The early years of childhood represent a critical time frame in emotional development. This qualitative study sought to elucidate the impact of parental relationships and parents’ emotional intelligence on young children’s development of emotional intelligence capacity, as well as changes in this development when a dyadic clinical intervention was applied. The study setting was a children’s psychiatric clinic in Israel. Participants were five preschool non-clinically diagnosed children (3 girls, 2 boys, aged 5–6) and their parents (1 father, 4 mothers) and five preschool clinically diagnosed children (3 boys, 2 girls, aged 5–6) and their parents (5 fathers, 4 mothers) (N = 20). Clinically diagnosed children and parents received a dyadic intervention; non-clinically diagnosed children and parents did not. The methodological framework was rooted in phenomenology. We gathered data using semi-structured interviews and applied thematic analysis to dissect the complex interplay between parents’ emotional intelligence and relationship with their children, and the children’s emotional development. Initial findings pointed to a nuanced improvement in the emotional expression abilities of clinically diagnosed children post-intervention, implying the efficacy of the intervention and suggesting the importance of integrating parental education on emotional intelligence and responsive strategies as part of child-focused interventions. This could foster children’s emotional growth and enhance parent-child relationships, contributing to a holistic strategy for fostering emotional intelligence in early childhood.

童年早期是情感发展的关键时期。这项定性研究旨在阐明父母关系和父母情商对幼儿情商能力发展的影响，以及应用二元临床干预时这种发展的变化。研究地点是以色列的一家儿童精神病诊所。参与者为 5 名学前非临床诊断儿童（3 名女孩，2 名男孩，5-6 岁）及其父母（1 名父亲，4 名母亲）和 5 名学前临床诊断儿童（3 名男孩，2 名女孩，5-6 岁）他们的父母（5 位父亲，4 位母亲）（ N = 20）。临床诊断的儿童和家长接受二元干预；非临床诊断的儿童和家长没有。方法论框架植根于现象学。我们通过半结构化访谈收集数据，并应用主题分析来剖析父母的情商、与孩子的关系以及孩子的情感发展之间复杂的相互作用。初步研究结果表明，临床诊断的儿童在干预后情绪表达能力有了细微的改善，这意味着干预的有效性，并表明将家长的情绪智力教育和反应策略纳入以儿童为中心的干预措施的一部分的重要性。这可以促进儿童的情感成长并增强亲子关系，有助于制定幼儿期情商培养的整体策略。