“A little girl who finds a puzzle frustrating might ask her busy mother (or teacher) for help. The child gets one message if her mother expresses clear pleasure at the request and quite another if mommy responds with a curt 'Don't bother me - I've got important work to do.'”
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Emotional intelligence begins to develop in the earliest years. All the small exchanges children have with their parents, teachers, and with each other carry emotional messages.
When I went on to write my next book, Working With Emotional Intelligence, I wanted to make a business case that the best performers were those people strong in these skills.
Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.
The emotional brain responds to an event more quickly than the thinking brain.