Abstract

This article presents the findings of a study examining professional emotional intelligence among Early Childhood Education students in the Faculty of Education at Tay Nguyen University. Using descriptive statistical analysis and in-depth interviews, the study found that the students’ overall level of emotional intelligence was high. However, considerable differences were observed across its constituent dimensions. Notably, an analysis of variation across years of study revealed a paradoxical pattern: students’ emotional self-confidence declined substantially from the first to the final year. This decline may reflect the effects of “reality shock” as students undertake classroom observations and teaching practicums in preschool settings. Based on these findings, the study recommends integrating simulation-based experiential learning models into the university’s professional training curriculum to strengthen students’ emotional preparedness for teaching practice.

Keywords: Academic-year variation, early childhood education students, emotional intelligence, pedagogical emotional intelligence, reality shock.