PSYCHOLOGIST DR. DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE MODEL AND ITS REFLECTIONS IN EARLY PIANO EDUCATION
Abstract
ABSTRACT
From past to present, many scientists have conducted studies on different types of intelligence. Initially, IQ (Intelligence Quotient) was considered the sole indicator of intelligence. However, over time, with the development of new perspectives, IQ lost its former prominence and EQ (Emotional Quotient), or Emotional Intelligence, gained importance. Individuals with a high IQ are more capable of learning and applying knowledge, whereas those with a high EQ are more skilled in recognizing, understanding, and expressing emotions. People with well-developed emotional intelligence are not only able to understand their own emotions but also empathize with and understand the emotions of others.
The Emotional Intelligence Model developed by American psychologist and consultant Dr. Daniel Goleman focuses on enhancing these personal and interpersonal skills. Goleman’s work centers around areas such as developing social awareness, recognizing the effects of emotions on behavior, and managing stress—all essential components of emotional intelligence.
This article examines how early childhood piano education in the preschool period can be supported through Goleman’s Emotional Intelligence Model. The study explores the positive effects of starting piano education at an early age on children’s social skills, their development of self-awareness, and their ability to understand and manage emotions.
Keywords
Emotional Intelligence Daniel Goleman Preschool Piano Education Social Skills Self-Awareness
References
- Costa-Giomi,E.(2005). Docs Music Instruction Improve Fine Motor Abilities?. Music Perception,23 (2). 119-136.
- Davidson, J.W. ve Faulkner, R. (2010). Music and Motivation. Psychology of Music, 38 (1). 102-125.
- Davidson, j. W.ve Faulkner, R. (2010). Music and the Expression of Emotion in Performance. In juslin,P.N.& Sloboda, J.A.(Eds.)Handbook of Music and Emotion, Oxford University Press,102-125.
- Goleman,D. (1995). Emotional Intelligence: Why It Con Matter More Than IQ, Newyork, Bantam Books .(93-114).
- Hallam, S. (2010). The Power of Music: An Exploration of the Evidence, Institute of Education, University of London.171-198.
- Hallam, S. (2010). The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Jomp People. International Journal of Music Education,28 (3),269-289.
- Hyde, K. L. ve Diğerleri. (2009). Musical Training Shapes Structural Brain Development. The Journal of Neuroscience,29 (10),3019-3025.
- Mc Pherson, G.E. ve O’ Neill, S.A. (2010). Students Motivation to Study Music as Compared to Other School Subjects: A Comparison of Eight Countries. Research Studies in Music Education,32 (2),101-137.
- Pamir, L. (1983). Çağdaş Piyano Eğitimi, Beyaz Köşk Müzik Sarayı Yayınları No.2, 5-6.
- Ryan, R. M. ve Deci, E. L. (2000). Instrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25 (1) 54-67.
- Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science,15 (8), 511-514.
- Wan, C.Y. ve Schlang, G. (2010). Music Making as a Tool for Promonting Brain Plasticity Acros The Life Spon. The Neuroscientist,16 (5),566-577.
Abstract
ÖZ
Geçmişten günümüze kadar birçok bilim insanı zekanın türleri ile ilgili çalışmalar yapmıştır. Önceleri zekanın tek belirleyicisi olarak kabul edilen IQ (Intelligence Quotient), zamanla farklı bakış açıları ile eski önemini yitirmiş ve EQ (Emotional Quotient) yani Duygusal Zeka seviyesi önem kazanmıştır. IQ puanı yüksek kişiler bilgiyi öğrenme ve uygulama açısından daha yetenekli iken, duygusal zeka (EQ) puanı yüksek olanlar, bilgiden çok duyguları tanımlama ve ifade etme konusunda yeteneklidir. Duygusal zekası gelişmiş bireyler, sadece kendi duygularını değil, karşısındakinin duygularını da anlama, empati kurabilme özelliğine sahiptir.
Amerikalı psikolog ve danışman olan Dr. Daniel Goleman’ın Duygusal Zeka modeli, kişilerin bu özelliklerini geliştirmeye odaklıdır. Goleman; sosyal farkındalık geliştirme, duyguların davranışlarımızın üzerindeki etkilerini fark etme, stres yönetimi gibi duygusal zekayı içeren konularda çalışmalar yapmaktadır.
Bu makalede, okul öncesi erken piyano eğitiminin Goleman’ın duygusal zeka modeli ile nasıl desteklendiği üzerinde durulmuştur. Erken yaşta başlanan piyano eğitiminin, çocukların sosyal becerileri üzerindeki olumlu etkileri, öz farkındalık kazanma, duygularını anlama ve yönetme konusundaki gelişimlerine katkısı incelenmiştir.
References
- Costa-Giomi,E.(2005). Docs Music Instruction Improve Fine Motor Abilities?. Music Perception,23 (2). 119-136.
- Davidson, J.W. ve Faulkner, R. (2010). Music and Motivation. Psychology of Music, 38 (1). 102-125.
- Davidson, j. W.ve Faulkner, R. (2010). Music and the Expression of Emotion in Performance. In juslin,P.N.& Sloboda, J.A.(Eds.)Handbook of Music and Emotion, Oxford University Press,102-125.
- Goleman,D. (1995). Emotional Intelligence: Why It Con Matter More Than IQ, Newyork, Bantam Books .(93-114).
- Hallam, S. (2010). The Power of Music: An Exploration of the Evidence, Institute of Education, University of London.171-198.
- Hallam, S. (2010). The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Jomp People. International Journal of Music Education,28 (3),269-289.
- Hyde, K. L. ve Diğerleri. (2009). Musical Training Shapes Structural Brain Development. The Journal of Neuroscience,29 (10),3019-3025.
- Mc Pherson, G.E. ve O’ Neill, S.A. (2010). Students Motivation to Study Music as Compared to Other School Subjects: A Comparison of Eight Countries. Research Studies in Music Education,32 (2),101-137.
- Pamir, L. (1983). Çağdaş Piyano Eğitimi, Beyaz Köşk Müzik Sarayı Yayınları No.2, 5-6.
- Ryan, R. M. ve Deci, E. L. (2000). Instrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25 (1) 54-67.
- Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science,15 (8), 511-514.
- Wan, C.Y. ve Schlang, G. (2010). Music Making as a Tool for Promonting Brain Plasticity Acros The Life Spon. The Neuroscientist,16 (5),566-577.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Music Education |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | May 25, 2025 |
| Publication Date | |
| Submission Date | April 9, 2025 |
| Acceptance Date | May 19, 2025 |
| Published in Issue | Year 2025 Volume: 8 Issue: 2 |