The Effect of Passing Pre-School Period (based on the impact of educational and emotional factors) on Emotional Intelligence of Primary Students

The purpose of this study was to investigate the role of passing preschool period (based on educational and emotional factors) on the emotional intelligence of primary students.

The research method is descriptive, comparative casual one within two groups of students. The statistical population of the study included students in District 1 of Karaj and the research sample size according to ochran formula were 261 that were selected by using stratified random sampling. The data gathered by Schutte and et.al (1999) Standard Emotional Intelligence Test. The results were analyzed by using the descriptive and inferential statistics obtained from Kolmogorov-Smirnov Test, Levene’s Test, Independent T-Test and (ANOVA) with SPSS 23-v software.

Findings of the research showed that the mean emotional intelligence of students who passed pre-primary courses had a significant difference with the emotional intelligence of students who had not completed those courses. Meanwhile there was no significant difference between emotional intelligence of male and female students and students of different educational backgrounds.

Note that children who had passed the pre-school period in kindergartens received much more attention, education, proper nutrition, aesthetic point of view, physical health care, emotional care, and had more parent-educator relationships and communication with nature and animals. The results showed that preschool education had an effect on emotional intelligence and its components (that is emotional regulation, emotional expression and emotional exploitation) and had increased students' emotional intelligence.