Psychopedagogical conditions for forming emotional intelligence in preschool children through role-playing games

Abstract

Relevance. The relevance of this study is driven by the need for the well-rounded development of the preschool child. The development of empathic abilities holds a significant place for successful societal adaptation, so teachers today face an important and challenging task of not only imparting necessary knowledge and skills, but also fostering benevolent relationships among children. Role-playing games, as a method of organizing the educational process in preschools, can fully satisfy this need.Purpose. The aim of the article is the interrelation of role-playing games with the development of empathy levels in senior preschool children. The object of the research is a role-playing game as a way to develop empathy in preschool children. The subject is psychological and pedagogical conditions of forming emotional intelligence in preschool children through a role-playing game.Methodology. Both theoretical (analysis, synthesis, generalization, comparison, classification) and practical research methods were utilized. The empirical study involved 53 children from a preschool in Almaty, Kazakhstan. Validated techniques were used to assess the cognitive, emotional, and behavioral components of empathy, including methods by Uruntaeva, Kosheleva, and Gavrilova.Results. The results reveal that the majority of the children displayed average levels of empathy development. Qualitative analysis showed difficulties in correctly identifying emotional states, adequately portraying emotions, and demonstrating humanistic rather than egocentric empathy. These findings confirm the need for targeted pedagogical work to develop all components of empathy, which can be facilitated through role-playing activities.Conclusions. This research opens up new possibilities for building the educational process in a preschool institution and will be useful for teachers, psychologists, and parents.