Which of the following pieces of evidence supports the idea that adults can positively influence children’s emotional intelligence? [RI.1]
A. “I am defining technology as any external mechanism that disrupts your kid’s ability to be present with his or her thoughts and feelings, and attuned to others.” (Paragraph 2)
B. “Recently, I watched an entire family in a restaurant eat dinner in stoney silence, as each member glared intently at smart phones.” (Paragraph 3)
C. “He notes that people with high degrees of E.I. have healthier relationships, adapt better to environments, and they are more skilled at working toward their goals.” (Paragraph 7)
D. “To develop these qualities, teachers and parents strive to foster mindfulness and thoughtful attentiveness to others.” (Paragraph 9)
The correct answer and explanation is :
The correct answer is D. “To develop these qualities, teachers and parents strive to foster mindfulness and thoughtful attentiveness to others.” (Paragraph 9).
Explanation:
This statement directly addresses the role that adults (teachers and parents) play in positively influencing children’s emotional intelligence (E.I.). It suggests that adults, through intentional efforts, can help children develop emotional intelligence by fostering mindfulness and attentiveness. Mindfulness involves being present in the moment, which is a key component of emotional intelligence, as it allows children to understand and regulate their emotions, as well as empathize with others. Thoughtful attentiveness refers to being aware of others’ emotions and responding appropriately, which is another important aspect of emotional intelligence.
In this context, the role of adults in teaching children these qualities aligns with the idea that emotional intelligence can be nurtured through positive adult influence. This piece of evidence supports the notion that adults can influence children’s emotional development by helping them develop emotional awareness and social skills.
Analysis of Other Options:
- A. “I am defining technology as any external mechanism that disrupts your kid’s ability to be present with his or her thoughts and feelings, and attuned to others.” (Paragraph 2): This statement focuses on the disruptive effects of technology on emotional awareness, rather than how adults can positively influence emotional intelligence. It highlights the challenges posed by technology, but it does not suggest an active role for adults in fostering emotional intelligence.
- B. “Recently, I watched an entire family in a restaurant eat dinner in stoney silence, as each member glared intently at smart phones.” (Paragraph 3): This example describes a situation where technology negatively impacts family interactions. It serves as an observation of how technology can undermine emotional connection, but it does not explicitly relate to how adults can promote emotional intelligence.
- C. “He notes that people with high degrees of E.I. have healthier relationships, adapt better to environments, and they are more skilled at working toward their goals.” (Paragraph 7): While this sentence explains the benefits of emotional intelligence, it does not discuss how adults can positively influence children’s emotional intelligence. It is more about the outcomes of having high E.I.
Therefore, D is the best option as it directly links adults’ efforts in teaching and fostering emotional intelligence in children.