EFFECTS OF LEARNING PROMOTION PROGRAM THROUGH STORYTELLING ON EMOTIONAL INTELLIGENCE DEVELOPMENT IN PRESCHOOLERS

Abstract

          Emotional intelligence is essential for children development, especially preschoolers which is appropriate time to promote their learning. The purpose of this quasi-experimental research was to compare emotional intelligence of preschoolers between preschoolers who participated in the learning-promotion program through storytelling and those who did not. The participants included 53 parents and preschoolers aged 4-5 years who study at school and met the inclusion criteria. They were randomly selected using multi-stage random sampling and randomly assigned to an experimental group (n=26) and a control group (n=27). The experimental group received the learning-promotion program through storytelling developed based on a Social cognitive learning theory (Bandura, 1986). The program composed of 4 steps: attention, retention, reproduction, and motivation. Meanwhile, the control group received routine activities. The research instrument included emotional intelligence test for preschoolers, with a Cronbach’s Alpha of .91. Data were analyzed using frequency, percentage, mean, standard deviation, Chi-square test, and Independent t-test.

          The results revealed that after receiving the learning-promotion program through storytelling, the experimental group had significantly higher scores of emotional intelligence than the control group (p <.001). The results of this research suggested that parents and teachers should apply this learning-promotion program to promote emotional intelligence for preschoolers.