Emotional Intelligence Insights and Personal Development Plan

This document discusses the insights gained on emotional intelligence in early childhood education, including sensitivity towards children, coordinating with parents, and addressing the needs of children with special needs. It also presents a personal development plan for improving the welfare of toddlers and infants with disabilities.

Running head: EMOTIONAL INTELLIGENCE 1
Emotional Intelligence

EMOTIONAL INTELLIGENCE 2
Insights
Taking account of the Micro credential with regard to Emotional Intelligence, the
three insights gained pertaining to the role as an early childhood professional include
sensitivity towards children, co-coordinating with parents with regard to the welfare of the
children overall and the undertaking of a different approach towards children with special
needs (Sánchez-Álvarez, Extremera, & Fernández-Berrocal, 2016). As a result, it is important
that relationships should be maintained accordingly with regard to the welfare of the toddlers
and infants in an effective and efficient manner. It is imperative that the aspect of emotional
intelligence in this regard plays a vital role as far as an empathetic approach towards children
is concerned. It further implies that the emotions of toddlers and infants should be taken into
account with reference to the differentiation of the emotions of different toddlers and infants.
The aspect related to Emotional Intelligence also implies the prevention of the possible
occurrence of mental health disorders amongst toddlers and infants thereby helping them to
grow in a proper and appropriate manner (Petrides, et al., 2016). The Micro credential has to
a huge extent helped to address issues related to child development in an effective and
efficient manner thereby aiding in the aspect related to child welfare, most notably toddlers
and infants.
Area of development and personal plan
During the placement program for two weeks at the centre, the area which needs
attention for the purpose of development is to improve the aspect related to the welfare of
those toddlers and infants who have certain kinds of disabilities physically or mentally. It
would help these toddlers and infants to grow in a proper and appropriate manner without
encountering any issues or complexities in the future (Walton & Hibbard, 2019). It would
also play a vital role in the aspect of child welfare thereby implying a humanistic approach by
the centre. The plan which is to be formulated and developed is based on the welfare of
toddlers and infants in the desired manner thereby leading to positive outcomes. It includes
the fostering of amicable relationship with children with regard of the addressing of their
needs in an effective and efficient manner. The plan is also inclusive of the emotional aspect
to be undertaken with reference to the handling of toddlers and infants. The psychology of
various kinds of toddlers and infants are to be taken into consideration and incorporated in
the plan accordingly thereby implying their growth in the manner as presumed and projected.

EMOTIONAL INTELLIGENCE 3
The parents are also to be informed in a planned and systematic manner with reference to the
steps and measures to be taken for the purpose of the needs of the child. Assistance must be
provided in a planned manner to children with certain needs as far as their physical and
mental disabilities are concerned (Mayer, Caruso & Salovey, 2016). Pediatric checkups of
children must also be incorporated in the plan with regard to the curriculum concerning
Emotional Intelligence pertaining to the growth and development of toddlers and infants.
Special diet must be taken into account with regard to the health and suitability of the
toddlers and infants in question.

EMOTIONAL INTELLIGENCE 4
References
Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional
intelligence: Principles and updates. Emotion Review, 8(4), 290-300.
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-
González, J. C. (2016). Developments in trait emotional intelligence
research. Emotion Review, 8(4), 335-341.
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between
emotional intelligence and subjective well-being: A meta-analytic investigation. The
Journal of Positive Psychology, 11(3), 276-285.
Walton, G. E., & Hibbard, D. R. (2019). Exploring Adults’ Emotional Intelligence and
Knowledge of Young Children’s Social-Emotional Competence: A Pilot Study. Early
Childhood Education Journal, 47(2), 199-206.