Psychological and Pedagogical Approaches to the Development of Emotional Intelligence in Preschool Children in the Context of Modern Ukrainian Education

Abstract

The purpose of the article is to identify psychological and pedagogical approaches to the development of emotional intelligence in preschool children in the context of modern Ukrainian education. To achieve the purpose of the study, a set of scientific methods was used, including a critical analysis of scientific literature on the problem of developing emotional intelligence in pedagogical and psychological discourse; a comparative analysis of methods and techniques aimed at developing emotional intelligence in the Ukrainian education system. The method of scientific abstraction contributed to the formulation of conclusions and generalization of the results obtained for the development of theoretical approaches to the problem under study. The results indicate that emotional intelligence is an integral characteristic of a personality that includes the ability to realize, express, regulate one’s own emotions, as well as recognize and influence the emotional state of others. Based on the generalization of scientific views, the main components of emotional intelligence in preschoolers are identified: self-awareness, self-regulation, motivation, empathy and social skills. The importance of the role of the educator, who through direct communication and organization of the educational process contributes to the formation of children’s skills of identification, management of their own emotions, understanding of the feelings of others and effective social interaction, is emphasized. The psychological and pedagogical approaches (emotionally oriented, socio-emotional, cognitive-emotional) to the development of emotional intelligence in preschoolers are considered, their adaptation to the conditions of modern Ukrainian education and the feasibility of their application are assessed. The conclusions summarize that the use of emotionally oriented, socio-emotional and cognitive-emotional approaches is an important factor in the formation of emotional intelligence in preschool children in the context of complex socio-cultural and psychological challenges of our time. The combination of different methods contributes to the creation of a stable emotional foundation necessary for further personal and social development of the child.