curriculum on Four to Six Years Old Children’s EmotionalIntelligence in Isfahan

The present study aimed to investigating the effect of the early childhoodemotional curriculum on Isfahanian children's emotional intelligence. For thispurpose, unequal group scheme of sub- experimental research methods wasused. A total of 30 children were recruited to participate in the study and wereassigned to two groups: an experimental group (n=15) that received trainingand a control group (n=15) that participated in normal day care centeractivities. A pre-test–post-test intervention design with a control group wasused to evaluate the efficacy of the curriculum (pre- intervention baseline andpost intervention after six months and a post-hoc test three months after theprogram was over). The data for the study were collected through theIsfahanian preschool children's emotional intelligence test. In order to analyzethe data and investigate statistical hypotheses repeated measures test wasutilized. The results revealed that this curriculum improved children’semotional intelligence (p˂0.05) and highlighted the efficacy of implementingof emotional curriculums in early educational contexts and other educationallevels