DOI Number:

Indian Journal of Public Health Research & Development, 10.5958/0976-5506.2019.04095.6

November 2019, Vol. 10, No. 11 3327

Preschool Children’s Emotional Intelligence: Using Module in

Malaysian Context

Nor Aizal Akmal Binti Rohaizad1, Jumadil Saputra1, Azlina Binti Mohd Kosnin2, Aqeel Khan2,
Norwaliza Binti Abdul Wahab3
1
Lecturer, Faculty of Business, Economic and Social Development, University of Malaysia Terengganu (UMT),
2
Lecturer, Faculty of Education, Universiti Teknologi Malaysia (UTM), 3 Lecturer, Faculty of Human Development,
Universiti Pendidikan Sultan Idris, Malaysia (UPSI)

Abstract
A preliminary study conducted by the researchers found that preschool teachers in Malaysia are having
problems teaching the socio-emotional components due to the lack of specific teaching tools, guidance
and structure. In this study, a teaching module was developed to help preschool teachers in pedagogy of
emotional intelligence (EI) to enhance the preѕchool chіldren’ѕ EІ іn Malayѕіa. Thіѕ module waѕ developed
baѕed on Gagne Іnformatіon Proceѕѕіng Theory, Bandura’ѕ Socіal Learnіng Theory and The Zone of
Proxіmal Development (ZPD) Theory by Vygotѕky. The module includes ten topics which cover all elements
of EI: indentifying emotion, understanding emotion, controlling emotion and using emotion. Activities were
designed for each of these elements and in-service teachers were the ones who taught the children using the
module. The effectiveness of this module was examined through an interview among the preschools teachers
(experimental group) who using the module. Results show both preschools teacher in experimental group
satisfy with the effectiveness’s teaching and learning module to enhance preschool children’s emotional
intelligence. It is significant increase of children’s emotional intelligence in the experimental group. These
findings suggest that the module can be a useful tool for preschool teachers to help develop preschool
children’s emotional іntellіgence.

Keywords: Socio emotional development, emotional intelligence (EI), module, preschool.

Introduction EI is important in a wide variety of contexts in any person’s

Many studies have found significant relationships between
Emotional Intelligence (EI) and future success in education 5.
Children who are able to apply EI would have better academic
achievements 9,10,12,13. According to Denham, children who have
higher EI are more apt to follow teacher instruction, pay attention,
listen and solve problems with patience. Positive emotional skills
instilled in children can allow them to develop EI and can shape
behaviors which can assist children in learning and eventually to
achieve better academic results 21. Children with greater EI are
better able to cope and control unexpected circumstance such as
frustration, anger, sadness and so on 2,3,18, 23-25.
Corresponding Author:
Nor Aizal Akmal Binti Rohaizad,
Faculty of Business, Economic and Social
Development, University of Malaysia Terengganu
(UMT). Email: aizal@umt.edu.my
life as Jain 11, Gallagher and Vella-Brodrick 7 have noted that
individuals who are successful in life (i.e. in carrier) use only 20
percent of intellectual intelligence compared to 80 percent of EI.
Goleman 8 has also noted similar findings. In addition, individuals
who have a higher level of emotional control are better able to
lead good relationships with others through their social skills
such as communication, building consensus and efficiency in
influencing others 16.
Problem Statement
An early study was conducted by some of the present
researchers at several preschools at Johor Bahru, Malaysia and
it was found that preschool children are weak in mastering the
elements of EI which is contained under the socio-emotional
pillar of the national curriculum for preschoolers 15. Apart from
that, the results of interviews conducted with preschool teachers
indicated that the elements of EI and other elements under the
socio-emotional pillar (of the national curriculum) were not given
 3328 Indian Journal of Public Health Research & Development, November 2019, Vol. 10, No. 11

proper importance by the curriculum forming authorities and the included in the module. Figure 1 show the theories that
said pillar has only been used as an ancillary pillar only to be have been used to produce the teaching and learning
combined with the others pillars which are considered important
module to enhance preschoolers’ EI.
such as science and technology pillar, communication pillar
and so on. Whereas EI is very important and its elements
ought to be given importance as it helps construct
an individual’s life trajectory such as higher mental Development Theory
abilities and positive personality attributes and may (Jean Piaget & Erik H.Erikson)

drive them in the right way to life 2,4,20. On children Formation of teaching
& learning emotional
context have found that proper development of emotions Test of childhood
emotional intelligence: intelligent module:
is important for children because it is a regulation skill  Information
 Four Branch Model
which promotes social behavior and positive learning of Emotional Processing Theory
(Robert Mills Gagne)
Intelligence (John
14, thus creating a conducive learning environment of a D.Mayer & Peter
 Social Learning
Salovey)
preschool setting 20. Theory (Albert
Bandura)
 Identifying emotion
 Understanding
In addition to the above problem, another problem emotion  Theory of Zone of
Proximal
 Controlling emotion
is that of limited teaching aids or teaching and learning  Using emotion
Development (ZPD)
(Lev Vygotsky)
specific modules to enhance EI elements that can be
used as a guide or facilitator for preschool teachers
to facilitate them in teaching and learning processes
undertaken. This scarcity of resources is particularly
high in Malaysian context. Due to this dearth of available Figure 1: Theoretical Framework
resources, preschool teachers in Malaysia find it difficult The present research was conducted with children
to carry out the teaching and learning. Moreover, there at the preschool level. According to Piaget’s Theory of
are limited specific modules available that provide Development, children at this stage have an egocentric
information or knowledge about planned and systematic nature that will make it difficult for them to distinguish
use of instructions to emotionally support and facilitate between delusions and reality. These children usually can
preschoolers. The teachers added that most of the only think of specific examples known as transductive.
teaching and learning process of EI and other elements For them, every experience and all points of view of
under the socio-emotional pillar are just run only by some others are similar to what they themselves have.
talk and storytelling and this makes it difficult for the
students to understand the information received and thus Based on the Development of Erikson’s Theory, the
somehow reduces their interest in learning and attention children at ages three to six years, will do things that
in class. According to Ovelyn, Baharom, Dg. Norizah, are not fully aligned with their age due to the ongoing
Molod 17, a compilation of modules accordance to the cognitive and physical development. If children feel
syllabus content, will successfully make the process of criticized while experiencing curiosity, it will cause
teaching and learning become effective and also fun for them to feel guilty and they will not take initiative in
students. doing an activity again. Thus, the tug of war between the
motivation to do new things and the prohibition to not
Theoretical Framework try new things goes on. It is needed that adults promote
well-meaning feelings in the children. Therefore,
Teaching and learning module to help develop
such children need the help of adults or peers who are
preschoolers’ EI was created involving a number of
better able to guide and an easily disclose the learned
theories i.e. Gagne Information Processing Theory 6,
things. This method will involve the Zone of proximal
Bandura’s Social Learning Theory 1 and Theory Zone
Development (ZPD) theory by Lev Vygotsky 22 to
of proximal Development (ZPD) by Vygotsky 22.
support it.
The use of module in teaching and learning
According to Vygotsky 22, students who experience
can encourage children to understand faster and the
learning difficulties can be resolved when getting
information can be transmitted through many different
modeled help from an adult or collaboration partners.
activities. Teaching and learning process will be more
Student performance can also be expanded to higher
interesting with a variety of activities that can be
 Indian Journal of Public Health Research & Development, November 2019, Vol. 10, No. 11
levels of potential. However, children also need an
example to be imitated in order to facilitate the learning
process. This process has been explained through social
learning theory by Albert Bandura 1. Bandura suggested
that indirectly children will learn a behavior change
when observing the process and outcome of others’
behavioral changes. This process is called modeling.
However, each stimulus received from the external
environment which aims to simplify the process of
learning, will depend also on the degree of information
processing received in the nervous system through the
human senses such as hearing, sight, touch, action and
so on. We used the information processing theory by
Gagne 9 to explain how this process occurs. According
to Gagne 6, to facilitate new learning, people need old
experiences that are stored in long-term memory which
associate to the new experiences. Therefore, to facilitate
the new learning process, we conduct an attractive
activity which was contained in the module. With an
activity being undertaken plus guidance from teachers
and friends, teaching and learning process will be
easier and will not boring. Children can see and apply
the material learned in lessons. This will enhance their
understanding through the teaching and learning process.
In addition to facilitating teachers in the teaching
and learning processes, it was aimed by the present study
to tap the level of preschool children’s EI stages i.e. to
know the level of EI before and after the teaching and
learning modules run. Theory used to assess the children
EI is through the Four Branch Model of EI by Mayer and
Salovey. Through this model, Mayer and Salovey agree
that individuals who are able to achieve the harmony of
life are those who can master the four branches of EI
namely identifying emotion, understanding emotion,
Table 1. Preschool Teachers Perception on Teaching & Learning Module to Enhance Preschool Children’s
Emotional Intelligence
(n = 100)
Elements
Time Provided Module Length Suitability of Activity
Teachers
3329
controlling emotion and using emotion. Accordingly,
all theories and models involved were used to create
the module revolving around these four aspects. So in
a way, Mayer and Salovey’s model served as the spine
of our teaching and learning module to promote the
enhancement of preschool children’s EI.
Result
Table 1 show the perception of preschool teachers
on the effectiveness of teaching and learning modules in
enhance preschools children’s’ emotional intelligence.
Based on Table 1 show that in term of allocation of
time for exercises to carry out an activity module,
available time is feasible. Modules are concise. Easy
to be referenced and easy to find specific parts when
necessary. This is because the learning materials are
contained in the module is structured and organized.
Apart from that, both preschool teachers agreed that
the activities are carried out in accordance with the
level of pre-school children age. In addition, using the
module can attract students’ interest and attention to
actively implement the activities provided. In terms of
the elements of emotional intelligence which are applied
to the module, according to the pre-school teachers,
the preschool children are able to identify emotions
himself and others, are able to understand the emotions,
being able to understand the emotional changes, being
able to control emotions and be able to use emotions
towards a positive attitude when given an appropriate
stimuli and activities available in the module. So as a
brief, the teaching and learning module to enhance the
preschool children’s emotional intelligence is effectively
implemented as successfully improving the preschool
children’s emotional intelligence.
Suitability of Module
User Friendly Content Meet to Malaysian
National Education
Curriculum
 3330 Indian Journal of Public Health Research & Development, November 2019, Vol. 10, No. 11

Cont .. Table 1. Preschool Teachers Perception on Teaching & Learning Module to Enhance Preschool
Children’s Emotional Intelligence

The time of 30 The module is

minute provided not too thick.
for each theme The instruction
enough to contained in the
implement all module concise
Activities that are carried out
the activity and easy to
in the module help in building
which contained understand. Activities planned and self-development preschool
in the module. Easy to find implemented in accordance
To attract students. This is in line with
Even there specific parts with the development of
have an activity when necessary. students because the national educational
pre-school children. Every
which can finish This is because there are certain philosophy that emphasizes
preschool children have
early. the learning images, as well the development of individual
Teacher 1 equal opportunities in the
materials are as fun activities. potential in a holistic and
experience of the learning integrated to create a balanced
arranged in process. and harmonious human.
a neat and
organized. The
information
contained herein
is concise.

The information Activities

Most of contained herein and images
the activity is concise. contained within
conducted can Description of the module
be finished each activity interesting
within 30 Activities can help
undertaken teachers in the teaching and easy to
minute that concise. understand Content modules in line
provided. to achieve the specified
Teachers do learning outcomes. There preschool with the national education
However, it not need to take children. curriculum. This is because
proposed that is emphasis on ‘learning
a long time to through play’ in the Apart from that, the activity in the modules is
have one or two understand the achieving the set objectives
activities should teaching and learning the activities
activities to be activities performed. require teachers of the emotional and social
be finish within undertaken. aspects. For example, students
30 minute to 40 There are also activities and students to
Only a few that provide two options cooperate. This can work alone as well as
minute. So that minutes to read teamwork. Besides, they can
students have that encourage teachers to can strengthen
and activities modify activities according the relationship also understand and respect
Teacher 2 enough time have been the feelings and rights of
to complete to the level of student of students and
implemented. achievement, interests teachers as well others, and this can create a
the activity In addition the positive relationship between
provided such as and themes that have been as to provide
module content planned. an opportunity a classes.
build character is easy to pass
from the ‘doh’ for teachers to
on to students. get to know his
activity
students closer.

Conclusion higher level of EI. Meanwhile, the schools in the control

group had no significant difference before and after the
It can be concluded that there are significant
existing teaching and learning of EI were conducted. The
differences between the schools in the experimental
level of preschool children’s EI in this group is remained
groups before and after teaching and learning of EI
almost same at middle level. Therefore, teaching and
module were conducted. It shows that preschool
learning of EI module was effectively implemented
children’s EI risen up from middle level to relatively
to increase the level of preschool children’s EI. It has
 Indian Journal of Public Health Research & Development, November 2019, Vol. 10, No. 11
been said because of on the result, it is to show that
the experimental group which used the module was
successful in increasing preschool children’s EI. At
the same time, with the module can help preschool
teachers to teach EI to preschool children rather more
systematically.
Conflict of Interest: NIL
Source of Funding: Self source
Ethical Clearance: Done research committee
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