Emotional Intelligence Plan - Aspects of Emotional Intelligence - Management Assignment Help

Assignment Task:

Introduction

The emotions that are experienced by an individual highly influence their actions and behaviours. Therefore, it is important to take such emotions and feelings into stock so that it becomes apparent to the concerned person how they are expected to behave in a particular social setting (Sánchez-Álvarez, Extremera & Fernández-Berrocal, 2016). This essay is focused to understand the emotions that are experienced by a toddler. In this respect, the essay also attempts to examine the emotional area of an infant that requires development.

Aspects of emotional intelligence as perceived in infants

The emotions which are felt by an infant are widely different from the ones that are experienced by an adult. In this sense, three key aspects of emotional intelligence for infant pedagogy can be identified.

First is the aspect of attachments. The theory of attachment was first propounded by Bowlby who stated that it becomes easier for an infant to form an emotional attachment with their caregiver (Serrat, 2017). Such attachments often took the shape of different patterns which helped to understand the psychological mindset of the concerned individual. 

Second is the aspect of infant curriculum. The kind of information which is imbibed by the infants depend on the mental development of the concerned children. Thus, it is the responsibility of the teachers to understand the kind of curriculum which needs to be developed which would ensure the imparting of necessary education (Kokkinaki & Vasdekis, 2015).

The third aspect of toddler pedagogy is that of conceptualizing the relationships with the various objects as is presented in the environment around them. This is essential because the infants should be made aware of the nature of the objects so that they can relate to them in an effective manner.

The rationale for the importance of emotional intelligence in working with infants

The emotional maturity of a student is largely dependent on the activity and the responsibility of the teachers. In other words, a teacher is held accountable for the way an infant perceives the world. In this regard, it can be stated that an infant does not have significant emotional maturity at such an early age. Therefore, it becomes essential for the teachers to ensure that they effectively develop the emotional intelligence of an infant so that they can grow and develop themselves in an efficient manner (Bridges, 2017).

An identified area of development

The aspect of emotional intelligence within an individual is one of the most primary requirement. Emotions greatly affect the actions and behaviours of a person. In this respect, the area identified to be improved within the infants and toddlers is that of their attachment behaviour.

Toddlers are found to be greatly attached to their caregivers and their parents. In a certain context, it can be observed that such attachments are unhealthy for the infants as they grow up to be dependent on such caregivers. Therefore, measures need to be taken to ensure that this area of emotional intelligence is addressed due to its significant importance in child development.

Scenario:
While all the children were sleeping a loud storm came over the centre and woke Lily up! Once the children were all awake Sylvia (the pseudonym used) another educator came into the room with her hands full of cold little balls from the yard. She showed Stephanie and some of the children. Lily, Dexter and Mia began touching it and looking at it silently. They all felt and moved the hail around the bench. Stephanie explained to them that they were called hail and that’s what happened when rainwater got really cold and froze into ice. “Yeah and then it falls from the sky” Mia added.

Ashton came over for a look and said: “Me not like that, it’s cold”. “Yeah”, agreed to Mia. “What happened there?” asked Ashton. Stephanie explained, “Sylvia collected it from outside after the rain, that came from the sky.” Ashton giggled and said, “I touched it. Freezing!”

Heidi came over to see. She touched the hail, licked her finger and giggled with Ashton. “What is it?” asked Ashton. “Hail” replied Stephanie. Gilbert came over to see what they were looking at. Ashton turned to him and said, “it’s cold. Got ice in my hand.”

Questions:
1. What would be your interpretation of this group experience?
2. How will you develop a plan and strategies for this group of children?
3. Try to link your interpretation with 5 outcomes and give the reason for your selection.

    
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