Abstract
The article presents the results of an empirical study aimed at assessing the effectiveness of the author’s program for developing the emotional intelligence of senior preschoolers through various types and forms of social practice. Like other personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice. One of the most widespread options is different joint activities with peers and adults. Joint activity with peers and adults based on more complex forms of interaction is regarded as the most accessible option for the social practice of children. The article presents a model of children’s emotional intelligence that serves as a basis of the author’s program of its development in senior preschoolers through various types and forms of social practice. The diagnostic assessment of the emotional intelligence of senior preschoolers was conducted with the use of the author’s methodology developed for teachers and psychologists of preschool educational organizations. Teachers of preschool educational organizations participated in the study as experts assessing the emotional intelligence of children. The results were determined based on the average values provided by each expert for each child and indicator. The study has demonstrated that an important condition for the effective development of the emotional intelligence of senior preschoolers is specially organized social practice based on the child’s gradual mastering of the basic components of social intelligence. To gradually improve the emotional intelligence of senior preschoolers, it is necessary to include them in more complex joint activities with peers and adults.
Highlights
Like other integrative personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice
The research hypotheses are as follows: x An important condition for the effective development of the emotional intelligence of senior preschoolers is social practice organized by teachers and based on the gradual mastering of its basic components; x The organized inclusion of children in more complex joint activities with peers and adults is important for the further development of the emotional intelligence of senior preschoolers
These data clearly show that children in the experimental and control groups had almost identical levels of emotional intelligence at the initial (“diagnostic”) stage of the experiment
Summary
Like other integrative personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice. An important task of educational activities in kindergartens is the professional organization of various types and forms of social practice, which allows promoting the development of the child’s emotional intelligence. The study aims at testing the effectiveness of the above-mentioned educational program based on special social practice for senior preschoolers, improving their emotional intelligence and social competence. The research hypotheses are as follows: x An important condition for the effective development of the emotional intelligence of senior preschoolers is social practice organized by teachers and based on the gradual mastering of its basic components (understanding the emotions and motives of other’s social behavior; the adequate expression and regulation of one’s emotions when interacting with other people; the management of one’s emotions and social behavior); x The organized inclusion of children in more complex joint activities with peers and adults (from joint-individual to joint-interacting) is important for the further development of the emotional intelligence of senior preschoolers
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