Purpose: The aim of this study was to develop a reading skills model for preschool children based on perfectionism and parenting styles with the mediating role of emotional intelligence.
Materials and Methods: The research method is descriptive-correlation based on path analysis. The statistical population of this study consisted of all parents and 5-year-old preschool children of boys and girls in Tehran in 2021-22, of which 413 (231 girls and 182 boys) were selected by multi-stage cluster sampling. Were. In this study, the tools of early academic ability, perfectionism, parenting methods and emotional intelligence were used, all of which had acceptable validity and validity. Spss-V21 and Lisrel software were used to analyze the data. Path analysis was also used to answer the research hypotheses. Findings showed that the model has a good fit.
Findings: The results showed that the direct, positive and significant effect of all three parenting styles on the emotional intelligence of preschool children is confirmed. The direct, positive and significant effect of all three parenting styles on early educational ability of preschool children is confirmed. The direct, positive and significant effect of positive parental perfectionism on early school children's early educational ability is confirmed and the direct and negative effect of negative parental perfectionism on early school children's early educational ability is rejected.
Conclusion: Therefore, the direct, positive and significant effect of emotional intelligence on early academic ability of preschool children is confirmed.