Factors Related to Preschool Children Emotional Quotient Promoting Practices Among Primary Caregivers
Keywords:Emotional Quotient Promoting Practices, Preschool Children, Primary Caregivers, Factors Related
Emotional intelligence promoting practices to preschool children could help children express emotion and interaction with others. The purposes of this descriptive correlational study were to explore preschool children’s emotional quotient promoting practices among primary caregivers and related factors, personal factors of primary caregivers and social support. The samples, selected by purposive sampling, included 85 primary caregivers of preschool children aged 3-5 years who received care at the four large child development centers at Nakhon Panom Province. Data were collected from January to March 2018. The research instruments consisted of the Demographic Questionnaire of Child and Primary Caregivers, the Caregiver’s Perceived Help and Social Support Questionnaire, and the Primary Caregivers’ Practice on Promoting Emotional Intelligence of Children Aged 3-5 years old Questionnaire. Data were analyzed using descriptive statistics, Biserial correlation coefficient, and Spearman rank correlation coefficient.
The study results were as follows.
- Eighty percent of primary caregivers had a mean score of preschool’s emotional intelligence promoting practice at a high level (=3.35, S.D. = 0.34).
- Education level and income had a statistically significant positive correlation with primary caregivers’ practice in promoting preschool children’s emotional intelligence (r=.289, r=.463, p<.01, respectively)
- Social support had a statistically significant positive correlation with primary caregivers’ practice in promoting preschool children’s emotional intelligence (r=.291, p <.01)
The results of this study can be used by nurses as baseline information in planning for promotion and providing social support to primary caregivers so that they can proceed emotional intelligence promoting practices for preschool children effectively.
Denham, S. A., Zinsser, K., & Bailey, C. S. (2011). Emotional intelligence in the first five years of life.Encyclopedia on Early Childhood Development. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/638/emoti onal-intelligence-in-the-first-five-years-of-life.Pdf
Department of Mental Health, Ministry of Public Health. (2012) . Survey of Intelligence Quotient and Emotional Quotient among school children in 2011. Nonthaburi: Ministry of Public Health. (In Thai)
Department of Mental Health, Ministry of Public Health. (2014) . Manual of preschool children emotional intelligence development for parents. Nonthaburi: Ministry of Public Health. (In Thai)
Department of Mental Health, Ministry of Public Health. (2016). Thai children surely have good IQ and outstanding EQ (online). Retrieved from http://rajanukul.go.th/new/_admin/download/5-5748-1473733031.pdf. (In Thai)
Ensor, R., & Hughes, C. (2010). With a little help from my friends: Maternal social support, via parenting, promotes willingness to share in preschoolers born to young mothers. Infant and Child Development, 19 (2), 127-141.
Erikson, E. (1982). The life cycle completed. New York, NY: W. W. Norton & Company
Fivush, R., Brotman, M. A., Buckner, J. P., & Goodman, S. H. (2000). Gender differences in parent-child emotion narratives. Sex Roles, 42 (3-4), 233-253.
Gerber, R. J., Wilks, T., & Erdie-Lalena, C. (2010). Developmental milestones: Motor development. Pediatrics in Review, 31(7), 267-277.
Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parenting and child development. Child Development, 78 (1), 70-95.
House, J. S. (1981). Work stress and social support. Reading, Mass: Addison-Wesley.
Ma-Oon, R. (2016). Teaching for Effective Learning in Higher Education. Journal of Southern Technology, 9(2), 169-176. (In Thai)
Nanthamongkolchai, S. (2015). Family Child rearing and Development of Preschoolers in Thailand. Public Health Journal, 46 (3), 205-219. (In Thai).
National Statistical Office. (2016). Thailand Multiple Indicator Cluster Survey 2015-2016. (online). Retrieved from https://www.unicef.org/thailand/media/176/file/Key%20Findings%20from%20Thailand%20Multiple%20Indicator%20Cluster%20Survey%202015-2016%20(English).pdf.
Paladkornburi, J. & Adsuek T. (2012). The promoting behavior for preschool children development of family child carers (online). Retrieved from http://22.214.171.124/ group_sr/allfile/1418893672.pdf. (In Thai)
Pattanapongthon, J. & Keawkhaengkhan, W. (2018). Factors effecting to child development in Thailand in 2017. Nonthaburi: Ministry of Public Health. (In Thai)
Pattanapongthon, J., Boonsuwan, C., &Thanacharoenwatchara, N. ( 2014). The study of Thai early child development. Nonthaburi: Ministry of Public Health. (In Thai)
Pender, N. J. (1996). Health Promotion in Nursing Practice. Norwalk: Appleton & Lange.
Polit, D. F. (2010). Statistic and data analysis for nursing research (2nd ed.). New Jersey: Pearson duration.
Sarakorn, J., Chotibang, J., Urhamnuay, M. (2020). Knowledge and Practices of primary caregivers for promoting child’s emotional intelligence in child development center. Nursing Journal, 47 (2). 12-22. (In Thai)
Saudino, K. J. (2005). Behavioral genetics and child temperament. Journal of Developmental and Behavioral Pediatrics, 26 (3), 214-23.
Serrano-Villar, M., Huang, K. Y., & Calzada, E. J. (2017). Social support, parenting, and social emotional development in young Mexican and Dominican American children. Child Psychiatry & Human Development, 48 (4), 597-609.
Siripul, P., Sutra, P., Jongudomkarn, D., & Sakdisthanon, S. (2007). Childrearing in Esan families (Research report). Khon Kaen: Faculty of Nursing, Khon Kaen Uni versity. (In Thai)
Sonsee, S., Pongjaturawit, Y.,& Chaimongkol, N. (2015). Maternal behavior in promoting play for their preschool children and its related factors. Proceedings of the 15 thNational and International Conference of Graduate Studies in Northern Rajabhat University (p.187-198). Nakhon Sawan: Nakhon Sawan Rajabhat University. (In Thai).
Sriwongpanich, N. (Eds.), (2014). Manual of preschool children emotional intelligence development for parents. (2nd). Bangkok: The agricultural co-operating federation of Thailan d printing. (In Thai)
Tantipalachewa, K.(1999). Child Rearing for Three to Five Year. Bangkok: Chotisuk Printing. (In Thai).
Thawitha, L., Klunklin, P., Urharmnuay, M. (2016). Preterm infant development promoting behaviors among primary caregivers and related factors. Nursing Journal, 43 (4). 12-22. (In Thai)
Theunissen, M. H., Vogels, A. G., & Reijneveld, S. A. (2015). Punishment and reward in parental discipline for children Aged 5 to 6 Years: Prevalence and groups at risk. Academic Pediatrics, 15(1), 96-102.
Trirapattharapon, N. (2002). The psychological factors as the predictors of mother’s behaviors in promoting emotional development of preschool children in Banpong, Ratchaburi Province. (Master of Art Thesis, Community Psychology). Faculty of Graduate studies, Silpakorn University. (In Thai)
Unicef & Thailand National Statistical. (2016). Thailand survey on the situation of children and women (2515-2516). (online). Retrieved from https://www.unicef.org/thailand/Eng/Thailand_MICS_ Full_ Report_ Eng.pdf
Yue, A., Li, S., Shi, M., Shi, Y., Luo, R., Kenny, K., & Rozelle, S. (2016). Parental behavior and social-emotional development among infants in rural Shaanxi Province, China. Retrieved from https://reap.fsi. stanford. edu/sites/default/ files/parental behavior and social emotional development full.pdf
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยเชียงใหม่ และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว