FEATURES OF EMOTIONAL INTELLIGENCE OF CHILDREN OF SENIOR PRESCHOOL AGE
Keywords:emotional intelligence, soft skills, senior preschool age, age characteristics
The paper describes and analyzes the features of emotional intelligence at senior preschool age. Current trends of society emphasize the importance of forming a special group of human competencies, such as leadership, teamwork, reflective, public, and analytical abilities, which ensure overall performance within the intensive global communication. The ability to navigate in the world of one’s emotional states and partner’s experiences is one of the key abilities related to the so-called “soft skills”. In psychological research, it is called emotional intelligence and is described as an ability that can be improved from the preschool age.
The paper considers the set of parameters of emotional intelligence and describes their characteristic features in 5–7-year-old children. This is the recognition of basic emotions; mastering the ways of expressing emotions in facial expressions, pantomimic and prosodic; the beginning of the formation of the language of emotions, understanding of the content aspects of basic emotions and abilities for the elementary regulation of emotional states. The author distinguishes the contradictions and limitations that exist in the scientific interpretation of the emotional intelligence of preschoolers and offers an extended set of indicators of emotional intelligence with the inclusion of elementary emotional praxis, identification, and correlation of multimodal signs of emotion. To carry out the empirical assessment of the selected parameters, a diagnostic complex was developed and tested. It provides a wide range of information and makes it possible to identify the current level of development of this phenomenon. The results of the empirical study allow concluding that the components of emotional intelligence are formed unevenly at the senior preschool age. The formation of elementary emotional praxis and perceptual processes should be considered as basic for the development of the ability to understand and settle emotional experiences, provided the child learns the language of emotions. The author associates further research with the opportunity to optimize the indicators of emotional intelligence through the development of specific psychological and pedagogical conditions in a preschool educational organization.
Schutte N.S., Malouff J.M. Comment on Developments in Trait Emotional Intelligence Research: A Broad Perspective on Trait Emotional Intelligence. Emotion Review, 2016, vol. 8, no. 4, pp. 343–344.
Tavstukha O.G., Shavshaeva L.Yu. Some aspects of formation of emotional intelligence of the senior preschool children. Sovremennye naukoemkie tekhnologii, 2016, no. 12-1, pp. 211–215.
Climie E.A., Saklofske D.H., Mastoras S.M., Schwean V.L. Trait and Ability Emotional Intelligence in Children with ADHD. Journal of Attention Disorders, 2019, vol. 23, no. 13, pp. 1667–1674.
Tokareva O.A., Seryy A.V., Fedorov A.I. Theoretical and methodological problems of emotional intelligence research in children of senior preschool age. Vestnik Kemerovskogo gosudarstvennogo universiteta, 2018, no. 3, pp. 129–139.
Izotova E.I. Modern preschool children emotional development dynamics. Mir psikhologii, 2015, no. 1, pp. 65–76.
Shchetinina A.M. Diagnostika sotsialnogo razvitiya rebenka [Diagnostics of social development of the child]. Velikiy Novgorod, NovGU im. Yaroslava Mudrogo Publ., 2000. 88 p.
Vansyatskaya E.A. The emotional sphere of children in the aspect of intersubjectivity. Izvestiya vysshikh uchebnykh zavedeniy. Seriya: Gumanitarnye nauki, 2017, vol. 8, no. 2, pp. 115–117.
Scherek K.R., Ellgring H. Multimodal expression of emotion: Affect programs or componential appraisal patterns. Emotion, 2007, vol. 7, no. 1, pp. 158–171.
Dmitrieva E.S., Anderson M.N., Gelman V.Ya. A comparative study of visual and auditory perception of emotions in children of primary school age. Eksperimentalnaya psikhologiya, 2016, vol. 9, no. 1, pp. 38–52.
Batyuta M.B., Semenova E.A. Research of features of development of emotional sphere of children of senior preschool age. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2016, no. 52-4, pp. 247–254.
Malanov S.V. Identifying Emotions through Language Means in Early Childhood. Kulturno-istoricheskaya psikhologiya, 2015, vol. 11, no. 2, pp. 57–67.
Lapteva Yu.A. Age changeability of indicators of emotional development of children in preschool period. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta, 2016, no. 9-10, pp. 19–25.
Karelina I.O. Razvitie ponimaniya emotsiy v period doshkolnogo detstva: psikhologicheskiy rakurs [Emotions’ understanding development in the period of preschool childhood: a psychological perspective]. Praga, Sociosféra-CZ Publ., 2017. 178 p.
Boyd J., Barnett W.S., Bodrova E., Leong D.J., Gomby D. Promoting Children’s Social and Emotional Development Through Preschool Education. Preschool policy brief, 2005, no. 1, pp. 1–21.
Afonkina Yu.A. Diagnostics of emotional intelligence of preschool children. Detskiy sad: teoriya i praktika, 2014, no. 4, pp. 6–17.
Savenkov A.I., Savenkova T.D. Diagnostics of the basic parameters of emotional intelligence and social competence of preschoolers. Detskiy sad ot A do Ya, 2017, no. 3, pp. 39–44.
Miklyaeva N.V., Tikhonova O.A. Group express-diagnostics of the components of emotion intelligence in older preschoolers with general speech underdevelopment. Inklyuziya v obrazovanii, 2018, vol. 3, no. 3-4, pp. 68–76.
Danilina T.A., Zedgenidze V.Ya., Stepina N.M. V mire detskikh emotsiy: posobie dlya prakticheskikh rabotnikov DOU [In the world of children’s emotions: a guide for practitioners DOU]. Moscow, Ayris-Press Publ., 2004. 160 p.
Shalaeva T.I. Ispolzovanie metodiki issledovaniya sotsialnogo intellekta v profkonsultirovanii [The use of methods for the study of social intelligence in professional counseling]. Saratov, Povolzh. mezhregion. ucheb. tsentr Publ., 2000. 49 p.
Sergienko E.A., Vetrova I.I. Test Dzh. Meyera, P. Seloveya, D. Karuzo “Emotsionalnyy intellect” (MSCEIT v. 2.0) [The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT v. 2.0)]. Moscow, Institut psikhologii RAN Publ., 2010. 176 p.