Емоційна компетентність майбутнього фахівця дошкільної освіти: суть та умови формування

Abstract

The article substantiates the essence of emotional competence as an integral characteristic of the personality of a future specialist in preschool education, which is attested by his ability to perceive, differentiate and respond adequately to emotional information; control and regulate emotions (own and other people), block negative; to regulate relations with others, to show empathy to them, ability to put oneself in their place; to understand the motives of their behavior, to use pedagogical reflexion. They acted as criteria for assessing the type of emotional competence of future teachers of pre-school education. Stability, intensity, modality, orientation of emotions and balance of the above manifestations were taken into account. There are four types of emotional competence of the subjects - balanced, individualistic oriented, socially oriented and non-manifested. It has been established that only a quarter of experimental group students are of balanced design type; the remaining three-quarters of the subjects are characterized by an imbalance of dominant signs of emotional competence or the inability to identify outside their internal experiences and indifferent attitudes to processes, events, and situations. This actualized the necessity of organizing a system of educational and educational work aimed at improving self-knowledge, self-regulation and emotional behavior of future specialists in pre-school education. The effectiveness of pedagogical conditions for optimization of educational process, improvement of indicators of cognitive, emotional-value and behavioral components of the investigated phenomenon is developed and determined, which include: promotion of students' awareness of themselves as objects of personal and professional growth; development of the ability to analyze their own positive and negative experiences; Exercise in the ability to independently come out of crisis situations, overcome obstacles to the goal, maintain an emotional balance, maintain a positive state of health; the formation of skills for effective prognosis, regulatory flexibility, manifestation of emotional susceptibility and responsiveness.