Examining the Effectiveness of Constructive Toy Design Based on the "GERO Model" on the Emotional Intelligence of Preschool Children
Keywords:
emotional intelligence, Gero model, constructive toys, preschool children, emotional developmentAbstract
Objective: The objective of this study was to examine the effectiveness of constructive toy design based on the GERO Model on the emotional intelligence of preschool children.
Methodology: This quasi-experimental study utilized a pretest-posttest control group design and was conducted in 2024. The sample consisted of 30 four-year-old children, selected through cluster sampling from preschools and randomly assigned to experimental and control groups. The experimental group participated in eight 2-hour sessions involving constructive play activities based on the GERO Model, while the control group continued with their regular educational activities. Emotional intelligence was measured using the Sibiriashring Emotional Intelligence Questionnaire (Instructor Form), and the data were analyzed using multivariate analysis of covariance (MANCOVA).
Findings: The results of MANCOVA showed that constructive toy design based on the GERO Model significantly increased total emotional intelligence (0.97), self-motivation (0.94), self-awareness (0.84), self-regulation (0.87), social awareness (0.78), and social skills (0.91) in the experimental group (p<0.01).
Conclusion: The findings suggest that the purposeful design of constructive toys can be an effective strategy for enhancing various components of emotional intelligence in preschool children, supporting its integration into early childhood educational settings.
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