ОСОБЕННОСТИ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА

Abstract

The article is devoted to the study of the problem of social intelligence at primary school age. The relevance of the study is due to the fact that it is at this age that the child’s social intelligence is actively developing, which is associated with the beginning of school education. However, this development can proceed unevenly and has its own difficulties. Developed social intelligence contributes to the successful child’s learning at school, as it is the foundation for the effective interpersonal interaction with adults and peers and successful adaptation to new social conditions. In order to study the features of the social intelligence of younger schoolchildren, a set of diagnostic techniques was used: “The test of the empathic potential of personality” (I. M. Yusupov), “Assessment of self-control in communication” (M. Snyder), “Methods of social intelligence research” (J. Guilford, M. Sullivan) and observation of children. The results of the study showed that only 18 % of primary school students have a high level of empathy. Only 7 % of the sample showed a high level of communicative control. 24 % of children demonstrated a level of social intelligence above average. Thus, the study showed that children of primary school age are dominated by medium and low levels of social intelligence development. Such indicators can negatively affect the formation of such components of a child’s social development as adaptation to changes in social conditions, establishing contacts and interactions in a group of peers and with teachers and, as a result, on the success of schooling. In this regard, the problem of purposeful development of social intelligence at primary school age becomes urgent.