|
Luis Armando Quishpe-Hipo
I https://orcid.org/0000-0002-3242-5295 |
|
Wilson Gonzalo Rojas-Yumisaca
II wrojas33@hotmail.com
https://orcid.org/0000-0003-0302-3315 |
Correspondencia:
luisarm.quishpe@espoch.edu.ec
*Recibido:
20 de julio de 2021 *Aceptado:
30 de julio de 2021 * Publicado: 30
de agosto de 2021
I.
Master in Linguistics and Didactics of Teaching Foreign Languages. Docente
de la Escuela Superior Politécnica de Chimborazo, Sede Morona Santiago, Ecuador.
II. Magister en la Enseñanza del Idioma Inglés como
Lengua Extranjera. Docente de Clase Líder, Riobamba, Ecuador.
Abstract
Emotional Intelligence is part of the experience of
all human beings during their life, for that reason children as well as adults
suffer various emotions in their daily lives every day, such as: fear, shame,
cheerfulness, sadness, empathy, anger, among others. The objective was to
determine the incidence of emotional intelligence in English Language learning
in children between 4 and 5 years of age form Pre-Kinder, from Leonardo da
Vinci Educational Unit, Riobamba, Ecuador. The study was a non-experimental
investigation of a transectional-descriptive type with a mixed approach,
applying field and documentary research, which modality was socio-educational.
The population consisted of 56 children, 29 girls and 27 boys. The observation
technique and the notebook instrument were applied to gather information. The
information was compiled in a database and analyzed through descriptive
statistics. The non-parametric Chi-square test (X2) was applied to verify the
hypothesis using the SPSS software. The results were illustrated in graphs with
mathematical values. The statistical value of the Chi-square test was X2cal =
4.158 < X2tab = 11.070, with 5 df y with a value of α=0.05. In
conclusion, the Chi-square test rejected the Null Hypothesis (Ho), accepting the
Alternative Hypothesis (H1) because the calculated value of Chi-square is less
than the critical value of Chi-square with 5 degrees of freedom and with a
significant level of 0.05. In conclusion, the Emotional Intelligence variable
is associated with the English Language Learning variable, where the emotion of
fear (19.64%) being the most frequent in social talk, followed by shame
(14.28%) in private talk.
Keywords: Emotional Intelligence, English language learning, Chi-square test,
Social talk, Private talk.
Resumo
A Inteligência Emocional faz parte da vivência de
todos os seres humanos ao longo da vida, por isso,
tanto bebês quanto adultos sofrem, diariamente, diversas emoções, tais como:
medo, vergonha, alegria, tristeza, empatia, raiva, entre outras. . O objetivo
foi determinar a incidência da inteligência emocional na aprendizagem da língua
inglesa em bebês de 4 a 5 anos de idade na Educação Inicial da Unidade
Educacional Particular Leonardo da Vinci, Riobamba, Equador. O estudo foi uma
investigação não experimental do tipo transversal descritiva com abordagem
mista, aplicando pesquisa de campo e documental, cuja modalidade foi
socioeducativa. A população consistia em 56 crianças, 29 meninas e 27 meninos.
A técnica de observação e o instrumento de caderno foram aplicados para a
coleta das informações. As informações foram compiladas em um banco de dados e
analisadas por meio de estatística descritiva. O teste não paramétrico
Qui-quadrado (X2) foi aplicado para verificar a hipótese por meio do software
SPSS. Os resultados foram ilustrados em gráficos com valores matemáticos. O
teste Qui-quadrado calculado é X2cal = 4,158 <X2tab = 11,070, com 5 gl e um
valor de α = 0,05. Em conclusão, o teste Qui-quadrado rejeitou a Hipótese
Nula (Ho), aceitando a Hipótese Alternativa (H1) porque o valor calculado do
Qui-quadrado é menor que o valor crítico do Qui-quadrado com 5 graus de
liberdade e com nível de significância de 0,05. Em conclusão, a variável
Inteligência Emocional está associada à variável Aprendizagem da Língua Inglesa,
sendo a emoção do medo (19,64%) a mais frequente na fala social, seguida da
vergonha (14,28%) na fala privada.
Palavras-chave: Inteligência Emocional, Aprendizagem da Língua
Inglesa, Teste Qui-quadrado, Fala Social, Fala Privada.
Resumen
La Inteligencia Emocional es parte de la experiencia
de todos los seres humanos durante su vida, es por eso que los infantes al
igual que los adultos sufren diversas emociones en su vida cotidiana todos los
días, tales como: miedo, vergüenza, alegría, tristeza, empatía, ira, entre
otros. El objetivo fue determinar la incidencia que tiene la inteligencia
emocional en el aprendizaje del idioma inglés en los infantes de 4 a 5 años de
edad en Educación Inicial de la Unidad Educativa Particular Leonardo da Vinci,
Riobamba, Ecuador. El estudio fue una investigación no experimental de tipo
transeccional-descriptivo con un enfoque mixto, aplicando la investigación de
campo y documental, cuya modalidad fue socio-educativo. La población estuvo
conformada por 56 infantes, 29 niñas y 27 niños. La técnica de la observación y
el instrumento cuaderno de notas fueron aplicados para la recolección de la
información. La información fue compilada en una base de datos y analizada a
través de la estadística descriptiva. La prueba no paramétrica Chi-cuadrado
(X2) fue aplicado para la verificación de la hipótesis utilizando el software
SPSS. Los resultados fueron ilustrados en gráficas con valores matemáticos. El
test del Chi-cuadrado calculado es X2cal=4.158 < X2tab=11.070, con 5 gl, y
un valor de α=0.05. En conclusión, la prueba de Chi-cuadrado rechazó la
Hipótesis Nula (Ho), aceptando la Hipótesis Alternativa (H1) por cuanto el
valor calculado de Chi-cuadrado es menor al valor crítico de Chi-cuadrado con 5
grados de libertad y con nivel de significancia de 0.05. En conclusión, la
variable Inteligencia Emocional está asociada a la variable Aprendizaje del
Idioma Inglés, siendo la emoción del miedo (19.64 %) con mayor frecuencia en el
habla social, seguido de la vergüenza (14.28 %) en el habla privado.
Palabras claves: Inteligencia Emocional, Aprendizaje del idioma
inglés, Prueba Chi-cuadrado, Habla social, Habla privado.
Introduction
The impact
of new technologies has affected society, the economy, politics, education, communication,
science and technology, research, entertainment, culture, language, etc.,
generating convulsion and confrontations in humanity, awakening different
emotional reactions to these new challenges. Therefore, the knowledge and
information society demands access to education and information networks to
train competent citizens in a globalized world (Quishpe, 2017, pág. 226). In
order to respond to these new challenges, education must promote integral child
development, contemplating the cognitive, social, psychomotor, physical and
affective aspects interrelated with each other in a natural and cultural
environment. It is empirically evident that people with excellent grades in
their academic training are not always successful people. This allows us to
deduce that to achieve a stable quality of life in our society, more than
cognitive training the integral formation of emotions is necessary, some of
them characteristic of Emotional Intelligence, which will allow us to achieve
personal objectives and goals.
Emotions
are part of the experience of all human beings during their life, that is why
children as well as adults suffer various emotions in their daily lives every
day, such as: afraid, shame, cheerfulness, sadness, empathy, anger, among
others. However, it should be considered that in boys and girls at an early age
the emotions expressed are sincerer and uncensored, but if they are not
expressed it could affect the learning process, their emotional and cognitive
formation. This means that emotions are the engine and essence of the human
being that blocks or give away to act positively or negatively in different
life situations.
From the
learning point of view, academic performance will be affected by low emotional
self-regulation and social maladjustment that influences learning ability, in
which context learning English as a foreign language is no exception (García,
2018, pág. 9).
Literary
Review
Emotional
Intelligence
Daniel
Goleman expressed that emotional intelligence is the ability to recognize one's
own feelings and motivate oneself, as well as the ability to handle one's own
emotions, as well as those arising in relationships (López & González,
2005, pág. 19). And, taking into account that emotion and reason have been
considered as an eternal problem, for this reason it is proposed to integrate
emotion and intelligence in such a way that in schools’ emotional responses are
taught to boys and girls because emotional ignorance can be destructive (Payne,
1986, pág. 98)
Emotions
Damasio
defines emotions as "reasonably complex action programs [...], triggered
by an identifiable object or an event, an emotionally competent stimulus".
In addition, he maintains that emotions appear evolutionarily as a condition of
survival, for well-being and balance homeostatic of the species, constituting
as 'universal primary emotions' surprise, fear, happiness, disgust, sadness,
anger. On the other hand, Damaso also points out the existence of ‘social
emotions’ such as empathy, shame, guilt, admiration and compassion, which are
presented in a social space that play a fundamental role in the life of social
groups (Damasio, 2010, pág. 131)
Early
Learning
Riva argues
that to learn four fundamental factors are needed: Intelligence, previous
knowledge, experience and motivation, where motivation is the 'want to learn',
it is essential that the student has the desire to learn, because without
motivation any action that is carried out it will not be completely
satisfactory. Similarly, experience constitutes 'knowing how to learn', which
is linked to prior knowledge. Consequently, to learn the individual must have
the cognitive capacities to build new knowledge by virtue of the fact that the
learners at the time of developing their academic activities carry out multiple
cognitive operations so that their minds develop easily, such as receiving
data, which supposes a recognition and a syntactic semantic elaboration of the
elements of the message (words, icons, sound) where each symbolic system
requires the putting into action of different mental activities. Or the
understanding of the information received by the learner who, based on their
previous knowledge, interests and cognitive abilities, analyze, organize and
transform the information received to develop knowledge. On the other hand,
texts activate linguistic skills, and images activate perceptual and spatial
skills (Riva, 2009).
Bruner
states that the development of social knowledge in the child is built by the
internalization that he makes of his reality, which is manifested by his way of
acting in front of social relationships, in front of the physical world and in
front of himself (Bruner, 1995, pág. 34). In addition, this is the process of
interaction with the social environment (Amar, Abello, & Tirado, 2004, pág.
51). Therefore, Bruner proposes a pedagogical principle where the student
acquires knowledge by their own means, such as active methods: understanding is
inventing or rebuilding by investment, which leads to the proposal of
confronting the student with situations that have a series of characteristics
(Novelty, Complexity, Ambiguity, incongruity, etc.) likely to activate
motivation in them and thus promote relationships between colleagues.
Teaching
English in preschool education
Peña argues
that language learning in children of 4 years of age is based on basic
cognitive skills; These are higher mental processes through which he knows and
understands the world around him, processes information, makes judgments, makes
decisions, and communicates his knowledge to others. This is achieved thanks to
the basic cognitive processes that develop from the first years of life such as
perception, attention, memory (Peña, 2006). The 'perception' is a basic
cognitive process and it is one of the most important operations in information
processing. From the first weeks, newborns have an ability to perceive the
world around them. This perception occurs through the senses and children's
abilities in this regard improve rapidly over the years. The ‘attention’ is the
mental function that regulates the flow of information, understood as the
degree of activation or alertness of an organism to increase the capacity to
receive stimuli, process them and act accordingly with them. The ‘memory’ is
the mental capacity that enables a subject to record, preserve and remember
experiences, as well as, ‘memory’ is the ability to retain and locate past
events. Therefore, ‘memory’ is essential inasmuch as it enables the
construction of successive learning.
(Quidelf,
Del Valle, Arévalo, Ñancucheo, & Ortíz, 2014, pág. 53) conclude that
"children who begin to be exposed to the English language at an earlier
age in a formal way achieve better learning, understanding and motivation with
it", this in comparison with those subjects who begin to learn a language
at a later age. The generation of empathy for other languages and cultures will
be more easily formed if the environment is pleasant for the boys and girls, as
indicated by (López R., pág. 113), “the existence of activities that are to
their liking for the development of classes, it motivates them to participate
and promote an optimal environment for the acquisition of the language”. In
addition, during the preschool period, socialization processes are generated
with peers, which contribute to promoting the development of positive
attitudes, thus “empathy with the teacher, facilitate the formation of positive
beliefs regarding the language by associating it with pleasant experiences of
socialization at the time of learning it, such as a good relationship with
their teacher and classmates”. Boys and girls tend to form positive attitudes
towards other languages and their speakers, providing a space to learn new
languages.
Children of
four years of age learn a second language using linguistic structures long before
they are aware of them. Understanding is made possible through the use of the
hands, eyes, and ears. The sensory world is dominant at all times. They have a
very short attention and concentration period, which is why the exposure of
figures and indications should be short.
The
production is only oral, understanding instructions and responding to them
(Moon, 2005). The production of complete sentences is encouraged but not
required. Receptive skills are developed through stories told or read by the
teacher. Students are exposed to figures or drawings. English language learning
activities that expose every preschooler to vocabulary development, letter
awareness, and basic phonological awareness work well when they are relatively
short, light-hearted, engaging, multi-sensory, and intentional. For the
preschooler who learns English, the opportunities to begin to learn these
skills provide the foundation he needs to learn to read and support his growing
English proficiency (Spada, 1999).
In the
process of learning the English language at an early age it is based on the
methodology of the game. Therefore, games constitute a very effective indirect
learning opportunity where boys and girls at an early age feel great pleasure
in finding and creating fun in what they do, since they have a quick
imagination and enjoy talking (Cameron, 2001, pág. 19). This means that infants
enjoy play and work in the company of others. Thus, children play and
experiment with language through rhythms, verses, songs and sounds.
It is suggested
to provide activities that generate the need to communicate demanding to find a
form of expression, and the language that the activity requires encourages them
to actively construct their own language, allowing the opportunity to make
mistakes, the capacity for conscious learning of grammatical forms and
structures is still relatively underdeveloped in a child.
Importance
of early English language learning
Cameron
(2016) indicates that there are many investigations within the field of
Psychology and Pedagogy that refer to the importance of starting the learning
of a second language at an early age that refer to the child's brain plasticity
and susceptibility to new learning. For this reason, the mental effort required
to learn a second language is less. Starting learning English from the early
years is the best time. Children have excellent ability to absorb language,
imitate sounds, and are tremendously spontaneous and receptive. Thus, by
imitation, children reproduce sounds and phrases and are able to learn a second
language more quickly (Lightbown, 2004).
To (Dörnyei, 1998) the exposure of children to
English should be the maximum possible and should be done in the same way and
at the same time that they learn their mother tongue. As the child begins to
learn English, it will also be seen how other abilities develop simultaneously,
including creativity, self-esteem and autonomy. Young children approach the
classroom in which a foreign language is taught with a set of instincts,
abilities and preset characteristics that will help them in learning that
language, they have a great ability to handle a limited language in a creative
way (Spada, 1999).
Social
Talk
As children
learn vocabulary, grammar and syntax they become more proficient in pragmatics,
this is the practical knowledge of how to use language to communicate. These
are all aspects of ‘social talk’, which is intended to be understood by the
listener.
With better
pronunciation and grammar, it becomes easier for others to understand what
children are saying. Most 3-year-olds are quite talkative and pay attention to
the effect their speech has on others. If people cannot understand them, they
try to explain themselves more clearly. Four-year-olds, especially girls,
simplify their language and use a higher tone when speaking with two-year-olds
(Owens, 2008)
Most
five-year-olds can adapt what they say to what the listener knows. Now they can
use words to resolve disputes and use politer language and give fewer direct
commands when talking to adults than to other children. Almost half of
five-year-olds can stick to a topic of conversation for a dozen turns if they
feel comfortable with the speaker and if they know the topic and are interested
in it.
Private
Talk
Private
talk consists of speaking aloud with oneself without the intention of
communicating with others, it is normal and common in childhood and represents
up to half of what children between 4 and 10 years of age. Piaget considered
private speech as a sign of cognitive immaturity because young children are
egocentric, cannot recognize the point of view of others and therefore cannot
communicate meaningfully, hence they simply vocalize what they have in mind. On
the other hand, Vygotsky did not consider private speech to be egocentric; he
saw it as a special form of communication: a conversation with himself.
Children who are more sociable and those who practice social speech the most
are also more likely to use private speech, which supports Vygotsky's view that
it is stimulated by social experience.
Private
talk tends to increase when children try to solve problems or perform difficult
tasks, especially without adult supervision. Vygotsky proposed that private
speech increases during the preschool years and then fades during the early
part of middle childhood, as children's ability to guide and master their
actions increases (Papalia, Feldman, & Martorell, 2012, pág. 242).
Objectives
General
Objective
To
determine the impact that emotional intelligence has on the learning of the
English language in children from 4 to 5 years of age in preschool from
Leonardo da Vinci Educational Unit.
Specific
Objectives
·
To
diagnose the emotional intelligence of children between 4 and 5 years of age
during the English language learning through the recognition of images and
conceptual situations.
·
To
identify the teaching activities applied in the classroom to the emotional
intelligence learning of children from preschool during the learning of the
English language.
·
To
analyze the relationship between Emotional Intelligence and English language
learning in children from 4 to 5 years of age in preschool.
Methodology
The
research design in the present study is of the 'non-experimental' type by
virtue of which it allows observing phenomena as they occur in their natural
context and then analyzing them, since the variables cannot be manipulated or
randomly assigned to the participants or treatments (Kerlinger & Lee,
2002); ‘Transectional or transversal’ inasmuch as the data is collected in a
single moment, in a single time; and ‘descriptive’ by virtue of which they
investigate the incidence of the modalities or levels of one or more variables
in a population (Hernández, Fernández, & Baptista, 2014).
The present
study applied field research and documentary research. Field research is
defined as "the systematic analysis of problems of reality, with the
purpose of either describing them, interpreting them, understanding their
nature and constituent factors ...", therefore, the study was developed in
the place where the events occur, the problem, the phenomenology under
consideration, which will make it possible to establish the relationships
between cause and effect, in addition, it will be possible to predict the
occurrence of the case or phenomenon. In the same way, Flores points out that
bibliographic research is "based on the study that is carried out from the
review of different bibliographic or documentary sources (literature on the
research topic)" where analysis, interpretation, opinions predominate. , the
conclusions and recommendations of its researchers, therefore, in this study
printed material or other types of documents will be compiled that allow
obtaining information from bibliographic data regarding the object of study,
for subsequent analysis (Flores, y otros, 2016).
The
research approach is Quali-Quantitative or also called 'mixed', allowing a
reduced sample of research objects to be studied in a scientific way.
(Hernández, 2006) maintains that “constitutes the highest level of integration
between the qualitative and quantitative approaches, where both they are
combined throughout the investigation process”. The 'quantitative' research
studies the association or relationship between quantified variables and tries
to determine the strength of association or correlation between variables, the
generalization and objectification of the results through a sample to make
causal inference that explains why things happen or not in a certain way to a
population from which every sample comes, as well as, the researcher puts aside
values and beliefs and whose position is impartial or neutral. On the other
hand, 'qualitative' research avoids quantification through narrative records of
the phenomena that are studied using techniques such as participant observation
and unstructured interviews, this implies that it is explicit, since the
researcher recognizes values and beliefs are even part of the study, the
‘qualitative’ one does it in structural and situational contexts trying to
identify the deep nature of realities, their system of relationships, their
dynamic structure for which it is based on theoretical elements that clarify
the information and they give meaning to the data obtained that leads to
interpreting the reality of the agents participating in the research (Sarduy,
2007, pág. 7).
The study
population is made up of 56 children from 4 to 5 years of age (29 girls-27
boys), belonging to preschool, from Leonardo da Vince Educational Unit, located
in the Maldonado parish, Riobamba canton, Chimborazo province, during the
school period September 2020 - June 2021. Because the population is considered
small or finite, the sample is the study population, and it is probabilistic,
which will be applied to the entire population.
The applied
research technique was Observation, whose data collection instrument is the
'notebook', whose notes will be observational in that it records descriptions
of the events and content captured in the early childhood classrooms during the
learning process of the English language; theoretical notes related to the
theoretical framework; and of a methodological nature, recording comments on
technical aspects of the field work according to the objectives and variables
of the present study (Altamirano, 2015, pág. 41). The validity and reliability
of the instrument was subjected to expert judgment, as stated by Kerlinger
(2002) when stating “that the most appropriate procedure is to judge the
representativeness of the items in terms of the research objectives through
opinion of the specialists”.
The results
were described based on the responses of the study variables applying the
‘triangulation’ method, understood as a method that involves the use of
multiple data collection methods on the same phenomenon to be studied (Flick,
2014). Therefore, the analysis and interpretation of the results, as well as
the statistical Chi-Square Test were developed through the software Statistical
Package for Social Sciences, whose results were interpreted with the
contribution of the theoretical framework related to each of the variables of
hypothesis with theory and praxis.
Results
The results
of the present study during the development of the oral communication ability
of the English language indicate that 51% of children during 'social talk'
activities and 49% of children during 'private talk' present many difficulties
in managing your social emotions and your basic emotions. Therefore, 19.64% of
children denote ‘fear’ in ‘social talk’ and 12.5% in ‘private talk’. However,
14.28% of children show ‘shame’ in ‘private talk’ and 8.93% in ‘social talk’.
Similarly, ‘sadness’ occurs in 8.93% during ‘private talk’ and 5.35% in ‘social
talk’. On the other hand, ‘cheerfulness’ is observed in 7.14% during ‘private
talk’ and only 5.36% during ‘social talk’. However, ‘empathy’ occurs in 7.14%
during ‘social talk’ and only in 1.78% during ‘private talk’. Finally, ‘anger’
occurs in 5.36% in ‘social talk’ and 3.57% in ‘private talk’ (see Figure 1).
Figure
No. 1. Contingency Table: English Language Learning*Emotional Intelligence
Resource: Notebook of notes of the children from Preschool-Leonardo
da Vinci E.U
Made by: Researchers
Hypothesis testing
The calculation of the verification of the hypothesis
in the present study was carried out through the non-parametric Chi-Square Test
(X2)
Ho:
Emotional intelligence does not favor the English language learning of children
from 4 to 5 years of age from preschool in the Leonardo da Vinci Educational
Unit
H1:
Emotional intelligence favors the English language learning of children from 4
to 5 years of age from preschool in the Leonardo da Vinci Educational Unit
Conclusion: X2cal = 4.158 < X2tab = 11.070, df = 5, α =
0.05
From the data obtained, Chi-Square Tests rejected the
Null Hypothesis, accepting the Alternative Hypothesis (H1) because the
calculated value of the Chi-Square Test = 4.158 (See Figure 2) is less than the
critical value of = 11.070 (See Figure 3), concluding that the Emotional
Intelligence variable is associated with the English Language Learning
variable.
Figure
No. 2. Statistical data analysis – Chi-Square Test.
Resource: Chi-Square
Tests-SPSS from Children students
Made by: Researchers
Figure No. 3. Critical Values of the
Chi-Square distribution with degree of freedom
Resource: X2critical values=11.070 with 5 df and α=0.05 from MegaStat-Microsoft Excel
Made by: Researchers
Discussion
The
variables that made up the study hypothesis were: ‘Emotional intelligence’ and
‘English language learning’ in children of 4 to 5 years of age.
From the
results presented in reference to the variable of 'Emotional Intelligence' we
can deduce that boys and girls between 4 and 5 years of age from preschool
present many difficulties to manage their emotions during the English language
learning activities developed in the classroom, with 'fear' being one of the
most frequently observed emotions in 'social talk', followed by the emotion of
'shame' in 'private talk'. This means that infants between the ages of 4 and 5
express a diversity of emotions and accelerated behaviors, the constant
excesses of which are among them, generating a very tense learning environment.
Therefore, these reactions denote that children have a limited development of
their emotional intelligence. In contrast, children between the ages of 4 and 5
are very vulnerable to emotional changes due to their limited ability to
control their emotions, since these emotions are spontaneous, which hinder the
normal development of the learning process, as the emotional mind is much
faster than rational mind.
On the
other hand, the presence of emotions such as sadness, empathy and anger are
recurrent according to the order of frequencies according to the results
observed in the English classroom, which allows us to deduce that there is an
absence of emotional education that allows Children learn to control their
emotions, contrasting with the learning postulate of 'emotional intelligence'
as the ability of people to perceive, attend, assimilate, understand, regulate
and modify our feelings appropriately. This implies that ‘Emotional
Intelligence’ must be developed from the first years of life, which will allow
the human personality to develop from infants. Well, infants who learn to
develop the ability to manage their emotions will have an excellent development
in their environment that will allow them in the future to be productive people
in society, successful in the personal and professional sphere (Quishpe, 2020a,
pág. 323).
From the
results presented in reference to the variable 'English language learning' we
can deduce that 'social speech' generates many negative emotions than 'private
speech' due to the fact that the learning resources used in the classroom are
not aligned with the process. of learning and early childhood development.
(Vygotsky, 1979, pág. 42) argues that learning is both a process and a product,
estimates that learning promotes development and establishes that teaching
always anticipates it, and that in children there are always periods during
which they are especially sensitive to development. influence of teaching; From
this derives one of its key approaches: there is a “zone of proximal
development” in which children can learn if they have the “mediation” of close
adults (parents, relatives, teachers) or other children with more experience.
He also argues that human development is determined by the sociocultural
environment at the level of the child's social interaction and the
sociocultural historical context of her environment.
Likewise,
(Tinajero & Mustard, 2011) argue that guaranteeing positive experiences
during the first years of life such as a stimulating and affectionate social
family environment, a quality initial education, a playful environment, and
adequate health and nutrition care - can enhance all areas of child development
and have an impact throughout the life of the subject. In addition, (Rogoff,
1993, pág. 30) states that “children's cognitive development is learning that
takes place through guided participation in social activity with peers who
support and stimulate their understanding and their ability to use the
instruments of culture. To (Ausubel, 2002) 'meaningful learning' occurs when
the child builds new knowledge based on a general idea that is already in his
mental structure, or previously acquired knowledge, therefore, the teacher must
be familiar with personal history, interests and needs of children, where
respect and appreciation of cultural diversity, language, ancestral knowledge,
constitute fundamental elements of children's learning.
However, English
language learning is not part of the Initial Education curriculum (2014) in the
Ecuadorian educational system, therefore, English as a foreign language is
taught in very few educational institutions for preschool care. However,
teaching a foreign language in early childhood brings multiple benefits to
early childhood infants, such as, the teaching-learning process of the English
Language programs the child's brain circuits so that there is an openness to
learn much more and to expand their knowledge, to be prepared for the future.
In addition, it helps them to be communicative and develop confidence and
security.
(Rodríguez,
2004, pág. 146) mentions that the effects on childhood of the teaching of
English in preschool age are not limited to a positive motivation of the child
within the school environment, but can have a more far-reaching incidence: the
development of favorable attitudes for the child use of the language, a
perception of the language as something not difficult and a greater confidence
in personal linguistic potential, an increase in interest in languages in
general and feelings of empathy towards people from other countries and their
culture.
Finally,
the results showed the existence of very recurrent emotions in children between
4 and 5 years of age, such as fear, shame, joy, sadness, empathy and anger,
this allows us to infer that 'Emotional Intelligence' is associated with
'English language learning' due to the fact that a limited management of
emotions has a negative impact on achieving the learning objective,
constituting a barrier to learning English language. Therefore, it is demanded
that child learning and development be comprehensive, inserting the education
of 'emotional intelligence' in educational programs as pointed out by
(Espinoza, 2015, pág. 137) in a study carried out in Bolivia, concluding that
the education of Intelligence Emotional in preschool children develop the
ability to know, recognize and control their emotions, the same ones that
helped them improve their school performance, including English language
learning, as well as acceptance of themselves and of their peers.
Another
study establishes that “actively listening to children's emotions strengthens
the development of emotional intelligence; This implies taking a true
teaching-learning process of the English language that is correct and
appropriate, it is not just a question of asking them why?, but to show them
that there are possibilities of ways to follow, that there are several options
to solve a problematic situation, in the same way it can be concluded that the
work of recognizing emotions and managing them generates a bond of trust,
security and empathy between the students and the teacher, building a solid
foundation for good English language learning (Rodríguez L. , 2015, pág. 52).
Similarly, the study carried out by (Muñoz, 2017, pág. 36) concludes that “it
is of great importance to educate emotional intelligence from the early stages
of the child's development to enhance their academic results by stopping school
dropout and failure, as well as the appearance of emotional and behavioral
problems that can begin in later age ranges”.
Conclusions
From the
analysis and discussion of the results, it can be concluded that ‘emotional
intelligence’ is directly related to learning. Well, a deficient development of
the educational process of ‘emotional intelligence’ in the classrooms of
children from 4 to 5 years of age in preschool hinders the regular process of
English language learning. This means that those who are not part of a
comprehensive education that considers the relevance of the development of
'emotional intelligence' will have long-term emotional discomfort and
imbalance, and when they are adults they will hardly be able to teach their
children to educate their emotions, to develop their ability to think, to
reason about emotions and that implies identifying their own emotions as those
of others, which would be emotional perception, because it will be difficult
for them to talk about their emotions and the emotions of their children,
becoming a circle that limits the achievement of emotional intelligence and
true success, being happy. Consequently, each individual develops various
abilities, skills and competencies as a comprehensive being, gathering a set of
characteristics that will allow them to achieve life goals and that if they are
combined with the development of emotional intelligence and the English
language learning will do more easy coexistence as a social being that is.
From the
point of view of personal development, as long as the limited development of
emotional intelligence continues, girls, boys, young people and adults will
have serious difficulties tolerating a relationship, being part of a society,
emerging in the interpersonal sphere, and of having good and healthy
relationships, generating many difficulties to achieve their goals due to not
developing social skills, due to the limited acceptance in their school or work
relationships, due to the few considerations they could have with others or due
to ineffective communication, as well as disrespect for rules and ease of
judging their social environment. Consequently, the present study seeks a
change in the traditional model of education focused only on conceptual
content, through the promotion of emotional education at an early age,
corresponding to Early Childhood Education, giving priority to the maximum
development of each one of children, generating technical and informative
assistance for English language teachers, parents, and therefore for children,
who will be their beneficiaries.
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