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The main purposes of the study were to explore the theories and concepts of development of children''''s emotional intelligence, to design instruments of measuring children''''s emotional intelligence, to analyze the status of the development of children''''s emotional intelligence in Taiwan, to examine the relationship between intelligence score and emotional intelligence score, and to examine the predictors of the school academic score. According to the literature review, the study proposed that emotional intelligence contains two domains of both the intrapersonal emotional intelligence and the interpersonal emotional intelligence, respectively including eight skills of emotional awareness, understanding, reasoning, judgement, expression, regulation, motivation, and reflection. The study designed several instruments including Self-Report Scale of Children''''s Emotional Thinking and Situational Test of Children''''s Emotional Thinking to measure the development of children''''s emotional intelligence. Both the reliability and validity of two main instruments of children''''s emotional intelligence were fair. The research using cross-sectional method selected 18 classes of sixelementary schools in Taiwan of which the valid sample included 605 2nd, 4th and 6th grade students. The main findings of this study were concluded as follows: 1.The relationship between intrapersonal emotional intelligence and the interpersonal emotional intelligence of children was significantly positive. 2.The abilities of children''''s emotional motivation, reflection and reasoning were higher than the emotional expression ability.3.The emotional intelligence of girls was significantly higher than boys''''. 4.The emotional intelligence of 4th and 6th grade children was significantly higher than 2nd grade children''''s. 5.The relationship between intelligence score and emotional intelligence score of children was positive. 6.Both the intelligence score and emotional intelligence score were significant predictors of children''''s school academic score, especially the intelligence score. 7.The relationship between both results of Self-Report Scale of Children''''s Emotional Thinking and Situational Test of Children''''s Emotional Thinking was significantly positive, and both instruments had their own advantages. Based on the findings above, the guidance and implications to the emotional education as well as the suggestions for further research were proposed.
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