Abstract:

Emotional intelligence is responsible for our actions, the relationships we build with those around us, and has a significant influence on the developing personality. Emotional intelligence is the understanding of one’s own and others’ emotions and feelings, and the ability not only to identify them, but also to systematise and apply them in one’s behaviour and thinking. Emotional intelligence is responsible for decision-making and responding appropriately to situations using available information about personal and interpersonal intelligence, moreover, it is extremely important for improving one’s psychological state (Naudužienė & Zuzevičiūtė, 2021). It is recommended to start teaching children to recognise and manage their emotions at the earliest possible age, as the personality, character, and behaviour of an individual are formed in the earliest years of life, moreover, this is the period when children’s emotional and social skills are formed, which determine their ability to understand emotions, respond to them appropriately, and build relationships with those around them. Since preschool-age children spend a significant amount of time in educational institutions, it is evident that preschool education institutions and the teachers who work there play an extremely important role in the development of children’s emotional intelligence.

The research aim is to reveal the expression of the development of emotional intelligence in preschool children in educational institutions.

Research methodology:
The research strategy is qualitative research using the method of interview. The field of research is preschool education institutions. The research was conducted in January-May, 2025. 23 preschool teachers from North Lithuanian preschool education institutions participated in the study. In the study, a common essential characteristic of the participants is linked to a common profession – teachers working in preschool education institutions. The research participants were asked to share their professional experience regarding the characteristics of the development of children’s emotional intelligence.

Research and data analysis methods:
Analysis of scientific, methodological, informational literature. The qualitative content analysis method was used for data analysis. Using this method, semantic units were singled out, allowing to understand how the analysed phenomenon and its content are understood by the subjects themselves. Statements with the same meaning were grouped together into categories and subcategories and interpreted.

Key research results:
Teachers use various methods to develop children’s emotional intelligence: games, conversations, reading and analysing books, watching films and plays, setting an example, emotion management workshops, discussions, emotion diaries, emotion cards, relaxation meditations of activities, breathing exercises, music therapy, the mirror method, etc. Communication and cooperation are constantly encouraged in institutions, conflict resolution methods are taught, and great attention is paid to creating a safe, empathetic, favourable, and supportive environment. Preschool teachers play a significant role in developing children’s emotional intelligence, as they create conditions for children not only to recognise, but also to express and manage various emotions, teach them to communicate and cooperate, create a safe and supportive educational environment, and apply various educational tools.

Keywords:

Emotional intelligence, preschool age, development of emotional intelligence.