This study explores the relationship between stuttering and emotional intelligence (EI) in children. Stuttering, a speech disorder that disrupts the natural flow of speech, can significantly impact a child's communication abilities and social interactions. Emotional intelligence, defined as the ability to perceive, understand, and regulate emotions in oneself and others, plays a crucial role in a child's social and emotional development. This research examines whether children who stutter differ in emotional intelligence compared to their peers who do not stutter, focusing on aspects such as emotional regulation, empathy, and social awareness. A sample of children with varying degrees of stuttering severity is assessed using EI measurement tools, including the Bar-On Emotional Quotient Inventory, alongside speech assessments. The findings aim to provide a deeper understanding of how stuttering may influence the development of emotional intelligence, with implications for interventions and educational strategies to support emotional and social growth in children who stutter.

Stuttering, Emotional Intelligence, Children, Speech Disorders, Emotional Regulation, Empathy, Social Development, Emotional Quotient, Psychological Development, Coping Strategies

Kolesnikova, E. V. (2016). The role of emotional intelligence in overcoming communication difficulties in children who stutter. Russian Journal of Speech Pathology, 18(3), 45-56.

Petrov, M. G., & Ivanova, T. V. (2014). Stuttering in children and its emotional consequences: A psychological perspective. Psychological Science and Education, 19(4), 102-111.

Semenova, M. A., & Fedorova, A. V. (2017). Social adaptation of children with speech disorders: The role of emotional intelligence in personal development. Bulletin of the Moscow State University of Psychology and Education, 10(2), 44-50.

Rudenko, L. M., & Zhukov, V. E. (2015). Emotional regulation in children with speech disorders: A comparative study of stuttering and non-stuttering children. Journal of Psychological Research, 23(1), 78-84.