EMOTIONAL INTELLIGENCE THROUGH THE IMPLEMENTATION OF DIFFERENTIATED TEACHING AND LEARNING: A RESEARCH STUDY IN PRESCHOOL EDUCATION

Authors

  • Maria Sakellariou Emeritus Professor, Department of Early Childhood Education, University of Ioannina, Greece
  • Mitsi Polyxeni Postdoctoral Researcher, Department of Early Childhood Education, University of Ioannina, Greece
  • Panagiota Strati Postdoctoral Researcher, Department of Early Childhood Education, University of Ioannina, Greece

DOI:

https://doi.org/10.46827/ejes.v12i4.5901

Keywords:

emotional intelligence, differentiated teaching and learning, preschool, strategies

Abstract

Strengthening emotional skills in children is crucial for their all-around development and social adaptation. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals and social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the Emotional Intelligence of preschool children by utilizing specific strategies within the framework of Differentiated Teaching and Learning. The research study was carried out during the 2023-2024 school year. Two kindergarten classes participated in our research, where one constituted the experimental group and the other the control group, for the comparison and correlation of the findings. The research is based on the experimental approach, which includes pre-tests and post-tests. Data collection was carried out through appropriate techniques, by applying specific strategies within the framework of differentiation and by utilizing weighted research tools. Open and free techniques such as recording diaries, photographic material, observation keys and structured questionnaires were used. Both the quantitative and qualitative analysis of the research data highlighted the development of the Emotional Intelligence of preschool children through strategies within the framework of the implementation of Differentiated Teaching and Learning, while the social-emotional skills of each student were strengthened. The findings of the present research, although limited, constitute a trigger for further investigation of the issue regarding the strengthening of children's social-emotional skills to such an extent that they have the guarantees for a successful personal and academic development.

 

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Author Biographies

  • Maria Sakellariou, Emeritus Professor, Department of Early Childhood Education, University of Ioannina, Greece

    Maria Sakellariou is Emeritus Professor at the Department of Early Childhood Education, University of Ioannina. She is author of many scientific books on pedagogical science. Her research interests and her writing work focus on Pedagogy and Early Childhood Education, particularly in the areas of Teaching Methodology, Curriculum Design and Evaluation, Transition, Social and Ethical Learning, Religious Education in the context of Intercultural Education, Creative Learning, Inclusive Education, Differentiated Teaching and Learning, Teaching of Play, as well as School-Family-Community Cooperation and many more.

  • Mitsi Polyxeni, Postdoctoral Researcher, Department of Early Childhood Education, University of Ioannina, Greece

    Polyxeni Mitsi is a Postdoctoral Researcher at the Department of Early Childhood Education, University of Ioannina. She works in Primary Education as a Teacher in Primary Schools in Greece. She is co-author of five books on topics related to pedagogical science and has participated in conferences, workshops and symposia with international participation. Her scientific interests are in Teaching Methodology, with emphasis on Differentiated Teaching and Learning, Developmentally Appropriate Programs, Quality of Education, Assessment Techniques, Inclusive Education, Transition and broader issues of Pedagogical Science in Early Childhood and School Education.

  • Panagiota Strati, Postdoctoral Researcher, Department of Early Childhood Education, University of Ioannina, Greece

    Panagiota Strati is a Postdoctoral Researcher at the Department of Early Childhood Education, University of Ioannina. She works as a Head teacher in a special kindergarten in Primary Education. She is co-author of six books on topics related to pedagogical science and has participated in conferences, workshops and symposia with international participation. Her scientific interests are in Teaching Methodology, with emphasis on Differentiated Teaching and Learning, Developmentally Appropriate Programs, Quality of Education, Assessment Techniques, Inclusive Education, Transition and broader issues of Pedagogical Science in Early Childhood and School Education.

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Published

2025-03-19

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Vol. 12 No. 4 (2025)

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