FORMATION OF SOCIAL-EMOTIONAL SKILLS IN THE STUDENT YOUTH

Abstract

The article is devoted to the issue of formation of social-emotional skills in the context of the development of emotional intelligence of students in a modern school. The significance of introduction of elements of socio-emotional and ethical education during the acquisition of academic knowledge of students is substantiated. It is worth noting that this fall of 2023, 75 educational institutions, namely 3,000 students aged 15 years, will participate in a large-scale survey of the study of social and emotional skills (SES) and will join the 15 countries that have been implementing SES in educational institutions since 2022. The purpose of the article is the theoretical justification of the organizational and content conditions for the development of social-emotional competences among schoolchildren, to provide recommendations for the implementation of social-emotional education for schoolchildren. To use the studied tasks, theoretical research methods were used, namely, the analysis of psychological-pedagogical, sociological sources, synthesis, generalization, systematization. Social-emotional learning (SEL) has become an object of research quite recently, but has received active attention due to its relevance for example, SEL researcher Brendan Ozawa de Silva conducted an analysis of the implementation of this component of education and noted that SEL helps to reduce antisocial behavior by 10%, respectively, prosocial behavior increased by the same amount, academic knowledge of students increased by 11%, which makes it possible to positively evaluate the implementation of SEL in educational process. The article highlights the scientific novelty of the research, namely, the socio-psychological conditions for the formation of social-emotional skills of schoolchildren are substantiated; the content, structure, dimensions and levels of formation of social-emotional skills of schoolchildren are clarified. The article contains a list of valuable skills of student youth that positively contribute to the formation of social-emotional competencies.