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Emotional Intelligence And Empathy Skills Of Child Development Students

The importance of having one’s emotional intelligence and empathic tendencies has been increasing as well as intellectual intelligence in effective communication with team work. This research was carried out so as to investigate the effects of emotional intelligence and empathy levels of the students who were studying in the field of child development and on their socio-demographic characteristics, emotional intelligence and empathic tendencies. The study group consists of students from a high school, undergraduate, associate and MA graduate students, studying at the department of child development (N = 265). The average age of the study group range between 21 ± 2.46; and 48.3% of the time spent in child development is 5-9 years. In addition to the demographic information forms, Schutte Emotional Intelligence Scale and Emotional Empathic Tendency Scale were used as the data collection tools. Data were assessed by T- tests, one-way variance test and Pearson correlation analysis. It was revealed that 76.9% of the study group had empathy with children; 73.2% stated they were enjoying playing games; 95.8% used their feelings when they were dealing with the children; 74.7% took care of the children willingly; 69% mentioned that they were eager to do team work during their practicum studies. DISCUSSION: The results of the research made it clear that the empathic tendencies were influenced by the sub-dimensions of emotional intelligence. The average optimism scores of undergraduate and MA students were higher than those of high school and associate degree students. The students' empathic tendencies were found to be above the average level. Within the scopes of findings obtained, suggestions were made for improving the emotional intelligence and empathy skills of the children who were studying in the field of child development

Child Development, Emotional Intelligence, Empathy


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