Social-Emotional Learning as a Pedagogical Prerequisite for the Development of Emotional Self-Awareness and Self-Regulation among Elementary School Students

Abstract

Abstract: This article provides a theoretical analysis of social-emotional learning as a pedagogical prerequisite for the development of emotional self-awareness and self-regulation among elementary school students. The aim of the article is to provide a theoretical justification and develop a structural-functional model for the implementation of social-emotional learning as a pedagogical condition for the development of emotional self-awareness and self-regulation in primary school students. The study employs the following theoretical methods: analysis, generalization, systematization of scientific sources, and comparison of approaches to defining the essence of social-emotional learning, emotional self-awareness, and self-regulation. The study clarified the concept of social-emotional learning as a purposeful pedagogical process aimed at developing learners’ ability to recognize their own emotional states and regulate them voluntarily. It has been determined that emotional self-awareness and self-regulation are interrelated components of the emotional sphere of the personality, where awareness of emotions serves as a prerequisite for their effective regulation. A structural-functional model for the implementation of social-emotional learning has been substantiated, which includes interrelated stages: motivational-goal-oriented, emotional-cognitive, activity-regulatory, and reflective-evaluative, ensuring the phased development of emotional self-awareness and self-regulation in primary school students. It has been established that the effectiveness of social-emotional learning is determined by the creation of an emotionally safe educational environment, pedagogical support, consideration of the age-specific characteristics of primary school students, and the provision of a positive psychological climate. It has been concluded that social-emotional learning is an effective pedagogical approach for fostering emotional self-awareness and self-regulation among elementary school students, and its implementation requires systematic integration into the educational process.