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The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling

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A current interest in education is the growing awareness that the development of social and emotional skills in children is critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2) accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children they teach.

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Authors and Affiliations

  1. University of Hartford, West Hartford, CT, USA

    Janet Pickard Kremenitzer

  2. University of Hartford, 200 Bloomfield Avenue, West Hartford, CT, 06117-1599, USA

    Janet Pickard Kremenitzer

Authors
  1. Janet Pickard Kremenitzer
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Correspondence to Janet Pickard Kremenitzer.

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Kremenitzer, J.P. The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling. Early Childhood Educ J 33, 3–9 (2005). https://doi.org/10.1007/s10643-005-0014-6

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  • DOI: https://doi.org/10.1007/s10643-005-0014-6

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