Abstract

The study aims at identifying the effectiveness of a program based on collaborative learning strategies within the classroom in the development of emotional intelligence in kindergarten children in Mecca. The sample consisted of (30) children (boys and girls) at the Primary education, ages 5-6 years, selected in a random way, applied to them the measure of emotional intelligence before and after the use of a program based on cooperative learning strategies: pretend play, drawing, imagining, problem solving, story completion, brainstorming, role-playing game, simulation, discussion and dialogue). The results indicated that the program was effective in the development of emotional intelligence in the sample of children: statistically significant differences emerged between the experimental and control groups in the pre and post measures of emotional intelligence in favor of the experimental group, in the two dimensions (motivation and empathy). There were no statistically significant differences in the overall degree of the scale and in dimensions (self-awareness of emotions, emotion management, and social skills). (There were significant differences in the dimension measurement of the experimental group in the overall degree of the measure of emotional intelligence, and in dimensions (self-awareness of emotions, empathy, motivation, social skills), except after (emotion management).