Main Article Content
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.
บทความที่ได้รับการตีพิมพ์ เป็นลิขสิทธิ์ของวารสารวิทยาลัยพยาบาลบรมราชชนนี กรุงเทพ ไม่สามารถนำไปตีพิมพ์ซ้ำในวารสารฉบับอื่น