Based Learning Model to Develop Emotional Intelligence and Social Skills for Children During Early Childhood

Abstract

This article aimed to study 1) the basic information and current issues related to organizing experiences that promote emotional intelligence and social skills in early childhood and 2) the development of a model for organizing such experiences to enhance emotional intelligence and social skills in young children. The target groups include teachers, parents, and early childhood children. Three research instruments were used: (1) a structured interview form and (2) an assessment form for appropriateness and feasibility. The statistics used include percentage, mean, and standard deviation. The research results were found as follows: The results of the study on basic information and problems related to organizing experiences to develop emotional intelligence and social skills in early childhood were obtained through interviews with teachers, parents, and young children. The data revealed that these issues were consequences of the COVID-19 situation. Teachers and parents expressed concerns regarding (1) cognitive development, fearing that children would not gain as much knowledge compared to learning directly from teachers, and (2) emotional intelligence and social skills, as children were not attending school. Some children were left alone with screens—such as computers, TVs, or iPads—for extended periods, which could negatively impact various aspects of their development. From the children's perspectives, the findings were as follows: (1) They wanted friends to come and play with them, (2) They enjoyed doing art activities with teachers, (3) They liked when teachers told them stories, and (4) They enjoyed playing games organized by the teachers, in that order. 2) The results of developing a model for organizing experiences to enhance emotional intelligence and social skills in early childhood included 9 components: (1) Background and significance of the learning experience model, (2) Objectives of the learning management model, (3) Principles, concepts, and theories supporting the development of the learning model, (4) Definition of the learning experience model, (5) Components of the learning management model, (6) Definition of emotional intelligence, (7) Definition of social skills, (8) Process of organizing learning experiences, and (9) Evaluation based on the model. The quality and appropriateness of the draft model were assessed by experts and rated at a high level, with a mean score of 4.27 and a standard deviation of 0.48.