Psychological Characteristics of the Social-Emotional Development of Elementary School Children: Insights from EdCamp Ukraine

Abstract

This article examines the psychological characteristics of the social-emotional development of elementary school-aged children and analyzes the significance of the EdCamp Ukraine experience in the implementation of social-emotional learning. The purpose of the article is to provide a theoretical justification of the psychological characteristics of the social-emotional development of elementary school-aged children and to analyze social-emotional learning as a mechanism for their development, based on a synthesis of contemporary scientific approaches and the experience of EdCamp Ukraine. This study employs theoretical methods, including analysis, generalization, systematization, and interpretation of the results of contemporary Ukrainian and international research, as well as a comparative analysis of educational practices in social-emotional learning. Results. It has been established that the social-emotional development of early elementary school-aged children is a complex process that combines emotional, cognitive, and behavioral components and determines the effectiveness of their adaptation to the educational environment. The key psychological characteristics of this age group were identified: heightened sensitivity to social influence, orientation toward a significant adult, and the active development of self-regulation, empathy, and social interaction skills. It is argued that social-emotional learning serves as a mechanism for personality development, realized through processes of imitation, reflection, social interaction, and the internalization of social experience. The experience of EdCamp Ukraine is analyzed as an effective practice for implementing SEL approaches, which contributes to the development of students' emotional competence, the improvement of the psychological climate, and the enhancement of teachers' professional effectiveness. Conclusions. It has been concluded that the implementation of social-emotional learning in elementary school fosters the development of internal self-regulation and contributes to the harmonious development of the child's personality. It has been demonstrated that the use of practices tested within the framework of EdCamp Ukraine is an effective means of creating a supportive educational environment.