Development of emotional intelligence of education seekers through language and literature education

Abstract

The purpose of the study is to identify effective methodological approaches to the development of students' emotional intelligence in the process of language and literary education. The relevance of the problem is due to the need to form in students the ability to emotional self-regulation, empathy, conscious communication and critical thinking, which are important components of social competence and successful integration into society. The paper examines the theoretical basis of emotional intelligence, methodological approaches to its formation through language and literary practices, presents the results of empirical research, and offers practical recommendations for teachers. The study covers the analysis of the relationship between the development of language competencies, literary education and the formation of emotional literacy of primary school students. A set of theoretical and empirical methods was applied, in particular, the analysis of psychological and pedagogical literature, typical educational programs, textbooks on the Ukrainian language and literary reading, and observation. Experimental work was carried out on the material of Ukrainian literature, taking into account the age characteristics of primary school students. A system of exercises aimed at developing the skills of emotional analysis of artistic images, interpretation of the internal states of characters, identification of cause-and-effect relationships between events and emotional reactions of heroes, as well as the formation of skills to project this knowledge onto one's own emotional experience was developed and tested. The results of the study showed that the purposeful use of linguistic and literary material contributes to the growth of the level of emotional awareness, the development of reflective skills and the improvement of the quality of interpersonal communication of students. It was established that the methodically motivated combination of the analysis of the literary text, creative tasks and discussion forms of work creates optimal conditions for the harmonious development of the emotional and cognitive components of the personality. The conclusions confirm the effectiveness of integrating the goals of emotional education into the structure of linguistic and literary education in primary school and the need for systematic work on the development of emotional intelligence in the school educational space.