Development of Emotional Intelligence through Collaboration: Ideas of Partnership Pedagogy in Primary Education

Abstract

The reform of the new Ukrainian school, driven by rapid societal and state changes,  requires the integration of innovative approaches to the upbringing of the modern individual. Thus, the leading task of the educational system becomes the practical rather than theoretical orientation of education, aiming for students to gain personal life experience and develop real skills based on the equality of autonomous subjects of the pedagogical process, i.e., on the principles of partnership pedagogy. Partnership interaction fosters the development of a well-rounded personality, among the key characteristics of which emotional intelligence, as a new psychological phenomenon, is of particular importance. Emotional intelligence allows individuals to live in harmony with themselves and society. Since early school age is a sensitive period for the development of all mental processes, it is crucial to start the process of emotional intelligence education at this stage. Purpose: The purpose of the article is to reveal the features of the formation of emotional intelligence in primary school students based on partnership pedagogy in modern conditions. To achieve this goal, the following methods were used during the research: analysis of scientific and pedagogical literature, methods of comparison, systematization and classification of data, and the method of generalization. Results: Based on the review of scientific sources and comprehensive analysis of information, the article highlights the essence and structural components of the concept of "emotional intelligence" and emphasizes the importance of its education in early school age. The roles of the subjects of partnership interaction in the process of forming emotional intelligence in younger students are characterized. It is found that the implementation of the ideas of partnership pedagogy contributesь to the creation of an optimal educational environment in primary school for the development of students' emotional intelligence. Conclusions: The results of the study confirmed the effectiveness of forming emotional intelligence in primary school students through the integration of partnership pedagogy ideas. Partnership interaction positively influences the development of a child's emotions since the foundations of emotional intelligence are laid in the family and continue to develop within the school. Therefore, a critical component of this process is the cooperation between the teacher, parents, and students. Additionally, partnership pedagogy allows for the creation of an atmosphere of emotional comfort in the educational process, which significantly enhances the development indicators of emotional intelligence and personality overall.