The effect of teaching philosophy on the emotional intelligence of preschool boys

The aim of this study was to determine the effect of teaching philosophy on the emotional intelligence of preschool boys, using the pre-test-post-test method with the control group and the experimental group. The instrument used was Tezel Emotional Intelligence Questionnaire (2010) and in order to analyze the data, descriptive and inferential statistical tests were used in SPSS. The results of analysis of covariance showed that teaching philosophy to children could lead to a significant difference in the mean scores of the emotional intelligence in the post-test at 0.05 deviation error level. Also, the results of multivariate analysis of covariance showed the effect of teaching philosophy on the dimensions of emotional intelligence, which could lead to a significant difference in the mean scores of variables of perception and emotional expression, recognition and analysis of emotions and emotion management in the post-test stage at 0.05 deviation error level; So that the mean scores of the variables of perception and emotional expression, emotion recognition and analysis, as well as emotion management increased. Therefore, it can be concluded that it is possible to increase emotional intelligence and emotion control in children by making innovations in the process of teaching philosophy to preschool children.