Pedagogical Conditions Of Emotional Self-Regulation Development At Older Preschool Age

Abstract

The present article considers the development of 6-7-year-old childrens ability to regulate emotions as the subject of the theoretical and empirical analysis. Three aspects of the problem focus on the following: approaches to defining the concept of "emotional self-regulation" in relation to the preschool child, diagnostics of emotional self-regulation components at older preschool age and ways of developing emotional self-regulation in 6-7-year-old children. The article presents the findings of this study aimed at assessing the effectiveness of integrating of the pedagogical conditions complex, stimulating older preschoolers emotional self-regulation development in the educational process of preschool institutions. The method is chosen to conduct a pedagogical experiment on the basis of a pre-school institution, including assessment, development and control assessment stages. At the assessment experiment stage, the main problems of emotional regulation development in 6-7-year-old childrens are detected by means of the diagnostics of cognitive, behavioral and attitudinal components. At the development stage, we put forward the following assumption: senior preschoolers can learn to regulate their emotions in the situation of communication and joint activity with adults and peers if a complex of pedagogical conditions has been integrated in the educational process of kindergarten. These conditions ensure the childrens accumulation of ideas of peoples emotional diversity and the ways of emotional regulation, also contributing to the transfer of this knowledge into the life experience of the child. At the control assessment stage, positive changes are detected in all the three components, and the most dynamics reveal themselves in the behavioral component