Open AccessFEATURES OF THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF CHILDREN OF SENIOR PRESCHOOL AGE
Author(s) -
Karyna Borysenko,
Svitlana Bader
Publication year - 2021
Publication title -
naukovij vìsnik užgorodsʹkogo unìversitetu. serìâ pedagogìka, socìalʹna robota
Language(s) - English
Resource type - Journals
ISSN - 2524-0609
DOI - 10.24144/2524-0609.2021.48.48-52
Subject(s) - emotional intelligence , psychology , developmental psychology , emotional development , personality , futures studies , emotional competence , cognitive psychology , social psychology , social change , computer science , economics , economic growth , artificial intelligence
The relevance of the study of the conditioned capabilities of society for the development of active, successful, harmoniously developed, self-sufficient personality, that is capable of effective communication with other people. This becomes possible due to the high level of development emotional intelligence. The purpose of the article is to determine the leading features of the development of emotional intelligence of children of senior preschool. Theoretical methods used: analysis, synthesis, systematization, generalization, classification, etc. The essence of the leading categories is determined, in particular: «emotional intelligence», «emotional intelligence of children of senior preschool»; the leading features of its development at this age stage are characterized. Thus, the leading features of the development of emotional intelligence of a senior preschooler include: active development of the emotional sphere of a child; expansion of social contacts, which affects the intensity and quality of communication with others on the one hand, on the other − helps to navigate the diversity of emotional states of people, promotes the accumulation of emotional experience in senior preschoolers; expanding the range of emotions that a child is able to recognize, their verbalization; formation of ability for the volitional regulation of emotional manifestations against the background of situationality; formation of emotional decentration and the formation of ability for the emotional foresight. Instead, a fundamentally important thesis on the development of emotional intelligence of senior preschoolers still needs systematic, purposeful work by adults in this direction, because it is difficult for a child to recognize the causes of emotional state, effectively regulate emotions and build an adequate model of behaviour based on emotions they demonstrate. Prospects for further research on the development of emotional intelligence of senior preschoolers are identified.