The relationship between the emotional competence of parents and the emotional and behavioral characteristics of preschool children. Development of emotional competence of children of senior preschool age

Currently, the question of improving the quality of education is increasingly posed as a question of “change in the quality of education” or “new quality of education”.

Understanding the quality of education as the relationship between a request and the degree of its satisfaction, we must take into account that the individual, society and, finally, the state form the request to the education system in their own way. At the same time, the order concerns primarily new universal personal abilities and behavioral models, but not requirements for specific knowledge as a “perishable product.” Today, the state order is formulated in federal state requirements. The practice of kindergartens shows that there is an imbalance of educational load towards intellectual development: cognitive development is 47%, artistic and aesthetic 20-40%, physical - 19-20%, social and personal 0 - 13%. The “Childhood” program, according to which our preschool institution operates, contains the section “The child enters the world of social relations.” Which in turn is divided into subsections “Child and adults”, “Child and peers”, “Child’s attitude towards himself”. The above content is, in our opinion, the basis for the implementation of the educational areas “Socialization” and “Communication”, the goals of which are to master the initial ideas of a social nature and include children in the system of social relations, mastering constructive ways and means of interaction with people around them.

The mental development of a child is closely related to the characteristics of the world of his feelings and experiences. Young children are often “captured by emotions” because they cannot yet control their feelings, which leads to impulsive behavior and difficulties in communicating with peers and adults.

Everyone knows that children are self-centered, which is why it is so important to teach the child to look at the situation from the position of his interlocutor. Social experience is acquired by a child through communication and depends on the variety of social relationships that are provided to him by his immediate environment.

Socialization: the process of assimilation and further development by an individual of socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:

Labor skills;

Knowledge;

Norms, values, traditions, rules;

Social personality traits that allow a person to exist comfortably and effectively in the society of other people.

Based on the above, I determined the topic of the work: “Formation of social competence of children of senior preschool age”

Target: To increase the child’s awareness of his emotional manifestations and relationships with peers and adults.

Tasks:

Promote the child’s self-knowledge, help him realize his characteristics and preferences;
Develop social behavior skills and a sense of belonging to a group.
Teach your child to express his love for loved ones.
Help your child identify their emotional state.
To develop in a preschooler positive character traits that contribute to better mutual understanding in the process of communication; correct his undesirable character traits and behavior.

Educational result: The child's abilities include:

1. Control your behavior;

2. Formulate your interests and preferences;

3. Express your opinion;

4. Comment on your actions;

5. Follow simple rules;

6. Agree on the rules;

7. Establish contacts;

8. Keep up the conversation;

9. Use basic communication standards;

10. Collaborate (with adults and with children of different ages) in the proposed forms.

Form: game trainings

Diagnostic techniques:

"Sociometry" (Repina)
Drawing tests “My family”, “My group for children”, “My teacher”
Questionnaire for the teacher: “Assessment of the socio-emotional development of a preschooler.”

Game trainings are held once a week with children of senior preschool age. The trainings are structured in an accessible and interesting manner.

For this I use:

Educational games (dramatization games, role-playing games, games to develop communication skills);
Examination of drawings and photographs;
Reading works of fiction;
Writing stories;
Conversations;
Playing out problematic situations;
Learning techniques for self-regulation of one’s emotional states (e.g.: relaxation games: “Sunny Bunny”, “Meadow”, “Waves”, etc.);
Exercises to develop the ability to feel the mood and empathize with others.

At the end of each training, information about a specific lesson and recommendations for consolidating the material covered are posted for parents.

According to the results of the work, preschoolers increase their awareness of their emotional manifestations and relationships with peers and adults. Which in the future helps reduce the likelihood of aggressiveness and other negative manifestations, difficulties in communicating with peers and adults. Learning how to self-regulate your emotional states allows you to escape the power of conflict, thereby restoring your social flexibility

The effectiveness of work on developing the social competence of a preschooler increases many times if the family and teachers work in close contact. For this purpose, group and individual consultations for parents and questionnaires are organized to study the requests and problems of concern to the families of our students. Thematic stands (for example: “Punishment and reward”). Trainings for parents (for example: “Teaching a child to understand and express his feelings”). Also during the groups, parents are invited to familiarize themselves with the brochures: “Aggressive Child”, “Child Self-Esteem”. Classes at the “Successful Parent Club” are interesting and lively.

Modernization of education requires, of course, a change in the teacher himself, who is ready to achieve social and information competencies. One of the areas of my activity is to improve the professional competence of teaching staff. Throughout the year, classes are held in the psychological and pedagogical workshop: “Social and emotional development of preschool children.” Consultations, training games to develop communication, relaxation games to relieve psycho-emotional stress. I have developed a toy library on the following topics: to bring children closer to each other and teachers; exercises to develop the ability to feel the mood and empathize with others; methods of self-regulation and relieving psycho-emotional stress in preschool children.

Creating favorable conditions for the formation of social competence in older preschoolers leads to positive results.

Results of the work carried out:

At the end of the year, based on the diagnostic data obtained, we can conclude that there are positive dynamics in the development of interpersonal relationships among older preschoolers.

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Relevance

Sociability, the ability to communicate with other people is a necessary component of a person’s self-realization, his success in various types of activities, the disposition and love of people around him.

Formation of this ability -

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Target.

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Social communicative competence implies the development of skills:

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Next forms of work:

Using the Project Method
Receiving verbal instructions.

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In the role-playing games “Shop”, “School”, “Mothers and Daughters”, common gaming interests bring children together and serve as the beginning of friendship. The perspective of the game requires the guys to discuss together, distribute roles taking into account the interests of each participant, the ability to reckon with a friend, and come to his aid at the right moment. Preschoolers develop a sense of responsibility for a common cause. Thus, gaming and real relationships merge and become unified. Children are united in the game by a common goal, common interests and experiences, joint efforts to achieve the goal, and creative searches.

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Caring for indoor plants, planting a vegetable garden, and cleaning the play corner form social and communication skills.

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We work with parents:

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View document contents
“Development of social and communicative competence in children of senior preschool age.”

municipal budgetary preschool educational institution:

combined kindergarten No. 5 “Belochka”, Asino, Tomsk regionsti.

Speech at the teachers' meeting on the topic:

« Development of social and communicative competence in children of senior preschool age».

Developed by a teacher

first qualifying

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The Federal State Educational Standard provides for the development of preschool children in mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy; formation of readiness for joint activities with peers; developing respectful attitudes and a sense of belonging to their family and community of children and adults.

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Relevance

In modern society, significant changes have occurred in the intellectual sphere of children. Children have become more informed and inquisitive, they can freely navigate modern technology in adult life. Children have become more selfish, capricious, spoiled, and often uncontrollable. Many preschoolers experience serious difficulties in communicating with others, especially with peers. They have difficulty mastering certain moral standards.

Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various activities, the disposition and love of the people around him.

The formation of this ability is the key to successful activities and a resource for the efficiency and well-being of a preschooler’s future life; it is the ability to interact with people around them and the ability to work in a group.

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Target.

Development in children of valuable skills and ways of behavior in relation to other people, development of communication skills and social activity of preschoolers.

Socialization is an important condition for the harmonious development of a child. A child’s mastery of culture and universal human experience is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. A child’s ability to communicate positively allows him to live comfortably in the company of people; Thanks to communication, a child not only gets to know another person (adult or peer), but also himself. Communication abilities play a leading role in the social development of older preschoolers. They allow you to distinguish between certain communication situations, understand the state of other people in these situations and, on the basis of this, adequately build your behavior.

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Social and communicative competence implies the development of skills:

The ability to understand the emotional state of a peer, an adult (cheerful, sad, angry, stubborn, etc.) and talk about it;

Ability to obtain necessary information in communication;

The ability to listen to another person, respect his opinion and interests;

Ability to conduct simple dialogue with adults and peers;

The ability to calmly defend one’s opinion;

The ability to correlate your desires and aspirations with the interests of other people;

The ability to take part in collective affairs (agree, give in, etc.);

The ability to treat others with respect;

Ability to receive and provide assistance;

The ability not to quarrel and to react calmly in conflict situations

The social and communicative development of preschool children occurs through play as a leading children's activity. Communication is an important element of any game. During play, the child’s social, emotional and mental development occurs. Play gives children the opportunity to recreate the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.

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In senior preschool age, in “Social and communicative development” we use following forms of work:

Conversations and joint cognitive activities of the teacher and children with elements of play

Using the Project Method

The use of literary and gaming forms

Use of theatrical activities

Introduction to the process of education of situational tasks

Joint play activities of children

Receiving verbal instructions.

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In the process of organized educational activities, we try to include games and a greeting ritual to develop children’s emotional responsiveness. The games “Let's compliment each other”, “Friendship begins with a smile”, “Mood” develop the child’s emotional experiences, and the need for communication arises. In a communication situation, based on vivid emotional experiences, the child develops a desire and need for cooperation, and new relationships arise with the world around him. We memorize proverbs with the children: “You don’t need a treasure if there is harmony in the family,” “Look for a friend, but take care of the one you have found,” “A kind word is pleasant for a cat,” “A tree is dear for its fruits, but a man is dear for his deeds.”

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To establish dialogic communication, we use printed board games, didactic games, puzzles, and games with rules.

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By participating in theatrical games, children learn about the world around them and become participants in events in the lives of people, animals, and plants. The large and diverse influence of theatrical games on a child’s personality allows the use of their strong but unobtrusive pedagogical means of developing the speech of preschoolers, who during the game feel relaxed, freely and actively interact with each other and adults.

Favorite heroes become role models. The child begins to identify himself with his favorite image. With pleasure, transforming into the favorite image of the hero, the preschooler accepts and appropriates the characteristics characteristic of him. Children's independent role-playing allows them to develop experience of moral behavior, the ability to act in accordance with moral standards, since they see that positive qualities are encouraged by adults, and negative ones are condemned.

We use the method of experiencing the situation: “How can you be sorry?”, “What do you know about your friend,” “Help a crying baby.” I often ask children whether the child did the right thing in a given situation. In conversations with children, I mention the rule: “treat people the way you would like to be treated.”

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Caring for indoor plants, planting a vegetable garden, and cleaning the play corner form social and communication skills.

Children learn to negotiate, help each other, and achieve their goals through collective creative work.

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We work with parents:

Joint educational projects

Joint creativity of parents, children and teachers;

Joint leisure activities and quizzes;

Publishing family newspapers and baby books

Joint creation of mini-museums.

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Thus, communication skills are developed in everyday activities, didactic, active, role-playing games, during specially organized conversations with children, solving communicative problems and situations. The use of various methods and techniques for the development of dialogic speech makes it possible to implement program requirements for the formation in children of the skills necessary for communication.

Systematic and systematic work in this direction allowed us to achieve positive results. My children know how to communicate, are attentive and polite to each other, to others, compliance with the rules of behavior is the norm for them. They not only know how to behave, but also behave as the rule says: treat people the way you would like to be treated.

Childhood is a special period, the essence of which is the process of a child growing up and entering the social world of adults. As he masters the cultural, moral rules and patterns of social life, his social competence develops - the ability to evaluate his own actions and effectively interact with others.

Senior preschool age is characterized by maximum role identification of the child with adults and peers, the desire to conform to models of adequate behavior in order to be accepted in society and feel sufficiently competent and confident in communication.

An analysis of the practice of preschool educational institutions shows that the education of boys and girls today lags behind the real needs of the practice of educating preschool children and modern requirements of society. The attempts made to educate boys and girls in preschool educational institutions are not effective enough, since the accumulated valuable experience of sex education is ignored, simplified or does not take into account the realities of life and the modern social context; preschoolers are not given an idea of the variability of gender-role behavior, and the skills of mastering male and female roles, methods of gender-role self-regulation and associated anxiety are not formed.

The lack of development of the ability to communicate in childhood negatively affects the further socialization of an adult. At the present stage of society, a tendency has been identified for the growth of negative and destructive phenomena among the young population (cruelty, increased aggressiveness, alienation, which have their origins in preschool childhood.

In the modern world, socio-economic and political problems are being solved in many new ways, which maximizes the role and importance of man, the human factor in all spheres of society. The human factor and the strengthening of its effectiveness act as the main trend of social progress. Therefore, the tasks of studying the characteristics and capabilities of a person, the conditions for purposeful influence on the development of his personality have become the center of analysis in many fields - philosophy, sociology, psychology, pedagogy, etc. The core problem is the problem of determining a person’s place, his position in the system of public relations, i.e. speech It is about revealing the process of personality development, the patterns of its formation, the conditions and mechanisms of formation.

Society always sets the standard for the individual, the development process of which is aimed at mastering the social world, its objects and relationships, historically chosen forms and methods of dealing with nature and the norms of human relationships. Hence, development acts as a form of social development of the child, his formation as a social being.

This approach to considering development through the prism of social movement (socialization) provides a search for new reserves of personal development and opportunities for optimizing educational influences, taking into account periods of special openness of a developing person to social influences.

The interaction between the child and society is designated by the concept of “socialization”. This concept was first described in the late 40s and early 50s of the 20th century in the works of American psychologists and sociologists (D. Dollard, J. Colmon, etc.).

Socialization is revealed through the concept of “adaptation” (T. Parsons, R. Merton). Using the concept of “adaptation,” socialization is considered as the process of a person’s entry into the social environment and his adaptation to cultural, psychological and sociological factors, as a process of overcoming negative environmental influences that interfere with self-development and self-affirmation (G. Allport, A. Maslow, K. Rogers) .

Socialization is a continuous process that lasts throughout life. It breaks down into stages, each of which specializes in solving certain problems, without which the subsequent stage may not occur, may be distorted or inhibited.

Preschool age is the most important stage in personality development. This is the period of initial socialization of the individual, his introduction to the world of culture, universal human values, the time of establishing initial relationships with the leading spheres of existence. The unique features of physical, mental, and social development are manifested in the unique ways and forms of cognition and activity of a schoolchild.

Therefore, a modern preschool educational institution should become a place where a child will have the opportunity for broad social and practical independent contact with the most significant and close areas of life for his development. A child’s accumulation of valuable social experience under the guidance of an adult is the path that contributes, firstly, to the development of a preschooler’s age-related potential and, secondly, to a successful entry into adulthood. From which it follows that age potential cannot be realized in the absence of social maturity (competence) of a person at a certain stage of his development.

Social competence of an individual exists as a phenomenon that can be studied. The concept of social competence cannot be reduced to the concepts of communicative, socio-psychological competence, and social intelligence.

Social competence is of great importance in human behavior. It allows you to prevent mistakes in your life, optimize your emotional state and relationships with society.

In its most general form, social competence can be presented as an understanding of the relationship “I” - “society”, the ability to choose the right social guidelines and organize one’s activities in accordance with these guidelines, or as social skills that allow a person to adequately comply with the norms and rules of life in society .

At its core, social competence is an adaptive phenomenon. From the point of view of not a structural, but an essential consideration of social competence, this phenomenon can be defined as a certain level of adaptation (socialization, social maturity) of a person, allowing him to effectively fulfill a given social role. A child’s social competence is a certain level of his adaptation to the social prescriptions that society imposes on him.

Modern society in its development is undergoing a number of economic, social, psychological, ethnic and other new formations, each of which creates certain difficulties in the process of a child’s social entry into the society in which he will live and develop as an individual and a subject of any activity. Introducing a child to society, his assimilation of traditions, norms, values and requirements of a given society is a necessary process. Its complexity lies in the variety of social functions assigned to the individual from the moment of his birth.

Modern pedagogical interaction is focused on the formation of the individual’s ability to be mobile, dynamic, gaining stability in the process of self-realization.

The social competence of a preschooler presupposes the child’s knowledge, abilities, and skills sufficient to fulfill the responsibilities inherent in a given life period. And the given definitions, according to the author of the study, indicate that the structure of social competence consists, first of all, of the totality of social knowledge, skills and abilities used in the main areas of human activity.

V. N. Kunitsyna identifies six components as part of social competence: communicative competence, verbal, socio-psychological competence, interpersonal orientation, ego competence, and social competence itself.

Thus, having considered the above definitions, we can draw the following conclusions:

1. Social competence consists of several components:

Motivational, including attitude towards another person as

highest value; manifestations of kindness, attention, care, help, mercy;

Cognitive, which is associated with the knowledge of another person (an adult, a peer, the ability to understand his characteristics, interests, needs; to see the difficulties that have arisen in front of him; to notice changes in mood, emotional state, etc.;

Behavioral, which is associated with the choice of communication methods adequate to the situation, ethically valuable patterns of behavior.

2. The social competence of a preschooler is understood as a personality quality formed in the process of active creative development of social relationships that arise at different stages and different types of social interaction, as well as the child’s assimilation of these ethical standards, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions and relationships.

3. Accumulation by a child independently and under the guidance of adults of the necessary social experience helps to reveal the age-related potential of a preschooler, successfully prepare for school, and later for adult life. It follows from this that it is in preschool age that the foundations of a child’s social maturity (competence) are laid, determining the trajectories of development and successful adaptation in a changing society.

Thus, the social competence of a preschooler presupposes the child’s knowledge, abilities, and skills sufficient to fulfill the responsibilities inherent in a given life period. The structure of social competence is, first of all, a set of social knowledge, skills and abilities used in the main areas of human activity, and includes the following components:

motivational, including treating another person as the highest value; manifestations of kindness, attention, care, help, mercy;

cognitive, which is associated with the knowledge of another person (an adult, a peer, the ability to understand his characteristics, interests, needs; to see the difficulties that have arisen in front of him; to notice changes in mood, emotional state, etc.;

behavioral, which is associated with the choice of methods of communication adequate to the situation, ethically valuable patterns of behavior.

At the same time, it was substantiated that the priority factor aimed at recreating and assimilating social relationships, in which the socially active individuality of the child is formed and improved, is gaming technology.

The main imitative social environment that differentiates children's socialization by gender is the family. Consequently, the formation by a preschooler of personal social competence and the assimilation of universal human experience accumulated by previous generations occurs only in joint activities and communication, primarily with parents. The experience of first relationships in the family is the foundation for the further development of the personality of an older preschooler and largely determines the characteristics of the child’s self-awareness, his attitude to the world, his behavior and well-being among people.

Problematic forms of interpersonal relationships between boys and girls of senior preschool age within a preschool institution are closely related to the characteristics of raising a child in the family. At the same time, correction of disturbances in the emotional sphere and social adaptation of older preschoolers (aggression, shyness, anxiety, etc.) is possible only by working together with the parents of the older preschooler.

The main indicators were identified that reveal the process of socialization of children of senior preschool age:

gender-role behavior (choice of games and toys, role preferences in games, style of communication with adults and peers);

ability to resolve conflicts (dominance, equality, submission);

self-awareness (knowledge and acceptance of one’s gender, name, age, appearance, social role);

self-esteem (high, adequate – inadequate, average, low);

assimilation of social information (knowledge of the structure, traditions, household routine of one’s family; extensive vocabulary, etc.).

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The role of the teacher in the formation of social and personal competence of a preschooler

Consistent and constructive reform of the existing education system deeply affects the organizational, methodological, subject-content and other aspects of the Russian education system. In the modern educational paradigm, the formation of key competencies comes first, one of which is social and personal competence.

The problem of developing children's social and personal competence is an important social and psychological-pedagogical problem, the solution of which affects pressing issues of society and education. Education is faced with the task of not only giving students a certain level of knowledge, skills and abilities in the main areas of development, but also ensuring the ability and willingness to live in a modern society, achieve socially significant goals, interact effectively and solve life problems.

What is social and personal competence?

The competence of a preschool child is one of the basic characteristics of the personality of a preschool child. Includes communicative, social, intellectual characteristics.

By social and personal competence we understand the integral quality of a child’s personality, which allows him, on the one hand, to realize his uniqueness and be capable of self-knowledge and self-change. And on the other hand, to prove oneself as part of a team, society, to be able to build relationships and take into account the interests of other people, to take responsibility and act on the basis of universal and national values.

The development of social and personal competence is an important and necessary stage of a child’s socialization in the overall process of assimilating the experience of social life and social relations. Man by nature is a social being.

The social competence of a preschooler is the basis on which the social competence of an adult will be built, subject to the formation of initial competencies characteristic of preschool age.

Social and personal competence is represented by initial competencies, each of which includes a number of psychological criteria, such as tolerance, adaptability, self-confidence in conditions of uncertainty, focus on success, conflict.

The very meaning of the word competence is: the presence of knowledge and experience necessary for effective activity in a given subject area.

A preschool child spends a lot of time in close contact with a teacher who is called upon, in response to the realities of modern times, to be erudite, communicative, creative, etc.

At the present stage, the problem of studying many studies has become the professional competence of educators.

What does the concept of “professional competence” include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature? Professional competence is an integrative quality of a specialist’s personality, including a system of knowledge, skills, and generalized methods for solving typical problems.

The formation of professional competence depends on various personality traits, its main source being training and subjective experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. The psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development. (I. G. Agapov, B. S. Bezrukova, N. M. Borytko, V. A. Demin, E. F. Zeer, etc.). Lists of key competencies of future teachers at different levels, including preschool teachers, have been developed.

Let's consider the personal and individual qualities of a teacher. They must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a carrier of the profession. They are independent of social conditions, social formations, and educational institutions. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in rural or urban conditions. Researchers note the necessity of such personal qualities as adequacy of self-esteem and level of aspirations, a certain optimum of anxiety that ensures the intellectual activity of the teacher, determination, perseverance, hard work, modesty, observation, and contact. The need for such qualities as wit, as well as oratory abilities and artistic nature is specially emphasized. Particularly important are such teacher qualities as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Researchers also attach great importance to “pedagogical tact,” the manifestation of which expresses the general culture of the teacher and the high professionalism of his pedagogical activities and orientation.

Each teacher should ideally have certain teaching abilities to achieve successful activities. Pedagogical abilities are usually included in the structure of organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who lack the ability to convey their knowledge to others, even to explain what they themselves understand well. F.N. Gonobolin gives the following personality traits, the structure of which, in his opinion, constitutes the actual pedagogical abilities: the ability to make educational material accessible; creativity at work; pedagogical-volitional influence on children; ability to organize a team of students; interest and love for children; content and brightness of speech, its imagery and persuasiveness; pedagogical tact; pedagogical demands.

The requirements of the second level are imposed on an advanced teacher in general. Readiness presupposes broad and professional systemic competence, a person’s strong conviction, a socially significant orientation of the individual, as well as the presence of communicative and didactic needs, the need for communication, and the transfer of experience.

A stable motivation to work in the chosen profession, the desire to realize oneself in it, to apply one’s knowledge and abilities reflects the formation of a person’s professional orientation. It is a complex, integrative quality.

Teachers of preschool educational institutions find it difficult to switch to new forms of building relationships with children and organizing the educational process, which are the main factors in the formation of social and personal competence of preschool children. Classes on social development continue to be in the nature of instructions, theoretical discussions, and, despite the fact that children receive certain knowledge about the norms of social behavior, their transfer to the level of practical skills does not occur due to the lack of conditions for constant practice and development of behavior patterns.

The importance of a specially prepared subject-spatial environment in the formation of social skills in children is not sufficiently understood, which, if properly organized, provides the opportunity to develop independence, responsibility, the ability to work independently, develop communication skills and other social skills. The potential of different age groups, which provide the opportunity to live different roles, learn to empathize, help, and accept people as they are, is not used in the practice of preschool educational institutions. It is necessary to introduce socially active forms of working with children, such as project activities, problem solving, and playing out social situations, but preschool teachers either do not know these methods at all or use them based on old experience.

The leading means of developing professional competence is methodological work in a preschool educational institution, since it is aimed at overcoming the reduction and obsolescence of teachers’ knowledge and skills, includes the latest achievements of pedagogical science and practice in the content of methodological activities, and monitors the inclusion of new knowledge acquired by teachers in the pedagogical process and skills, allows for a person-centered approach to teachers, taking into account their achievements and difficulties.

Important issues of professional development and formation of a teacher are considered in the works of the founders of original schools, developers of the theory and practice of innovative schools A. N. Tubelsky, E. A. Yamburg, V. A. Karakovsky. They also touch upon the issues of solving the problem of organizing the process of professional development of teachers, the conditions necessary for the successful implementation of this process. Researchers such as E. D. Dneprov, P. G. Shchedrovitsky, G. N. Prozumentova, A. O. Zotkin, T. M. Kovaleva, A. N. Tubelsky, I. D. Frumin emphasize the need to form a subject of development - a new subject of pedagogical activity.

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competence that arises in the system of relationships that develop in the joint life of people with similar interests and needs that form a community (society).

Shchedrovitsky G. P. Selected works. - M., 1995.

system of relations

social competence is manifested in the ability and motivation to solve problems that arise in the process of interaction with society (individual, group, team, etc.) and the state.

Anikeev A. S. Civic education in modern school: essence, content, models. - Kaluga, 2001. - P. 89.

ability and motivation to solve problems

a person’s ability to effectively solve problems of interaction with society based on updating knowledge and experience in a specific area of life.

a person's ability to solve problems effectively

a person’s ability, when solving problems of interaction with society, to highlight their social component (subproblems), determine its essence and, based on updating knowledge and experience in this area of life, further integrate social actions into the overall process of solving the problem at hand.

human ability to solve problems of interaction with society

socially competent will be the one whose activities within the community are adequate to the values of the community and are aimed at interaction to solve real problems that are vital for the community and the individual. At the same time, a person’s actions and behavior correspond to the norms of society, are focused on the goals of the community and realize the person’s abilities and inclinations adequately to the situation

Slobodchikov V.I., Isaev E.I. Fundamentals of psychological anthropology. Psychology of human development: Development of subjective reality in ontogenesis: Textbook for universities. - M.: School Press, 2000.

activities within the community that are adequate to the values of the community

understanding of the relationship between “I” and society, the ability to choose the right social guidelines, the ability to organize one’s activities in accordance with these guidelines.

Kudaeva I. A. Mastering social experience by junior schoolchildren in the educational process: Dis. ...cand. ped. Sciences: 13.00.01: Saransk, 2004 268 p. RSL OD, 61:04-13/1393

understanding the relationship between “I” and society

ability to choose the right social guidelines

the ability to organize your activities in accordance with these guidelines

the result of social development, depending on the effectiveness of interaction with the social environment.

Zaripova E.I. Formation of social competence of a schoolchild in a regional educational environment: Dis. ...cand. ped. Sciences: 13.00.01: Omsk, 2005 215 p. RSL OD, 61:05-13/1333

result of social development

the personality quality of a preschooler, formed in the process of active creative development of social relationships that arise at different stages and different types of social interaction, as well as the child’s assimilation of ethical standards, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions and relationships.

Yapparova G. M.

DO No. 6 “Orman Ertegi” Aktobe, Kazakhstan

Gaming technologies as a means of developing social competence in older preschool children. www.rusnauka.com/ESPR_ 2006/Pedagogica/6_japparova.doc.htm

personality quality

competencies acquired by a preschooler that are necessary for entering society (cognitive, communicative, general cultural, physical, value-semantic, personal); skills and abilities of collective behavior and collective activity that are valuable for his subsequent life; the ability to accept common goals and carry out cognitive activities. Thanks to this, social experience and social maturity are formed, hidden potential opportunities are revealed.

Borisova O. F. Formation of social competence of preschool children: diss. Ph.D. pedagogical sciences:

Chelyabinsk. 2009.-201s

acquired personality competencies

The social competence of a rural schoolchild includes an individual’s awareness of social reality, the willingness and ability to conduct dialogue with other people, make responsible decisions in life situations in accordance with certain regulatory requirements of rural society, the ability to foresee their consequences for oneself and others, and mastery of primary ways of life.

Basova V. M. Formation of social competence of rural schoolchildren: dis. ... Dr. ped. Sciences: 13.00.01: Yaroslavl, 2004 472 p. RSL OD, 71:05-13/217

individual's awareness

willingness and ability to dialogue with other people

willingness and ability to make responsible decisions in life situations

the ability to foresee the consequences of decisions made for oneself and others

mastery of primary ways of life

the ability of a preschooler to use the resources of the social environment and personal resources in order to achieve good results in development.

Diagnosis of social competence in preschool children

Well. Job. Psychology. 2011

a preschooler’s ability to use the resources of the social environment and personal resources

a person’s ability to build strategies for interacting with other people in the changing social reality surrounding him

Pryamikova E. V.

Social competence of schoolchildren: meanings and practices

Socio-political magazine. 2009. No. 7. P. 126-132.

a person’s ability to build strategies for interacting with other people

Related article: The essence of the concept of “professional competence of a teacher” from the position of German scientists

The information from this table allows us to identify the main elements of the concept of “social competence”. Despite all the differences in sources and formulations used, the repetition of the main structural elements of this concept is quite clearly visible.

It becomes possible to analyze these elements to identify the most frequently mentioned relevant characteristics of a socially competent person. The obtained data on the frequency of mentions of the main elements of the concept of “social competence” can be arranged in descending order from most to least. This allows us to determine the most significant social competencies of a person. The ranking of the most frequently occurring basic elements of the concept of “social competence” is as follows:

human ability to solve problems of interaction with society - 4;

a person's ability to effectively solve problems - 3;

quality of personality, ability to interact with the environment, the result of social development, willingness and ability to conduct dialogue and build strategies for interaction with other people, mastery of primary ways of life - 2;

the ability and motivation to solve problems, the ability to choose the right social guidelines and organize one’s activities in accordance with these guidelines, the individual’s awareness, readiness and ability to make responsible decisions in life situations, the ability to foresee the consequences of decisions made for oneself and others, the ability to use the resources of the social environment and personal resources - 1.

The data obtained as a result of content analysis of the concept of “social competence” show that, in general, the authors’ positions indicate an integrated approach to defining a set of basic elements of this concept.

The essential characteristics identified as a result of the analysis of various interpretations of the concepts of “social competence” allow us to formulate the following definition of the concept “social competence of a high school student” - this is his ability and readiness to solve problems of interaction with subjects of the educational process using knowledge, educational, life experience, values and student's inclinations.

By interaction with subjects of the educational process we understand the establishment of such relationships, direct and indirect, that give rise to mutual connections, communication, joint actions, and experiences.

From the standpoint of our research, it is valuable to understand the social competence of a high school student as a result of social development, depending on the effectiveness of interaction with the social environment, which is the educational environment of the school.

Based on this understanding of social competence in relation to a high school student, the relevant problem for our research is the choice of options for interaction with classmates, teachers and parents in the educational process and the choice of strategies for interaction with other social partners when moving to a higher level of education, for example, a university.

Based on an understanding of the results of the content analysis and the determination of the social competence of a high school student, the study suggests that the development of social competence of high school students will be successful if the pedagogical conditions for the development of their social competence are identified and justified, taking into account the characteristics of the educational environment of the school.

Literature:

Kosogova A. S., Dyakova M. B. Multicultural environment in a multinational school as a condition for successful adaptation of graduates // Modern problems of science and education. - 2008. - No. 3 - p. 44-48 URL: www.science-education.ru/22

Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. - 1992.

Dictionary of foreign words, - 1988, p. 466.

Source www.moluch.ru

Content of the concept? social competence? preschooler

Competence translated from Latin competentia means a range of issues in which a person is knowledgeable, has knowledge and experience.

In dictionary entries, competence is defined as the right, the competence of a subject to perform an activity.

The dictionary of terms in preschool education represents competencies as knowledge and experience in a particular area; range of problems, field of activity in which a given person has knowledge and experience.

In world educational practice, the concept of competence acts as a central key concept.

Summing up the study of the interpretation of the term competence, S. A. Uchurova characterizes it as the internal potential of a person, which manifests itself in a person’s competencies.

Competence, in turn, is also interpreted differently. At different times and different researchers have defined competence as:

Ability to perform actual activities (V.F. Blank);

The ability necessary to effectively perform a specific action (J. Raven);

Possession and possession of relevant competence (A. V. Khutorskoy);

The ability and readiness of an individual for activities based on knowledge and experience (G. K. Selevko).

S. A. Uchurova says that “competence is not only the presence of knowledge, but also the ability to use it?” and so on.

Thus, “competence characterizes the internal potential of an individual, competence – the realization of this potential?” .

An important achievement of preschool childhood is the formation of such a quality as social competence. Social competence acts as a quality of a person, formed in the process of mastering ideas and knowledge about social reality, active creative development of social relations that arise at different stages and in different types of social interaction.

Social competence is a multidimensional phenomenon. It consists of a motivational component (readiness to demonstrate competence), a perceptual or cognitive component (possession of knowledge of the content of competence) and a behavioral aspect (experience of demonstrating competence in a variety of standard and non-standard situations).

To be socially competent for a child means to be able to coordinate his biological rhythms (his activity, sleep, appetite, state, mood, performance) with social rhythms (a sense of responsibility, understanding of the need for something, responsibilities and rights).

The social competence of a preschooler has an integrative nature and includes the following components:

Motivational, such as the need for communication and approval, the desire to take a place among people who are significant to the child;

Cognitive, or cognitive, - the presence of elementary ideas about the world around us;

Behavioral, or communicative - effective interaction with the environment, the ability to act as is accepted in society;

Emotional – as the ability to deal with your feelings and emotions.

The formation of these components directly depends on the adult and his ability to organize communication with him, interest him, and help him navigate the system of values accepted in society.

Based on an analysis of the experience of the economically leading countries of the world in the field of development of social and emotional skills and abilities of preschool children, a list of social competencies has been compiled, including the following skills: listening; ask for help; express gratitude; follow the instructions received; bring the work to completion; enter into discussion; offer help to an adult; to ask questions; state your needs; concentrate on your activity; correct deficiencies in work; meet; join children playing; play by the rules of the game; offer help to a peer; express sympathy; accept compliments; take the initiative; share; apologize; Express feelings; recognize the feelings of another; sympathize; dealing with your own anger; respond to another person's anger; cope with fears; experience sadness; express dissatisfaction; ask permission; react calmly in situations where they are not accepted into the general activities of the group; respond appropriately in a situation where they tease; show tolerance; accept the consequences of your own choice (attitude towards your mistake); react in a situation where you are at fault; lose; deal with someone else's property; say no; respond adequately to refusal; cope with embarrassment.

The formation of social competence occurs at all stages of personal development, and each subsequent stage of growing up is based on the previous one.

Based on the foregoing, we can conclude that the most important conditions for the formation of children’s social competence, the development of qualities, abilities, skills that contribute to their adaptation at the next stage of education, at a minimum, and adaptation in society ultimately, are:

A thoughtful, specially created and supported socio-cultural subject-spatial development environment in which the child has the opportunity to realize his potential;

A significant adult who is ready to interact with children and organize the educational process on the principles of humanistic pedagogy.

Lectures

Source pedagog-social.ru

“Formation of social competence of children of senior preschool age”

Currently, the question of improving the quality of education is increasingly posed as a question of “change in the quality of education” or “new quality of education”.

Today, the state order is formulated in federal state requirements. The practice of kindergartens shows that there is an imbalance of educational load towards intellectual development: cognitive development is 47%, artistic and aesthetic 20-40%, physical - 19-20%, social and personal 0 - 13%. The “Childhood” program, according to which our preschool institution operates, contains the section “The child enters the world of social relations.”

Which in turn is divided into subsections “Child and adults”, “Child and peers”, “Child’s attitude towards himself”. The above content is, in our opinion, the basis for the implementation of the educational areas “Socialization” and “Communication”, the goals of which are to master the initial ideas of a social nature and include children in the system of social relations, mastering constructive ways and means of interaction with people around them.

Socialization: the process of assimilation and further development by an individual of socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:

Labor skills;

Social personality traits that allow a person to exist comfortably and effectively in the society of other people.

Based on the above, I determined the topic of the work: “Formation of social competence of children of senior preschool age”

Target:Increase the child’s awareness of his emotional manifestations and relationships with peers and adults.

Tasks:

Promote the child’s self-knowledge, help him realize his characteristics and preferences;
Develop social behavior skills and a sense of belonging to a group.
Teach your child to express his love for loved ones.
Help your child identify their emotional state.
To develop in a preschooler positive character traits that contribute to better mutual understanding in the process of communication; correct his undesirable character traits and behavior.

Educational result: The child's abilities include:

1. Control your behavior;

2. Formulate your interest and preferences;

3. Express your attitude;

9. Use basic communication standards;

10. Collaborate (with adults and with children of different ages) in the proposed forms.

Form: game trainings

Drawing tests “My family”, “My group for children”, “My teacher”
Questionnaire for the teacher: “Assessment of the socio-emotional development of a preschooler.”

Game trainings are held once a week with children of senior preschool age. The trainings are structured in an accessible and interesting manner.

For this I use:

Educational games (dramatization games, role-playing games, games to develop communication skills);
Examination of drawings and photographs;
Learning techniques for self-regulation of one’s emotional states (e.g.: relaxation games: “Sunny Bunny”, “Meadow”, “Waves”, etc.);
Exercises to develop the ability to feel the mood and empathize with others.

At the end of each training, information about a specific lesson and recommendations for consolidating the material covered are posted for parents.

Thematic stands (for example: “Punishment and reward”). Trainings for parents (for example: “Teaching a child to understand and express his feelings”). Also during the groups, parents are invited to familiarize themselves with the brochures: “Aggressive Child”, “Child Self-Esteem”. Classes at the “Successful Parent Club” are interesting and lively.

Throughout the year, classes are held in the psychological and pedagogical workshop: “Social and emotional development of preschool children.” Consultations, training games to develop communication, relaxation games to relieve psycho-emotional stress. I have developed a toy library on the following topics: to bring children closer to each other and teachers; exercises to develop the ability to feel the mood and empathize with others; methods of self-regulation and relieving psycho-emotional stress in preschool children.

Creating favorable conditions for the formation of social competence in older preschoolers leads to positive results.

Results of the work carried out:

At the end of the year, based on the diagnostic data obtained, we can conclude that there are positive dynamics in the development of interpersonal relationships among older preschoolers.

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More details on the website dohcolonoc.ru

Formation of social competence of children of senior preschool age / Information /

Modeling and analysis of problem situations;

Exercises of an imitative and creative nature.

Organization of gaming activities aimed at developing social competence

To gain social abilities and confidence in communication, a child must learn to understand the inner world of other people. The first step to understanding is rapprochement, unification, which arises on an emotional basis.

Based on emotional rapprochement, an exchange occurs: people charge each other with their feelings. After an emotional exchange, an intellectual exchange is easily established, understanding the interlocutor’s thoughts and an equal exchange of opinions becomes possible. By opening up in communication and trusting peers, the child begins to trust himself.

At each game meeting of block I, children gradually become closer to each other. By stimulating interest and emotional reactions, children are led to joint repetition of movements and actions, and rhythm enhances the feeling of unity. Conditions are created for children to establish different types of emotional contact: from a glance, a smile - to eye contact, from touch to closer tactile contact. To get children into an emotional mood towards each other and to bring them closer together, a greeting ritual is used at the beginning of joint activities.

The farewell ritual helps to move on to another activity, when children gather in a circle, approach the center of the circle and join their hands together, looking into each other’s eyes.

The games used are built taking into account the mechanism of emotional penetration into the world of feelings and relationships: through the external to the internal, through movement to feelings, through fantasy to experiences. Games are offered by the teacher and played 2-3 times until the children master them independently. After mastering, the teacher complicates the game by introducing variations.

To form a positive attitude towards interaction with other children, the child needs his own practical experience of cooperation, which allows him to feel how to achieve goals that are important to him, taking into account the interests of other children, that is - social skills. Interests that are significant for the child and related to his needs are chosen as the goal of joint activity. At the same time, the child is oriented toward his peers and strives to do something for him and with him.

In the process of playing with rules, children develop a sense of cohesion and the experience of group success as a result of coordinated actions. Through problematic play situations, children are encouraged to show confidence in actions on which the overall result depends. This is how the child approaches awareness of himself among others, experiencing his individuality.

The main task of block II is to transform children’s focus on themselves into a focus on others, and help them understand the principles of coexistence. The implementation of the task is carried out through the creation of a certain atmosphere based on:

The emotional mood of children towards each other;

Consolidating the positive experiences gained in the process of cooperation. The child focuses on expressing his attitude to interaction, identifying and designating the meaning of a communication situation in a symbolic form (grow a flower of friendship, give a magic star to someone with whom it was pleasant to work);

The experience of a child’s cooperation with peers in the form of a game. Children have the opportunity to analyze the interaction situation, change their position, opinion (for example, when discussing a plan);

Relying on children's cognitive interest. They are inspired by the idea of traveling through a fairyland. In each game they encounter different fairy-tale plots, and the technique of miraculous transformation helps them identify themselves with fairy-tale characters.

A child’s socially competent behavior includes the ability to freely express his feelings (both positive and negative) in interactions with other children, as well as the ability to feel and empathize with others. The inability to openly express one’s feelings and emotions gives rise to dissatisfaction with oneself and a decrease in self-esteem in the child. Such children often cannot express their desires or make a choice, which contributes to the consolidation of forms of behavior characteristic of socially insecure children, isolation, dependence on the behavior and choices of other children, in establishing control and self-expression.

In order for children to gain experience living in various emotional states, in block III a series of games has been selected to help children learn self-affirming forms of behavior

lack of competitive moments; excluding comments and dividing children into good and bad players; support for each child, the attitude that all children are not opponents and competitors, but close people, closely related to him and in many ways similar to him; no coercion.

Repeated repetition of the same games is an important condition for their developmental effect. By systematically participating in a particular game, children better understand its content and enjoy performing game actions.

The teacher needs to use pedagogical methods and means that ensure the development of cooperation as a factor in the social maturation of the preschooler, the basis for optimizing the atmosphere of the children's society and a necessary condition for future full-fledged educational activities.

The development of cooperation of preschool children in joint activities with adults and peers and its further “germination” into the free independent activity of children is possible in conditions of dialogic interaction between participants in the pedagogical process.

The child’s contacts with peers are most clearly manifested in play. But it is necessary to recognize that in the “I” mode of modern preschoolers, a large place is given to cognitive-speech, artistic and creative activities, therefore it seems possible and effective to use the cooperation of children, which is built on the basis of different educational content.

For achievement success in cooperation A number of conditions must be met between children:

the presence of a positive orientation of children toward interaction with peers, expressed in preschoolers’ keen interest in each other, perception and evaluation of a peer not only as a friend, but also as a partner in joint activities, the presence of a desire to cooperate with him;
children’s knowledge of the rules, ways of organizing cooperation and effective behavior options in the interaction process;
mastering the skills of joint verbal dialogue, the ability to coordinate, agreement with a peer at the moment of accepting a goal, planning, regulation and achieving a common result of activity in the process of jointly solving educational problems;
the child’s ability to recognize a situation of cooperation, choose and accept a position in interaction that corresponds to his capabilities in a given activity, that is, to independently adequately determine what part of the work he is ready to carry out in a joint activity.

IN development of cooperation For preschoolers, the teacher promotes:

establishing an emotionally positive atmosphere in the children's community of the kindergarten group and maintaining friendly relationships between children;
ensuring that every child has the opportunity to express himself in collaboration with peers, to present his actions and proposals to partners;
enrichment of ideas and development of skills necessary for the child’s cooperation with peers in joint activities;
older preschoolers acquiring experience of cooperation, providing the opportunity to occupy functional-role positions that are adequate to their own potential.

The development of children's cooperation requires serious pedagogical efforts on the part of an adult and unfolds as a step-by-step solution to the increasingly complex tasks of the teacher and children.

Before developing cooperation between children and their peers, we need to turn to special games and exercises using pictograms, the purpose of which is to awaken children’s interest in the characteristic emotions of a person, as well as to restore in memory ideas about basic emotional states and enrich them. A variety of exercises, games, situations during which these tasks are successfully solved are given in the previous sections.

Along with the proposed games and exercises, master with your children the speech structures necessary to establish cooperation between them.

We recommend presenting examples of speech structures that need to be used in the process of completing a task to children in dialogues with game characters demonstrating different situations of cooperation and who need direct help from preschoolers in resolving problems that arise in the process of cooperation.

We suggest you use specific cues:

“What do we need to do?”, “We will do it together...”, “We won’t do anything alone...”, “We will do it together, amicably, without quarreling...”; “let’s think together about what we need to complete the task...”, “let’s decide what we’ll do first, what next...”, “let’s distribute the work among ourselves...”, “Who will start the task, who will continue ..."; “Please show me how you do...”, “Try to do it differently, maybe it will work out better (faster, more beautiful, easier)”; “Let’s compare (let’s see) how we do together..."; “Everything turned out right...”, “How interesting (unusual, great) it was done”, “Well done, what a great idea!”; “Let's see how we did it together...”, “We had to do it.., we did it.. and did it...”, “It could have been done differently...”, “It would have been better to do it differently. ..”, “We’ll quickly fix it now...”, “Next time we’ll definitely try...”

The rules of cooperation mastered by children can be consolidated and clarified when discussing proverbs about friendship during a conversation “How to be friends properly?»

Here are some examples rules of cooperation.

Listen to your partner and understand.

Everyone needs to listen to each other. If you listen to what they say, ask: “Tell me again, I didn’t understand.”

First you need to listen to someone else, then say it yourself, and then start doing something.

If we sit and work together, then we need to say everything clearly what you want to do. Everything will be clear, you can remember and say your opinion...

When we study together, we need to listen to what others are saying.

Don't be silent, but together discuss.

- To agree, you need to discuss, talk to each other about what to do together.

You need to talk to another, ask what he will offer, and tell him what you want to do.

Do it yourself and help your partner out. It’s difficult for someone else, help.

You need to help a friend, help him out. For example, I I’ll paint my side, and I’ll have a little bit left, I can offer to color another’s part, help him;

I did my job, looked at what Kostya was doing, if he couldn’t do it, I’d help him. You have to help someone else when you do work together.

Ask, don’t be shy, and help will come to you faster.

You need to ask, ask for help, don’t be shy.

It’s not difficult to ask someone else; you don’t have to be afraid of it.

If I didn’t listen well and forgot the task, I can ask someone else. He’s sitting next to me, I’ll ask him to help.

If you know more, don’t be proud; what you can do, share it. Don’t be silent, but teach others. - Teach another so that he knows more, but don’t brag yourself. Don't be proud of yourself, don't praise yourself, maybe you didn't do better than others. And if you know more, it’s better to share with other children and help them.

If I do the best work, then I am not proud, but I help children.

Directions for further improvement of pedagogical activities in the formation of social competence of older preschoolers:

Expanding the forms and methods of work used;

Selection of special techniques that take into account the individual characteristics of children;

Systematization of special game exercises that promote the development of children’s dialogical speech in the process of communication;

Expansion of the program for its use in working with younger preschoolers.

More details on the website old199.tvoysadik.ru

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Ministry of Education of the Russian Federation

Ishim State Pedagogical Institute

them. P.P. Ershova

DEPARTMENT OF PSYCHOLOGY

Course work

Development of emotional competence of children of senior preschool age

Executor:

Denisenko Evgenia Alexandrovna

student of the Faculty of Pedagogy

branch "PiMDO"

3rd year 501 group

Scientific adviser:

Berdev Viktor Ivanovich

Table of contents

Introduction
Chapter 1 Conclusions
Conclusion
Bibliography

Introduction

The emotional distress of a child is one of the objects of attention of psychologists, educators, and parents. Emotional disturbances represent, on the one hand, deviations from the norm, and on the other hand lead to disturbances in the child’s social contacts.

Timely and high-quality diagnosis of such problems and adequate corrective measures can prevent the emergence of undesirable tendencies in personality development and the emergence of various forms of deviant behavior.

The foundations of the future personality are laid in preschool age, which, according to A.N. Leontiev, is the period of the initial, actual formation of personality. Radical social transformations have a great influence on the modern preschooler and expose him to such emotional tests to which human nature cannot naturally adapt. The surrounding realities can slow down and, moreover, distort the emotional world of a child. In preschool age, a child takes his first independent steps in the complex world of relationships, and the results of the experience gained during this period depend to a large extent on the kindergarten teachers.

In older preschool age, a child increasingly begins to evaluate his personal moral qualities, to be aware of, and to differentiate emotional states. Independence and criticality of children's assessment and self-esteem increases. Children, first of all, evaluate those qualities and behavioral characteristics of peers and themselves that are most often assessed by others and on which their position in the group largely depends. Throughout preschool childhood, children evaluate others more objectively than themselves.

emotional competence preschool age

By the end of preschool age, an important new formation arises - awareness of one’s social “I” and the emergence on this basis of an internal position - the child’s understanding of the different nature of people’s attitudes towards him and the desire to occupy a certain position among adults and peers.

However, in modern science, the concept of emotional competence, its structure and features of formation in different age periods are poorly developed, which determines the relevance of the study.

Emotional competence is the ability to recognize one’s own feelings and the feelings of other people, for the purpose of self-motivation, as well as for the purpose of managing one’s internal emotions and emotions in relationships with other people [D. Goleman].

In Russian psychology, the idea of the unity of affect and intellect was reflected in the works of L.S. Vygotsky, S.L. Rubinshteina, A.N. Leontyev. In a number of studies L.S. Vygotsky comes to the conclusion about the functioning of a dynamic semantic system, which is a unity of affective and intellectual processes. The unity of affect and intellect is revealed, firstly, in the specificity of their connections and mutual influences at all stages of development. Secondly, this connection is dynamic, and each stage in the development of thinking corresponds to its own stage in the development of affect. S.L. Rubinstein noted that “thinking in itself is a unity of the emotional and the rational.” The mutual influence of emotional and cognitive functioning of the psyche is considered in the studies of Sarason, Goodman et al., Bugental, Lewis, Sulliwan & Ramsay and other foreign psychologists.

The result of high emotional competence is, in turn, the ability to manage one's emotions, high self-esteem and vitality in the presence of external stress.

When studying psychological and pedagogical literature, we discovered contradiction between the need to develop the emotional competence of children of senior preschool age and, on the one hand, the poorly developed theoretical basis for the problem of emotional competence, and, on the other hand, the lack of methodological support for the process of developing the emotional competence of children of senior preschool age.

Problem: identification of psychological means for the development of emotional competence in children of senior preschool age.

Subject: " Development of emotional competence of children of senior preschool age".

Targetresearch: identify, theoretically substantiate and experimentally test psychological means of developing the emotional competence of children of senior preschool age.

An object: emotional competence of children of senior preschool age.

Item: psychological means of developing emotional competence in children of senior preschool age.

Tasks:

1. Study the history and current state of the problem of emotional competence of preschoolers in psychological and pedagogical literature and practice.

2. Determine the essence and patterns of development of emotional competence of children of senior preschool age.

3. Identify criteria and levels of emotional competence in older preschoolers.

4. Develop a set of exercises aimed at developing the emotional competence of children of senior preschool age and test its effectiveness.

Hypothesis: The use of a set of exercises that affects self-esteem, self-regulation, empathy and social skills may help increase the level of emotional competence in older preschoolers.

Methodologicalthe basisresearch:

Are the concepts of G.M. Breslava, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Gippenreiter, A.V. Zaporozhets, V.V. Zenkovsky, V.K. Kotyrlo, A.D. Kosheleva, A.N. Leontyeva, M.I. Lisina, Ya.Z. Neverovich, A.G. Ruzskoy, S.L. Rubinshteina, L.P. Strelkova, D.B. Elkonina, P.M. Jacobson et al., about emotional competence.

Methodsresearch:

b Theoretical analysis of scientific literature;

b Psychological and pedagogical experiment;

ь observation;

ь Testing;

b Methods of quantitative and qualitative processing of research data;

Baseresearch: The study was carried out in Ishim in kindergarten No. 19 “Nest”, 5 children took part in it.

Stagesresearch: The study was carried out in three stages.

1) stagedstage the literature on the research problem was studied, the components of the introduction were formulated: problem, object, subject, goal, objectives, hypothesis. Research methods and techniques were selected (September-November 2010).

2) Actually-isWithresearchstage- ascertaining - development of tools; identification of criteria, indicators and levels of the research phenomenon; formative experiment, control experiment - establishing results, formulating conclusions (December-February 2010-2011).

3) Formal-implementationstage- systematization of research results, testing, adjustment of research, registration of results in the form of course work (March 2011).

ScientificnoveltyAndtheoreticalimportanceresearch: is that in the course of the study the concept of emotional competence is clarified, its characteristics are generalized, and psychological approaches to the diagnosis and development of emotional competence in children of senior preschool age are theoretically substantiated.

Practicalimportance: the selected set of exercises can be used by psychologists to develop the emotional competence of children of senior preschool age.

Structurework: consists of an introduction, 2 chapters, a conclusion, a list of references (34 sources), and an appendix. The total volume without the appendix was 41 pages.

Chapter 1. The problem of developing emotional competence in children of senior preschool age

1.1 Concept of emotional competence

There are several approaches to the concept of competence, let's consider them.

Competence (competence) - 1. In general, a person’s ability to complete a task or do something.

2. Qualification, skill of a person in any business or type of activity.

3. The quality of a person, expressed in the possession of knowledge, skills and abilities necessary for the successful implementation of the relevant business or a certain type of activity.

4. In linguistics and psycholinguistics - knowledge of language and the ability to use various types of speech in communicating with people.

Competence - ( from Latin competens - appropriate) the ability to integrate knowledge and skills with their use in the conditions of changing requirements of the external environment.

We will understand by competence, the quality of a person, expressed in possession of the knowledge, skills and abilities necessary for the successful completion of the relevant business or a certain type of activity.

Emotions- this is a mental reflection in the form of a direct biased experience of the life meaning of phenomena and situations, determined by the relationship of their objective properties to the needs of the subject.

Emotions- a special class of subjective psychological states that reflect, in the form of direct experiences, sensations of pleasant and unpleasant, a person’s attitude to the world and people, the process and results of his practical activity.

Emotionalcompetence,ByD. Goleman- capabilities

recognize your own feelings and the feelings of other people, for the purpose of self-motivation, as well as for the purpose of managing your internal emotions and emotions in relationships with other people [D. Goleman].

We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve set goals.

Moving from a conceptual to an empirical model, in 1990, Carolyn Saarni introduced in the context of developmental psychology the concept of emotional competence, which is conceptualized as the unity of three aspects: “self-identity”, character and developmental history.

Represents emotional competence in the spirit of Hayvighurst's tasks as a set of 8 types of abilities or skills:

1) awareness of one’s own emotional states;

2) the ability to distinguish between the emotions of other people;

3) the ability to use the vocabulary of emotions and forms of expression accepted in a given culture;

4) the ability of sympathetic and empathic inclusion in the experiences of other people;

5) the ability to be aware that the internal emotional state does not necessarily correspond to the external expression both in the individual himself and in other people;

6) the ability to cope with one’s negative experiences using self-regulation strategies;

7) awareness that the structure or nature of relationships is determined both by the emotional expression in the relationship and by the degree of emotional reciprocity or symmetry in the relationship;

8) be emotionally adequate, accept your own emotions and correspond to your own ideas about the desired emotional “balance”.

According to D. Goleman, emotional competence consists of two main components: personal competence(in self-management), which, in turn, includes:

1. self-understanding, i.e. adequate self-esteem, self-confidence;

2. Self-regulation, i.e. self-control,

reliability, integrity, etc.;

3. Motivation, i.e. motive for achievement, optimism, commitment, etc.; And social competence ( establishing relationships), it includes empathy, i.e. understanding

others, development of others, political sense, etc.; and social skills, i.e. persuasion, communication, conflict resolution, ability to work in a team, etc.

D. Goleman also notes that there are 3 main factors in the formation of emotional competence:

· High motivation to form;

· Using feedback from friends, colleagues and others around you;

· Constant self-improvement.

We will take D. Goleman's approach as a basis. Emotionalcompetence - These are the abilities to recognize one’s own feelings and the feelings of other people, for the purpose of self-motivation, as well as for the purpose of managing one’s internal emotions and emotions in relationships with other people.

The components of emotional competence are:

· Self-esteem

Self-regulation

· Empathy

· Social skills

Having examined the concepts and components of emotional competence, we can now consider how they manifest themselves in older preschool age.

1.2 Features of emotional development in older preschool age

Preschool age is the most important stage in personality development. This is the period of initial socialization of the child, introducing him to the world of culture, universal human values, the time of establishing initial relationships with the leading spheres of existence - the world of people, the world of objects, the world of nature and one’s own inner world. The unique features of physical, mental, social and personal development are manifested in the unique ways and forms of cognition and activity of a preschool child.

The emotional development of a preschooler is associated, first of all, with the emergence of new interests, motives and needs. The most important change in the motivational sphere is the emergence of social motives that are no longer determined by the achievement of narrowly personal, utilitarian goals. Social emotions begin to develop intensively.

An emotional anticipation is formed, which makes him worry about the possible results of his activities and anticipate the reactions of other people to his actions. Therefore, the role of emotions in a child’s activities changes significantly. If previously the child felt joy from the desired result, now he is happy because he can get this result.

Gradually, the preschooler begins to anticipate the emotional results of his activities. Assuming how happy his mother will be, he gives her a gift, refusing the attractive game. It is in preschool age that a child masters the highest forms of expression - the expression of feelings through intonation, facial expressions, pantomimes, which helps him understand the experiences of another person, “discover them for himself.

Thus, on the one hand, the development of emotions is determined by the emergence of new motives and their subordination, and on the other hand, emotional anticipation ensures this subordination.

Changes in the emotional sphere are associated with the development of not only the motivational, but also the cognitive sphere of the individual, self-knowledge. The inclusion of speech in emotional processes ensures their intellectualization, when they become more conscious and generalized. The older preschooler, to a certain extent, begins to control the expression of emotions, influencing himself with the help of words. Let us emphasize that preschoolers have difficulty restraining emotions associated with organic needs. Hunger and thirst make them act impulsively.

The development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing games lead to the further development of sympathy, empathy, and the formation of camaraderie. Higher feelings are intensively developed: moral, aesthetic, cognitive.

Thus, a child of senior preschool age, feeling the need for a positive assessment of the adults and peers around him, strives to communicate with them and discover his abilities. A child who has received recognition from those around him is in a joyful mood. If the child does not find a response from close people, then his mood deteriorates, he becomes irritated, sad or annoying, with frequent outbursts of anger or attacks of fear. This indicates that his need is not satisfied. And then we can talk about the child’s emotional distress, which means negative emotional well-being.

The source of humane feelings is precisely relationships with loved ones. At previous stages of childhood, by showing kindness, attention, care, love, an adult laid a powerful foundation for the formation of moral feelings.

If in early childhood a child was more often the object of feelings on the part of an adult, then the preschooler turns into a subject of emotional relationships, empathizing with other people. Practical mastery of behavioral norms is also a source of development of moral feelings. Experiences are now caused by social sanction, the opinion of the children's society. The experience of such experiences is generalized in the form of moral feelings. If younger preschoolers give an assessment of an action from the point of view of its immediate meaning for the people around them (“Little ones cannot be offended, otherwise they may fall”), then older preschoolers give a generalized assessment (“Little ones cannot be offended, because they are weaker. They need to be helped, but we older").

Empathy for a peer largely depends on the situation and position of the child. In conditions of intense personal rivalry, emotions overwhelm a preschooler, and the number of negative expressions addressed to a peer increases sharply. The child does not give any arguments related to his peer, but simply (in speech) expresses his attitude towards him, empathy for his friend sharply decreases. Passive observation of a peer’s activities causes dual experiences in a preschooler. If he is confident in his abilities, then he rejoices at the success of another, and if he is unsure, then he experiences envy.

When children compete with each other, realistically assessing their capabilities, comparing themselves with a friend, then the desire for personal success, recognition of their own merits and achievements increases the power of expressions to the highest level. In group competitions, the main core is the interests of the group, and success or failure is shared by everyone together, the strength and quality of negative expressions decreases, since personal successes and failures are less noticeable against the general background of the group.

The child experiences the most vivid positive emotions in a situation of comparing himself with a positive literary character, actively empathizing with him. The preschooler makes such a comparison only mentally and with the confidence that in a similar situation he would do the same. Therefore, there are no negative emotions towards the character.

The child experiences joy and satisfaction when he performs worthy actions and grief, indignation, dissatisfaction when he himself or others violate generally accepted requirements or commit unworthy acts. The feelings experienced are caused not only by the assessment of adults, but also by the evaluative attitude of the child himself towards his own and others’ actions. He experiences such feelings when performing actions and deeds in relation to many adults and peers; the preschooler begins to experience this feeling in relation to kids.

Thus, the features of emotional development in older preschool age are as follows:

1. the child masters social forms of expressing feelings;

2. the role of emotions in the child’s activities changes, emotional anticipation is formed;

3. higher feelings are formed - moral, intellectual, aesthetic;

4. the ability to foresee the emotional results of one’s activities appears;

5. The preschooler turns into a subject of emotional relationships, empathizing with other people.

A person receives a large number of emotional impressions throughout his life, many of which are negative and frightening. A growing and developing personality must be able to correlate their emotional experiences with the emotional experiences of those close to them, develop and adjust their emotional sphere.

Therefore, a preschool educational institution, which is the initial link in the public education system, has its own specifics, determined not only by age capabilities, but also by the living conditions of children there. A modern kindergarten should become a place where a child gets the opportunity to have broad emotional and practical independent contact with the areas of life that are closest and most significant for his development. Accumulation by a child, under the guidance of an adult, of valuable experience of knowledge, activity, creativity, comprehension of his capabilities, self-knowledge - this is the path that helps to reveal the age-related potential of a preschooler.

1.3 Development and enrichment of emotional competence in older preschool age

Considering the features of a child’s emotional development, we can conclude that the development of children’s emotions is closely related to cognitive processes; emotional reactions stimulate learning processes, emotions correlate with a decrease or increase in the efficiency of thinking, and can have a powerful effect on the child’s memory and attention.

In addition, emotional development is associated with the accumulation of social experience and behavior of the child. Children's emotions significantly influence the actions of the adults around them and vice versa.

Many studies suggest that emotional states have an impact on children's physical well-being. There are many diseases and disorders in the development of children that arise as a result of emotional deprivation. Under deprivation conditions, children demonstrate highly anxious, aggressive behavior and heightened sensitivity to stressors.

Emotional development also plays a huge role in the manifestation of self-awareness, helping to develop feelings of self-efficacy, that is, the awareness that emotional behavior can influence events in the world around us. Various manifestations of the sense of "I" pave the way for other emotional reactions.

Based on the characteristics of the emotional development of preschool children, we can say that the development and formation (enrichment) of emotional competence acquires particular importance and relevance in preschool age. Since during this period there is an active emotional development of children, improvement of their self-awareness, ability to reflect and decenter (the ability to take the position of another person). Children have all age-related opportunities and prerequisites for the development of emotional competence as an internal (mental) ability of the subject (the work of the child’s inner world) closely related to the function of cognition and information processing and management of the emotional sphere. This is the ability to express basic emotional states and self-referential emotions; ability to understand and differentiate, identify emotions; the ability to self-regulate emotional states; the ability to empathize and empathize. However, in order for children to successfully adapt to the physical and social world, they must reach a certain level of emotional development. The result of such development will be considered the level of emotional competence of the child - a systematic manifestation of his emotional knowledge, skills, abilities, personal qualities and their ability to independently resolve emerging emotional situations. Therefore, a certain level of emotional development as an internal ability is a component of the child’s emotional competence.

The characteristics and main components of children's emotionality develop in a certain socio-cultural environment. Therefore, emotional competence is the result of social influences on the process of emotional development of children. Thus, a free, cordial relationship between an adult and a child contributes to his emotional progress, adults encourage children to suppress negative emotions, communication between an adult and a child promotes the development of emotion regulation techniques, and an adult teaches children how to respond to many consequences. Thanks to such influences, children master a system of socially accepted methods, rules for expressing emotional states, and skills of rule-based behavior. An adult is the bearer of these methods, rules and patterns.

When working with children, emotional competence is the result of pedagogical influences.

Purposeful enhancement of children's social and emotional competence underlies the increasing complexity of their social relationships and emotional experiences.

Senior preschool age is the most sensitive for increasing emotional competence, since at this age the child achieves the greatest results in emotional and cognitive development. In addition, the development of the child during this period is characterized by the emergence of social motives of behavior, the foundations of the child’s self-concept and arbitrariness of behavior are formed.

Thus:

Emotional development is an important factor for the full development of a child, his adaptation to the social world and his readiness for schooling.

The development and enrichment of “emotional competence” in children will be aimed at:

· development of self-awareness (awareness of one’s own emotions and feelings) and self-regulation (conscious regulation of emotional states and behavior);

· development of a sense of empathy, the ability to understand the inner world of other people;

· increasing self-confidence, developing a sense of self-acceptance;

· development of communication skills and the ability to resolve conflicts;

· development of socially significant motives of behavior;

· development of the cognitive sphere;

· development of creative activity and awareness of one’s individuality;

· reduction of aggressiveness and antisocial behavior.

Chapter 1 Conclusions

1. We will take D. Goleman’s approach as a basis. Emotional competence is the ability to recognize one's own feelings and the feelings of others, for the purpose of self-motivation, as well as for the purpose of managing one's internal emotions and emotions in relationships with other people.

2. The components of emotional competence are:

· Self-esteem

Self-regulation

· Empathy

· Social skills

3. Features of emotional development in senior preschool age are as follows: (the child masters social forms of expressing feelings; the role of emotions in the child’s activities changes, emotional anticipation is formed; higher feelings are formed - moral, intellectual, aesthetic; the ability to foresee the emotional results of one’s activities appears ; the preschooler turns into a subject of emotional relationships, empathizing with other people).

4. To successfully adapt to the physical and social world, children must achieve a certain level of emotional development. The result of such development will be considered the level of emotional competence of the child - a systematic manifestation of his emotional knowledge, skills, abilities, personal qualities and their ability to independently resolve emerging emotional situations.

Chapter 2. Empirical study of the development of emotional competence in children of senior preschool age

2.1 Purpose, objectives and research methods

Any research work involves various methods of scientific research. Since no single research method, as a rule, can provide complete information to solve all problems of pedagogical research, a complex of methods is usually used.

Targetresearch: study of the emotional and psychological characteristics of preschool children in relation to the level of emotional competence of their parents.

Tasksresearch:

· study and analysis of literature on the research topic;

· studying the emotional competence of parents;

· studying the level of self-esteem of children;

· studying the level of creative development of preschool children;

· study of the emotional sensitivity of preschool children.

We selected the following methods:

· Theoretical analysis of scientific literature;

· Psychological and pedagogical experiment;

· Observation;

· Methods of mathematical and statistical analysis of the obtained data.

Analysisscientific and methodologicalliterature:

This method was used so that we could imagine to what extent and how this problem is developed, the historical aspect, methods, organization of research and implementation of results in practice. First, we studied textbooks and monographs on this problem. When working with literature, a card index was created, which was constantly updated with new information. We also kept detailed records of the main provisions reflected in these sources.

Psychological and pedagogicalexperiment:

This experiment includes the active influence of the experimental situation on the subject, which should contribute to his mental development and personal growth. During the psychological and pedagogical experiment, it is assumed that a certain quality will be formed - emotional competence in older preschoolers.

Observation:

A research method that involves purposeful and organized perception and recording of the behavior of the object being studied. Observation is an organized, purposeful, recorded perception of mental phenomena for the purpose of studying them under certain conditions.

Mathematical-statisticalmethodprocessingmaterial:

This method was used to process the research results. After the methods, we carried out a comparative analysis of the data obtained. During the analysis, we identified the extent to which emotional competence has been developed in older preschoolers. The experimental study took place at kindergarten No. 19 “Nest” from December 3, 2012 to December 21, 2012. 5 people aged 5-7 years took part in it. Of these, 2 are girls and 3 are boys.

The basis of our work was psychological research conducted among children.

Levelsemotionalcompetencies:

Himselflow the level of emotional competence corresponds to: (emotional reactions according to the mechanism of a conditioned reflex; implementation of activity with a predominance of external components over internal ones, at a low level of understanding; low self-control and high situational conditionality (i.e., you do not influence the situation, but the situation influences you and provokes certain actions and emotional reactions)).

Averagelevel formation of emotional competence; voluntary implementation of activities and communication on the basis of certain volitional efforts.

Highlevel self-control, a certain strategy of emotional response. A feeling of psychological well-being, a positive attitude towards oneself. For this level of formation of emotional competence is high self-esteem. This level also corresponds to the highest level of development of a person’s inner world. This means that a person has certain attitudes that reflect an individual value system. And this system of values was developed by man independently and is clearly understood by him.

OnfirststatingstageWewe willapplyfollowingtechniques:

Methodology№ 1 Studyingunderstandingemotionalstatesof people,depictedonpicture (G.A.Uruntaeva, Yu.A.Afonkina).

Target: Reveal children's understanding of people's emotional states.

Material: pictures, teaching material, leaflet, paper.

Study preparation : select pictures (photos) depicting children and adults in which their emotional state is clearly expressed. With their help, you need to demonstrate basic emotions (joy, fear, anger, grief) and their shades (story pictures depicting positive and negative actions of children and adults). Conducting the study: individually with children 3-7 years old, it is carried out in two series.

1) The child is shown sequentially pictures of children and adults and asked: “Who is shown in the picture? What is he doing? How does he feel? How did you guess about this? Describe the picture.”

2) The child is shown sequentially plot pictures and asked questions: “What do children (adults) do? How do they do it (friendly, quarrel, do not pay attention to each other, etc.)? How did you guess? Which of them feels good, and who feels bad? How did you guess?" Data processing: count the number of correct answers in different age groups separately for each series and for each picture. It is determined whether children can understand the emotional states of adults and peers, what signs they rely on, and who they understand better: an adult or a peer. The dependence of these indicators on the age of the children is determined.

Methodology№ 2 Studyingemotionalanticipations (G.A.Uruntaeva, Yu.A.Afonkina).

Target: to identify the level of formation of emotional anticipation in children.

Material: 6 pyramids (19 rings each), drawing - a sample of a pyramid, 2 pictures: an image of an assembled pyramid and with scattered rings; 2 pictures: an image of crying but cheerful kids playing with pyramids. Preparation of the study: prepare 6 pyramids (19 rings each), a drawing - a sample of a pyramid, 2 pictures: an image of an assembled pyramid and with scattered rings; 2 pictures: an image of crying but cheerful kids playing with pyramids. Conducting the study: the study is conducted individually with children 4-7 years old and consists of 4 series. Each child participates in only one episode. After completing the task, the subject is asked to tell what he did and why.

1) The child is invited into the room (same in other episodes). In a box on the table, there are 114 rings in disarray, which are needed to make 6 pyramids. The experimenter asks the child to help fold the rings into pyramids as it was done on the sample pyramid. At the same time, they do not say who needs to help collect the pyramids and why.

2) Along with the sample pyramid, 2 pictures are shown: one shows neatly assembled pyramids (all 6) with a detailed image of the rings, located correctly in size and color; on the other there are rods and rings scattered in disarray. The child is asked to assemble pyramids, as shown in the first picture. A visual representation of correctly folded pyramids should help the child understand what result needs to be achieved in the upcoming activity and what will happen if he does not do this.

3) they use the same visual material and the same task as in the second series, the experimenter only adds: “The kids were playing here and scattered the rings, but they couldn’t collect them themselves. Help the kids, make pyramids, then they won’t cry and quarrel . Fold the pyramids as shown in this picture" (shows the first picture).

4) The experimenter shows 2 other pictures and explains that if you collect the pyramids, the kids will be happy and cheerful, and if you don’t collect them, they will cry. The subjects are told that they can take care of the babies and help them.

Methodology№ 3 Studyingwaysexpressionsemotions (G.A.Uruntaeva,YU.A.Afonkina).

Target: identify the level of expression of emotions in children.

Material: methodological material, 2-3 children for dramatization of plots. Preparing the study: select situations from the lives of children that are close and understandable to them, for example:

1. A sick mother lies in bed, the eldest daughter brings her brother.

2. During lunch in a group, a boy accidentally spills soup, all the children jump up and laugh; the boy is scared, the teacher sternly explains that he needs to be careful and that there is absolutely nothing to laugh about here.

3. The boy lost his mittens, and his hands became very cold during a walk, but he does not want to show others that he is very cold.

4. The girl was not accepted into the game, she went to the corner of the room, hung her head low and was silent, about to cry.

5. A boy or girl is happy for his friend whose drawing turned out to be the best in the group. Prepare 2-3 children to dramatize these stories. Conducting the study: the study is carried out with children aged 4 - 7 years.

1) Children prepared in advance act out a skit in front of the group, then the experimenter asks the children how the characters in this skit feel.

2) The experimenter describes the situation and offers to depict it: - show the sad, suffering face of the mother, the capricious crying boy and the sympathetic face of the girl; - show the stern face of the teacher, the laughing and then embarrassed children, the frightened face of the boy; - how the boy does not want to show that he is cold; - show the girl’s resentment; - show genuine joy for another. If children do not expressively or incorrectly portray the feelings and emotions of the characters, the experimenter again describes the situations and tells in detail what each of the characters is experiencing.

2.2 Results of the experiment and their interpretation

Methodology №1

Analysis of the results of the ascertaining experiment: experimental work was carried out with 5 children: Masha 6 years old, Sasha 6 years old, Anya 5 years old, Kolya 6 years old, Vova 5 years old.

In the first episode, they showed a picture of an adult man with a folder walking along the road. In the second series, the picture shows people in an office sitting at desks with a computer. Masha, 6 years old: in the first series of four questions asked, she answered four correctly. She described everything that is shown in the picture. In the second series of five questions asked, I answered four correctly.

Conclusion: Masha can understand the emotional states of adults. She relied on facial expressions and the clothes people were wearing. She has well-developed feelings and emotions, with the help of which she understands people's conditions.

Sasha, 6 years old: in the first series of four questions asked, he answered four correctly. I described the picture correctly. In the second series of five questions asked, I answered all of them correctly.

Anya, 5 years old: in the first series of four questions asked, she answered three correctly. I didn't describe the picture fully. In the second series, out of five questions asked, she answered three correctly.

Conclusion: Anya does not yet fully understand the emotional state of people. She relied on facial expression and what surrounds the character in the picture. Feelings and emotions are still poorly developed and not fully understood.

Vova, 5 years old: in the first series of four questions asked, he answered four correctly. He described everything that is shown in the picture. In the second series of five questions asked, I answered three correctly.

Conclusion: Vova has a practical understanding of the emotional states of adults. He relied on facial expressions and the clothes people were wearing. He has well-developed feelings and emotions, with the help of which he understands the conditions of people.

Kolya, 6 years old: in the first series of four questions asked, he answered four correctly. I described the picture correctly. In the second series of five questions asked, I answered all of them correctly.

Conclusion: Sasha can understand the emotional states of adults. He relied on his facial expression. He has well-developed feelings and emotions, with the help of which he correctly determines and understands people's states.

Conclusions from the analyzes:

After carrying out the experimental work, the following data emerged: in the first and second series, only one child out of five did not fully complete the task.

Children can understand the emotional states of people; children mainly rely on facial expressions, clothing style, and surrounding objects; at 6 years old, the understanding of emotional states is more developed than at 5 years old. The children's behavior is excellent, the work is done conscientiously, the statements are complete, there is no outburst of emotion, the state is calm.

Out of five children, one child made many mistakes and incorrectly described the emotional states of some of the characters. The rest of the children completed the task more accurately. One child has a low level of understanding of emotional states, four have a high level.

Methodology № 2

Data processing: count the number of children who completed the task correctly (+), who did not complete it (+/-) and who refused to collect the pyramids (-). The results are presented in a table. Analysis of the results of the ascertaining experiment:

Table 1

Number of tasks completed

table 2

Number of tasks completed

Conclusion: in the first series, all five children completed the task, in the second series, four completed the task, one did not complete the work, in the third series, three completed the task, two did the job poorly, in the fourth series, all 5 children completed the task.

Masha: emotional anticipation is well formed (100%);

Sasha: emotional anticipation is well formed (100%);

Anya: emotional anticipation is well formed (100%);

Kolya: emotional anticipation is well formed (100%);

Vova: emotional anticipation is formed satisfactorily (60%).

Conclusions from the analyzes:

After carrying out the experimental work, the following data were revealed:

in the first episode, all five children completed the task, in the second episode, four completed the task, one did not complete the work, in the third episode, three completed the task, two did the job poorly, in the fourth episode, all 5 children completed the task.

Children's emotional anticipation is formed normally. The children behaved calmly, at ease, listened attentively, tried to complete all the tasks that were given, and spoke fully, sincerely, in a text that was understandable to themselves and others.

Of the five children, three completed the task correctly, two made mistakes while completing the task.

Three children completed the task 100%, two completed it 60%.

Methodology №3

Data processing: analyze how children embody the emotional states of characters in skits.

They draw a conclusion about the expressiveness and richness of expressive and facial means of communication and about the development of the ability to empathize with other people. The data is presented in a table.

Table 3

5 children took part in the experimental work: Masha 6 years old, Sasha 6 years old, Anya 5 years old, Kolya 6 years old, Vova 5 years old. Analysis of the results of the ascertaining experiment: 5 children participated in this experiment: Masha 6 years old, Sasha 6 years old, Anya 5 years old, Kolya 6 years old, Vova 5 years old.

Table 4

Conclusion: in the first episode, four completed the task, one did not complete the task, in the second episode, all did not complete the task, in the third episode, everyone completed the task, in the fourth episode, four completed the task, one did not complete, in the fifth episode everyone did not fully cope with the task. Masha: normal level of development; Sasha: normal level of development; Anya: low level of development; Kolya: normal level of development; Vova: low level of development.

Conclusions from the analyzes:

After carrying out the experimental work, the following data emerged: in the first series, four coped with the task, one did not complete it, in the second series, everyone did not complete the task, in the third series, everyone coped with the task, in the fourth series, four coped with the task, one did not. until the end, in the fifth episode everyone did not fully cope with the task.

The level of expression of emotion in children is average. The children tried to show the states of the boy and girl as clearly, clearly, and emotionally as possible. They listened and watched the stories carefully, fascinatingly, the facial expression changed with each story, but it was not very pronounced; they can empathize with other people, but they express it poorly.

Of the five children, three completed the tasks, two made mistakes.

The level of expression of emotions in three children is high, in two children it is low.

TreatmentdataBy3 methods: During the study with children, the following results emerged - out of five people, three correctly express their emotions, emotional anticipation is formed, and they understand the emotional states of others. Two people express their emotions inaccurately, emotional anticipation is poorly formed, and they do not always understand people’s emotional states.

Three children - a high level of development of the emotional sphere;

Two children - a low level of development of the emotional sphere. Of 100% of children, only 60% of children have a high level of development of the emotional sphere, and 40% of children have a low level of development of the emotional sphere.

2 row - 40% of children have a low level of development of the emotional sphere;

3 row- 60% of children have a high level of development of the emotional sphere.

2.3 Development and description of the content and technology for the development of emotions

As we have already found out, the older preschooler, to a certain extent, begins to control the expression of emotions during communication with adults and peers, influencing himself and others with the help of words. In preschool age, the development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing play leads to the further development of sympathy, empathy, and the formation of camaraderie. Higher feelings are intensively developed: moral, aesthetic, cognitive. The source of humane feelings is relationships with loved ones. At previous stages of childhood, by showing kindness, attention, care, love, an adult laid a powerful foundation for the formation of moral feelings. If in early childhood a child was more often the object of feelings on the part of an adult, then the preschooler turns into a subject of emotional relationships, empathizing with other people. Practical mastery of behavioral norms is also a source of development of moral feelings. Role-playing games are also a powerful factor in the development of humane feelings. Role-playing actions and relationships help the preschooler understand the other, take into account his wishes, mood, desire. When children move from simply recreating actions and the external nature of relationships to conveying their emotional and expressive content, they learn to share the experiences of others. In work activities aimed at achieving results useful for others, new emotional experiences arise: joy from common success, sympathy for the efforts of comrades, pleasure from performing one’s duties well, dissatisfaction from one’s poor work. The main direction in the development of emotional competence in a preschooler is the emergence of the ability to manage feelings, i.e. arbitrariness of behavior.

Based on the study of the psychological characteristics of preschool children, we have developed several methods for developing the emotional competence of children of senior preschool age.

Class№1 "Put itmyselfonplaceherofairy tales"

Number of children: 10 people. Time 30-35 minutes. Goal: To develop a sense of empathy towards others. Equipment: Fairy tale "Seven Little Goats", a piece of paper, pencils, pictures. Contents: children sit at tables of 2 people. In front of them is a blank sheet of paper, pencils, illustrations for a fairy tale. The teacher sets the children up for work: “Guys, let’s help the kids escape from the wolf! Then the kids will never part with their mother!” (to awaken a sense of experience in children, as they understand that kids cannot be without their mother, just as children cannot be without their mothers). He reads a fairy tale to the children, and while reading, they look at the pictures to better imagine what is happening. The teacher asks the children to draw the character in whose place they would like to be. Then he asks questions to the drawing, for example: “Why did you choose this particular character? What would you change about him? How would you behave in his place? Would you be happy for him or sympathize with him? If the kids never saw their mother again, would you Did you sympathize with them or don’t you care?” Answers to questions are recorded by the teacher. Afterwards, children are asked to portray the feelings of the characters, for example: show how the kids cry, show how scared their mother is, show how angry the wolf is, show joy for the kids and their mother. At the end of the lesson, summaries are made about the emotional states of the children, the teacher explains to the children how to behave in situations when others are in trouble. Encourages children.

...

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abstract, added 01/29/2017

Selection of methods for studying logical thinking in children of senior preschool age, description of the stages of the experiment. Methodological recommendations for parents and teachers on the development of logical thinking in preschoolers; the use of games for its development.

thesis, added 12/24/2017

The importance of labor education in the comprehensive development of a child’s personality. Features of the formation of labor skills in children of senior preschool age during duty. Methods of organizing the work of attendants in older preschool age.

course work, added 06/24/2011

Identification of features of emotional development in preschool children with mental retardation. Development of a set of games aimed at increasing the level of the emotional sphere of preschoolers with mental retardation, which were carried out during the day, at different moments.

thesis, added 11/03/2017

The essence of vocabulary work in preschool educational institutions and its main directions. Peculiarities of vocabulary acquisition in children of older preschool age. Ways to form ideas about the qualities and properties of objects. Enriching children's vocabulary in the process of didactic games.

Introduction

Chapter I. Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents

§ 1. Concept and structure of emotional competence

· History of the development of the concept of emotional intelligence

Models of emotional intelligence

· Levels of formation of emotional intelligence

· Basic principles of developing emotional intelligence

§ 2. Development of empathy in preschool age

· Definition of the concept of “empathy” and its types

· Development of empathy

· Analysis of the mental content of the 7-year-old crisis in the development theory of L.S. Vygotsky

§ 3. Child-parent relationships as a factor in the successful development of a child

Chapter II. Empirical study of the relationship between the emotional competence of parents and preschool children

§ 1. Goals, objectives, methodology and research methods

§ 2. Description of methods

§ 3. Analysis and discussion of the results obtained

§ 4. Conclusions

Conclusion

Bibliography

Application

Introduction

The transformations taking place in our society require a new type of relationship between people, built on a humanistic basis, where an approach to Man as an individual is put forward. The restructuring of human relationships occurs in the process of establishing new values, so the formation of the emotional side of relationships in the “person-to-person” system becomes particularly relevant.

In Russian psychology, data has been accumulated that allows us to consider the development of the emotional sphere in the context of the process of personality formation (G.M. Breslav, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Gippenreiter, A.V. Zaporozhets, V.V. Zenkovsky, V.K. Kotyrlo, A.D. Kosheleva, A.N. Leontiev, M.I. Lisina, Ya.Z. Neverovich, A.G. Ruzskaya, S.L. Rubinshtein, L.P. Strelkova , D.B. Elkonin, P.M. Yakobson, etc.).

The development of a child’s emotional sphere contributes to the process of human socialization and the formation of relationships in adult and child communities.

Emotional competence is related to and based on emotional intelligence. A certain level of emotional intelligence is necessary to learn specific competencies related to emotions.

We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve set goals.

The development of emotional competence is facilitated by such relationships in the family when parents are attentive to the personal lives of their children, when they listen to the child and help him understand his emotions and feelings, when they encourage and share the interests of the child, and take into account his opinion. The tense emotional background in the family, irritability, dissatisfaction of the mother, and her reluctance to communicate with the child do not contribute to its development. High emotional competence helps to find a way out of difficult situations. As it decreases, the child’s level of aggressiveness increases. The less anxiety and frustration a child has, the higher his level of emotional competence. The formation of emotional competence is influenced by the development of such personal qualities of the child as emotional stability, a positive attitude towards oneself, a sense of internal well-being, and a high assessment of one’s empathy. The development of these qualities is primarily influenced by the general family atmosphere and the child’s relationship with his parents. Emotional competence can be developed if the family discusses the manifestations of feelings and the consequences of the child’s actions for other people, the causes of emotional situations, and attempts are made to consider the situation from the other person’s point of view.

Thus, relevance The research is determined, firstly, by the increased significance of such a fundamentally important phenomenon for interpersonal interaction and communication as empathy, secondly, by the insufficient development of the problem during the transition from preschool to primary school age, and thirdly, by the state of the issue in practice, associated with the need to establish the priority of personal interaction based on empathy as a universal human value.

Purpose of the study:

Research objectives:

Object of study

Subject of study

General hypothesis

Partial hypothesis:

1. A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.

2. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.

3. The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.

Chapter I . Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents

§ 1. Concept and structure of emotional competence

History of the development of the concept of emotional intelligence

The first publications on the problem of EI belong to J. Meyer and P. Salovey. D. Goleman’s book “Emotional Intelligence,” which is very popular in the West, was published only in 1995.

Emotional intelligence (EI) is a psychological concept that arose in 1990 and was introduced into scientific use by P. Salovey and J. Mayer, who described emotional intelligence as a type of social intelligence that affects the ability to track one’s own and others’ emotions and feelings. Salovey and Mayer initiated research efforts aimed at exploring the development of the essential components of emotional intelligence and exploring their significance. For example, they found that in a group of people who watched an unpleasant film, those who were able to easily recognize the emotions of others recovered faster (1995). In another example, people who easily recognized the emotions of others were better able to adapt to changes in their environment and build supportive social relationships.

Salovey and Mayer initiated research aimed at studying the characteristics of emotional intelligence, and the concept of “emotional intelligence” became widespread thanks to the work of Daniel Goleman and Manfred Ka de Vries.

In the early nineties, Daniel Goleman became familiar with the work of Salovey and Mayer, which ultimately led to the creation of the book Emotional Intelligence. Goleman wrote scientific articles for the New York Times, his section was devoted to research on behavior and the brain. He trained as a psychologist at Harvard, where he worked with, among others, David McClelland. McClelland in 1973 was part of a group of researchers who were looking at the following problem: why classical tests of cognitive intelligence tell us little about how to become successful in life.

IQ is not a very good predictor of job performance. Hunter and Hunter in 1984 suggested that the discrepancy between different IQ tests is on the order of 25%.

Weschler suggested that it is not intellectual ability that is essential to the ability to be successful in life. Weschler was not the only researcher to suggest that non-cognitive aspects of IQ are important for adaptation and success.

Robert Thorndike wrote about social intelligence in the late 1930s. Unfortunately, the work of the pioneers in this field was largely forgotten or overlooked until 1983, when Howard Gardner began writing about multiplicative intelligence. He suggested that intrapersonal and interpersonal intelligence are as important as IQ, as measured by IQ tests.

An example of research into IQ limitations is a 40-year longitudinal study of 450 boys from Sommerville, Massachusetts. Two-thirds of the boys were from wealthy families, and one-third had an IQ below 90. However, IQ had little effect on the quality of their work. The greatest differences were between those people who, in childhood, coped well with feelings of dissatisfaction, could control emotions and get along without other people.

It should not be forgotten that cognitive and non-cognitive abilities are closely interrelated. There is research suggesting that emotional and social skills help develop cognitive skills. An example of such a study is the study by Chaud, Michel and Peake (1990), in which a child was asked to either eat one piece of marmalade or two if he waited for the researcher. Many years later, testing of these people showed better development, along with emotional and cognitive abilities, in those who were able to wait for the researcher as children.

Martin Seliman (1995) introduced the concept of “learned optimism”. He said that optimists tend to make specific, temporary, external assumptions about the causes of an event (good or bad luck), while pessimists tend to make global, permanent, internal attributions of causes. Seliman's research has shown that novice sales managers who are optimistic are more effective (in percentage terms, their income is 37% higher than that of “pessimists”). The practical value of emotional intelligence is closely related to the area through which the concept has become widespread - we are talking about leadership theory. However, emotional intelligence can also be useful to us within the framework of psychotherapeutic practice.

Models of emotional intelligence

At the moment, there are several concepts of emotional intelligence and there is no single point of view on the content of this concept.

The concept of “Emotional intelligence” is closely related to concepts such as empathy and alexithymia.

One of the main functions of emotional intelligence is protection from stress and adaptation to changing living conditions.

There are four main components of EQ: - self-awareness - self-control - empathy - relationship skills.

The concept of emotional intelligence in its populist form is often found in the literature devoted to the problem of effective leadership. Above are the four components of emotional intelligence. Daniel Goleman also identifies a fifth one: motivation.

The study of the features of the structure of emotional intelligence began relatively recently and not in our country, so there are relatively few Russian-language materials on the topic.

In different sources, English emotional intelligence is translated differently.

Using this translation option as “emotional intelligence” connects EQ (emotionality quotient) with IQ. The question naturally arises as to how justified the use of this particular term is, given that we are talking about emotions. To assess terminological accuracy, you need to have an idea of what semantic content is embedded in the words “emotional intelligence” (this is a person’s ability to understand and express their feelings, as well as to understand and evoke the feelings of other people). It is very risky to associate emotions as manifestations of mental life with the intellect, but managing emotions on a conscious level is an activity that may well be classified as intellectual.

The very idea of emotional intelligence in the form in which this term exists now grew out of the concept of social intelligence, which was developed by such authors as Edward Thorndike, Joy Guilford, Hans Eysenck. In the development of cognitive science, at a certain period of time, too much attention was paid to informational, “computer-like” models of intelligence, and the affective component of thinking, at least in Western psychology, faded into the background.

The concept of social intelligence was precisely the link that links together the affective and cognitive aspects of the cognition process. In the field of social intelligence, an approach has been developed that understands human cognition not as a “computing machine”, but as a cognitive-emotional process.

Another prerequisite for increased attention to emotional intelligence is humanistic psychology. After Abraham Maslow introduced the concept of self-actualization in the 50s, there was a “humanistic boom” in Western psychology, which gave rise to serious integral studies of personality, combining the cognitive and affective aspects of human nature.

One of the researchers of the humanistic wave, Peter Saloway, published an article in 1990 entitled “Emotional Intelligence,” which, according to most in the professional community, was the first publication on this topic. He wrote that over the past few decades, ideas about both intelligence and emotions have changed radically. The mind ceased to be perceived as some kind of ideal substance, emotions as the main enemy of the intellect, and both phenomena acquired real significance in everyday human life.

Saloway and his co-author John Mayer define emotional intelligence as “the ability to perceive and understand personality expressions expressed in emotions, and to manage emotions based on intellectual processes.” In other words, emotional intelligence, in their opinion, includes 4 parts:

1) the ability to perceive or feel emotions (both your own and another person);

2) the ability to direct your emotions to help your mind;

3) the ability to understand what a particular emotion expresses;

4) the ability to manage emotions.

As Saloway's colleague David Caruso later wrote, "It is very important to understand that emotional intelligence is not the opposite of intelligence, not the triumph of reason over feelings, but a unique intersection of both processes."

In September 1997, the 6 Seconds Association was organized to support research on emotional intelligence and ensure the translation of its results into practice (6 Seconds provides training and development groups to improve the emotional climate in families, schools and organizations). They offer a practice-based understanding of this phenomenon: “the ability to achieve optimal results in relationships with oneself and other people.” As you can see, the definition has wide possibilities for interpretation. Options are possible both in the direction of humanism and increasing the degree of mutual understanding, and in the direction of manipulation for the purpose of obtaining personal gain. In any case, 6 Seconds understands emotional intelligence from a purely pragmatic point of view.

In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when psychologist Dr. Reuven Bar-On, an American-born Israeli, began his work in the field.

Reven Bar-On offers a similar model. Emotional intelligence in Bar-On’s interpretation is all non-cognitive abilities, knowledge and competence that give a person the opportunity to successfully cope with various life situations.

The development of models of emotional intelligence can be thought of as a continuum between affect and intelligence. Historically, the work of Saloway and Mayer was the first, and it included only the cognitive abilities associated with the processing of information about emotions. Then there was a shift in interpretation towards strengthening the role of personal characteristics. An extreme expression of this trend was the Bar-On model, which generally refused to classify cognitive abilities as emotional intelligence. True, in this case, “emotional intelligence” turns into a beautiful artistic metaphor, since, after all, the word “intelligence” directs the interpretation of the phenomenon into the mainstream of cognitive processes. If “emotional intelligence” is interpreted as an exclusively personal characteristic, then the very use of the term “intelligence” becomes unfounded.

Ability Model

Emotional intelligence is, as defined by J. Mayer, P. Salovey and D. Caruso, a group of mental abilities that contribute to awareness and understanding of one’s own emotions and the emotions of others. This approach, considered the most orthodox, is called the capabilities model.

Components of EI in the ability model

Within the framework of the ability model, the following hierarchically organized abilities that make up EI are distinguished:

1. perception and expression of emotions

2. increasing the efficiency of thinking using emotions

3. understanding your own and others’ emotions

4. managing emotions

This hierarchy is based on the following principles: The ability to recognize and express emotions is the basis for generating emotions for solving specific problems of a procedural nature. These two classes of abilities (recognizing and expressing emotions and using them in solving problems) are the basis for the externally manifested ability to understand the events that precede and follow emotions. All of the abilities described above are necessary for the internal regulation of one’s own emotional states and for successful influence on the external environment, leading to the regulation of not only one’s own, but also those of others.

It should also be noted that emotional intelligence in this concept is considered a subsystem of social intelligence.

So, summarizing all of the above, it turns out that people with a high level of emotional intelligence understand their emotions and the feelings of other people well, can manage their emotional sphere, and therefore in society their behavior is more adaptive and they more easily achieve their goals in interaction with others.

Daniel Goleman's model of emotional intelligence

Self-awareness

Emotional self-awareness. Leaders with high emotional self-awareness listen to their gut feelings and recognize the impact of their feelings on their own psychological well-being and performance. They are sensitive to their core values and are often able to intuitively choose the best course of action in a difficult situation, using their gut to perceive the big picture. Leaders with strong emotional self-awareness are often fair and sincere, able to speak openly about their feelings and believe in their ideals.

Accurate self-assessment. Leaders with high self-esteem usually know their strengths and understand their limits. They treat themselves with humor, are willing to learn skills they are not good at, and welcome constructive criticism and feedback on their work. Leaders with adequate self-esteem know when to ask for help and what to focus on when developing new leadership skills.

Control

Self confidence. Accurate knowledge of their abilities allows leaders to fully utilize their strengths. Confident leaders take on difficult tasks with joy. Such leaders do not lose a sense of reality and have a sense of self-esteem that will set them apart from groups

Curbing emotions. Leaders with this skill find ways to control their destructive emotions and impulses and even use them to benefit their cause. The epitome of a leader who is able to manage his feelings is a leader who remains calm and reasonable even under extreme stress or during a crisis - he remains equanimous even when faced with a problematic situation.

Openness. Leaders who are transparent with themselves and others live in alignment with their values. Openness—the sincere expression of one's feelings and beliefs—promotes honest relationships. Such leaders openly admit their mistakes and failures and, without turning a blind eye, fight the unethical behavior of others.

Adaptability . Adaptable leaders are able to deftly navigate multiple demands without losing focus and energy, and are comfortable with the inevitable uncertainty of organizational life. Such leaders flexibly adapt to new difficulties, deftly adapt to changing situations and are free from rigid thinking in the face of new data and circumstances.

The will to win. Leaders who possess this quality are guided by high personal standards, forcing them to constantly strive for improvement - improving the quality of their own work and the effectiveness of their subordinates. They are pragmatic, set goals that are not particularly high, but require effort, and are able to calculate the risk so that these goals are achievable. A sign of the will to win is a constant desire to learn yourself and teach others how to work more effectively.

Initiative . Leaders who have a sense of what is necessary for effectiveness, that is, who are convinced that they have luck by the tail, are characterized by initiative. They take advantage of opportunities - or create them themselves - rather than just sit by the sea and wait for the weather. Such a leader will not hesitate to break or at least bend the rules if necessary for the future. Optimism. A leader who is charged with optimism will find a way to get out of difficult circumstances; he will see the current situation as an opportunity, not a threat. Such a leader perceives other people positively, expecting the best from them. Thanks to their worldview (for them, as you know, “the glass is half full”), they perceive all upcoming changes as changes for the better.

Social sensitivity

Empathy. Leaders who have the ability to listen to others' experiences are able to tune into a wide range of emotional signals. This quality allows them to understand the unexpressed feelings of both individuals and entire groups. Such leaders are sympathetic to others and are able to mentally put themselves in the shoes of another person. Thanks to this empathy, a leader gets along well with people from different social classes or even other cultures.

Business awareness . Leaders who are acutely aware of all the movements of organizational life are often politically astute, able to identify critical social interactions and understand the intricacies of the power hierarchy. Such leaders usually understand what political forces are at work in the organization and what guiding values and unspoken rules govern the behavior of its employees.

Courtesy. Leaders with this ability strive to create an emotional climate in the organization so that employees who interact directly with clients and customers always maintain the right relationships with them. These managers closely monitor how satisfied their clients are, wanting to make sure they get everything they need. They themselves are also always ready to communicate with everyone.

Relationship management

Inspiration. Leaders with these skills know how to resonate with employees while simultaneously engaging them with a compelling vision of the future or a shared mission. Such leaders personally set an example of desired behavior for subordinates and are able to clearly communicate the overall mission in a way that inspires others. They set a goal that goes beyond everyday tasks, and thereby make the work of employees more spiritual.

Influence. Signs of the ability to influence people are varied: from the ability to choose the right tone when addressing a specific listener to the ability to attract stakeholders to your side and achieve mass support for your initiative. When leaders with this skill speak to a group, they are consistently persuasive and charming.

Help in self-improvement . Leaders who have experience developing human capabilities take a genuine interest in those they help improve—see their goals, strengths, and weaknesses. Such leaders are able to give their wards valuable advice in a timely manner. They are naturally good teachers and mentors.

Promoting change . Leaders who know how to initiate change are able to see the need for change, challenge the established order of things and advocate for a new one. They can argue persuasively for change even in the face of opposition, making a compelling case for the need for change. They know how to find practical ways to overcome obstacles that stand in their way.

Conflict resolution . Leaders who skillfully resolve disagreements know how to get conflicting parties to have a frank conversation; they are able to understand different opinions and then find common ground - an ideal that everyone can share. neither bring the conflict to the surface, accept the feelings and positions of all its participants, and then channel this energy into the channel of a common ideal.

Teamwork and cooperation. Leaders who are excellent team players create a sense of community within the organization and set an example of how they treat people with respect, compassion, and camaraderie. They involve others in an active, passionate pursuit of common ideals, strengthen morale and a sense of team unity. They take the time to create and strengthen close human relationships, not limited to the work environment.

Levels of development of emotional intelligence

Properly formed emotional intelligence makes it possible to have a positive attitude:

To the world around you, to evaluate it as one in which you can ensure success and prosperity;

To other people (as worthy of such treatment);

To yourself (as a person who is able to independently determine the goals of his life and actively act towards their implementation, and is also worthy of self-respect).

Each person has a certain level of development of his emotional intelligence. Let's look at the possible options.

Himself low level emotional intelligence corresponds to:

· emotional reactions according to the mechanism of a conditioned reflex (you were crushed in transport - you were rude in response);

· carrying out an activity with a predominance of external components over internal ones, at a low level of understanding (someone told you that this is necessary, and you do it without thinking about why? why? and is it necessary at all?);

· low self-control and high situational conditionality (i.e., you do not influence the situation, but the situation influences you and provokes certain actions and emotional reactions).

Intermediate level The formation of emotional intelligence corresponds to the voluntary implementation of activities and communication on the basis of certain volitional efforts.

High level self-control, a certain strategy of emotional response. A feeling of psychological well-being, a positive attitude towards oneself. This level of emotional intelligence development is characterized by high self-esteem.

High level emotional intelligence corresponds to the highest level of development of a person’s inner world. This means that a person has certain attitudes that reflect an individual value system. And this system of values was developed by man independently and is clearly understood by him.

This person clearly knows how he needs to behave in various life situations and at the same time he feels free from various situational demands. The choice of behavior that is adequate to the situation is carried out by such a person without excessive volitional efforts. The motivation for such behavior comes not from the outside, but exclusively from the inside. Such a person is difficult to manipulate.

And most importantly, a person feels a high level of psychological well-being and lives well in harmony with himself and the people around him.

Basic principles of developing emotional intelligence

There are two different opinions regarding the possibility of developing EI in psychology. A number of scientists (for example, J. Meyer) take the position that it is impossible to increase the level of EI, since this is a relatively stable ability. However, it is quite possible to increase emotional competence through training. Their opponents (in particular, D. Goleman) believe that EI can be developed. An argument in favor of this position is the fact that the neural pathways of the brain continue to develop until the middle of human life.

Biological prerequisites for the development of Emotional Intelligence:

Parents' EI level

Right-brain type of thinking

Properties of temperament

Social prerequisites for the development of Emotional Intelligence:

Syntonia (emotional reaction of the environment to the child’s actions)

Degree of development of self-awareness

Confidence in emotional competence

Parental education level and family income

Emotionally healthy relationships between parents

Androgyny (self-control and restraint in girls, empathy and tender feelings in boys)

External locus of control.

Religiosity

Structure of Emotional Intelligence:

Conscious regulation of emotions

Understanding (comprehension) of emotions

Discrimination (recognition) and expression of emotions

The use of emotions in mental activity.

To understand ourselves and the behavior of other people, let’s take three principles as a basis:

1. What you see does not necessarily correspond to reality - the world around us is a little more complex than it seems at first glance. Much of what happens remains beyond our conscious awareness.

2. Any human behavior, no matter how strange it may seem, always has a logical basis, you just don’t know about it.

Many of our desires, fantasies and fears are subconscious. But, nevertheless, they are the ones who most often prompt us to action.

This is not particularly pleasant to realize - it is much more pleasant to think that we have everything under control. But like it or not, we all have blind spots, and our job is to learn as much as possible about them.

3. We are all a result of our past. The early stages of life leave a deep mark on each of us, and we tend to repeat certain patterns of behavior developed in childhood. As the Japanese proverb says, “the soul of a three-year-old child remains with a person until he is a hundred years old.”

Efficiency Rules

1. Hope for success - the more confident you are of success, the more effective your actions are (if they, of course, take place - just hopes, by themselves, never give any results, and reading books is not considered an action).

2. The universality of human problems - the sooner you realize that your problem is far from exceptional and is common to another two to three million people, the sooner you will understand that options for solving it have long existed. There are NO unique problems! They all boil down to the top ten.

3. Willingness for altruism - it has a very powerful psychotherapeutic effect. By learning to help yourself, you can help your loved ones, which will have a positive impact on all your relationships.

4. Analysis of the parental family.

5. Development of socializing techniques.

6. The importance of interpersonal relationships. It is impossible to change on our own. This is only possible in relationships with other people.

7. Openly experiencing your own feelings and emotions, as well as an attempt to relive those emotions that have been repressed by you throughout your life.

8. Self-esteem and social assessment. Adequate assessment of yourself in order to stop depending on the assessments of others.

9. Self-understanding and honesty with yourself.

10. Self-discipline - without this rule, all of the above may not even be taken into account. Do a negligible amount, but EVERY DAY, cope with a task of ANY COMPLEXITY.

Diagnostic methods: testing and evaluation

Proponents of two models of social intelligence, the ability model and the mixed model, adhere to different methods for determining its level, which depends primarily on their theoretical positions. Proponents of the mixed model use methods based on self-report, and each method is based solely on the subjective views of its author. Proponents of the ability model examine emotional intelligence using a problem-solving test. (We are talking about the most developed and complex technique - MSCEIT). In each task, the solution of which reflected the development of one of the four above-mentioned components of emotional intelligence, there are several answer options, and the subject must choose one of them. Scoring can be done in several ways—consensus-based (the score for a particular answer option corresponds to the percentage of a representative sample who chose the same option) or expert assessment (the score corresponds to the proportion of a relatively small sample of experts who chose the same answer). It is the scoring that is considered the weak point of this technique.

Methods for diagnosing EI used within the framework of the ability model

Proponents of the ability model examine emotional intelligence using a variety of problem-solving test techniques. The most developed and complex technique is MSCEIT. It is developed from the theory of the “early pioneers” of emotional intelligence by Peter Saloway and John Mayer. The test consists of 141 questions that assess the test taker in two areas (Experienced and Strategic) and four scales.

1. Scale “Recognition of emotions”. It reflects the test taker’s ability to perceive and distinguish feelings, both his own and those of others. In this type of question, subjects look at a portrait and must choose how the person depicted in it feels.

2. “Thinking Help” scale. Its meaning becomes clear if we look at examples of questions: “What feelings would be most appropriate when meeting your partner’s parents?” That is, in this group of questions the emphasis is on reflection, the subject’s ability to understand which demonstration of what feelings would be most appropriate in a given situation (namely demonstration, it is not at all necessary to experience them).

3. The Emotion Understanding scale is explained as the ability to understand complex emotions and “emotional circuits” (how emotions move from one to another).

4. “Emotion Management” scale - as the ability to manage feelings and mood, both in oneself and in others.

In each task, the solution of which reflects the development of one of the four above-mentioned components of emotional intelligence, there are several answer options, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a particular answer option is correlated with the percentage of a representative sample who chose the same option) or based on expert assessments (the score is correlated with the proportion of a relatively small sample of experts who chose the same answer).

Free emotional intelligence test from a UK-based psychological testing website in English. The test consists of 70 questions and, according to developers, takes about 40 minutes. Results are given on the following scales: “Behaviour”, “Knowledge”, “Emotional insight”, “Motivation”, “Expression of emotions”, “Empathy and social intuition”. The authors also provide a fairly detailed description of each factor. The behavioral aspect of emotional intelligence characterizes how a person is perceived by others (bright, sociable, tactful, or reserved, cold, inexpressive, seeking solitude), as well as a person’s ability to control his emotions in behavioral reactions.

Factor "Knowledge" reflects a person’s knowledge necessary for emotionally “intelligent” behavior. This knowledge may concern the basic principles of social interaction, self-regulation skills, behavioral manifestations of various emotions, situations in which the manifestation of those other feelings is appropriate.

"Emotional insight into yourself" means the ability to recognize and name one’s feelings (that is, not only to understand from the physiological state that some feeling is being experienced, but also to recognize and name it), as well as to be aware of the motives of one’s own behavior.

The next factor is responsible for a person’s ability to adequately express and control their emotions, as well as adequately respond to manifestations of other people’s feelings. "Empathy and Social Intuition" differs from the previous one in that it places the main emphasis on whether a person is able to adequately understand the motives behind the actions of others.

The domestic development of the “Emotional Intelligence” test of the Humanitarian Technologies Laboratory is an attempt to adapt this test for Russian-speaking users. Initially, this test had the same factor structure, however, since it is still in the process of testing and modification, the final Russian version may differ from the English one.

Among the Russian-language tests for emotional intelligence, there is a questionnaire by N. Hall published in Ilyin’s 2001 book. It contains only 30 statements, the degree of agreement with which the subject scales from (-3) to (+3), and the factor structure is similar to the already described factors of the EQ questionnaire from the Queendom.com website.

Also in scientific works there is a mention of the methodology developed at the Institute of Psychology of the Russian Academy of Sciences (Lyusin D.V., Maryutina O.O., Stepanova A.S.). They distinguish two types of emotional intelligence: intrapersonal and interpersonal, and build their questionnaire according to this division. They include all forms of understanding and interpretation of other people's emotions as interpersonal intelligence, and intrapersonal intelligence, respectively, as their own.

There are also non-test methods for assessing emotional intelligence based on “360 degree” technology, i.e. cross-assessment (when in a group of subjects everyone is asked to evaluate everyone).

§ 2. Development of empathy in preschool age

Definition of the concept “Empathy” and its types

EMPATHY (from the Greek empatheia - empathy) is a category of modern psychology, meaning a person’s ability to imagine himself in the place of another person, to understand the feelings, desires, ideas and actions of another, on an involuntary level, to have a positive attitude towards his neighbor, to experience feelings similar to him, to understand and accept his current emotional state. Showing empathy towards your interlocutor means looking at the situation from his point of view, being able to “listen” to his emotional state.

The term “empathy” was introduced into psychology by E. Titchener to denote internal activity, the result of which is an intuitive understanding of the situation of another person.

Among the modern definitions of empathy are the following:

– knowledge about the internal state, thoughts and feelings of another person;

– experiencing the emotional state in which the other is;

– activity of reconstructing another person’s feelings using imagination; thinking about how a person would behave in someone else’s place (role taking);

– grief in response to another person’s suffering; an emotional reaction oriented towards another person, corresponding to the subject’s idea of the other person’s well-being, etc.

It was found that an important aspect of empathy is the ability to take the role of another person, which allows you to understand (feel) not only real people, but also fictional ones (for example, characters in works of fiction). Empathic ability has also been shown to increase with more life experience.

The most obvious example of empathy is the behavior of a dramatic actor who gets used to the image of his character. In turn, the viewer can also get used to the image of the hero, whose behavior he observes from the auditorium.

Empathy as an effective tool of communication has been at the disposal of man since the moment he was separated from the animal world. The ability to cooperate, get along with others, and adapt to society was necessary for the survival of primitive societies.

Empathy as an emotional response to the experiences of another is carried out at different levels of mental organization, from elementary reflexive to higher personal forms. At the same time, empathy should be distinguished from sympathy, empathy, and sympathy. Empathy is not sympathy, although it also includes the correlation of emotional statuses, but is accompanied by a feeling of concern or concern for another. Empathy is not sympathy, which begins with the words “I” or “me”; it is not agreement with the point of view of the interlocutor, but the ability to understand and express it with the word “you” (“you should think and feel this way”).

Within humanistic psychology, empathy is seen as the basis of all positive interpersonal relationships. Carl Rogers, one of the main inspirers of humanistic psychology and founder of client-centered therapy, defines empathy as “accurately perceiving the inner world of another person and its associated emotions and meanings, as if you were that person, but without losing it “as if.” "". Empathic understanding, when the therapist conveys the perceived contents to the client, Rogers considers the third most important condition of client-centered therapy, closely interrelated with the other two - authenticity, congruence of the therapist, when the latter “is himself in relation to the client,” is open to to his inner experience and expresses to the client what he really experiences, as well as with the unconditional positive attitude of the psychotherapist towards the client.

In positive psychology, empathy is one of the highest human qualities, along with optimism, faith, courage, etc. Empathy is also highlighted here as a personality trait, which can be cognitive (the ability to understand and anticipate), affective (the ability to react emotionally) and active (the ability to participate) in nature.

A. Vallon shows the evolution of a child’s emotional responsiveness to the feelings of adults and children: a child in the early stages of development is connected with the world through the affective sphere, and his emotional contacts are established according to the type of emotional contagion. This kind of connection is described as syntony or extra-intellectual consonance, the need for orientation in the emotional mood of other people (K. Obukhovsky, L. Murphy, etc.).

Marcus views empathy as an individual’s ability to understand the inner world of another person, as an interaction of cognitive, emotional and motor components. Empathy occurs through acts of identification, introjection and projection.

The manifestation of empathy is observed already in the early stages of ontogenesis: the behavior of an infant who, for example, burst into tears in response to the strong crying of a “comrade” lying nearby (at the same time, his heartbeat also quickens), demonstrates one of the first types of empathic response - undifferentiated when the child being is not yet able to separate his emotional state from the emotional state of another. Moreover, scientists have not come to a consensus whether empathic reactions are innate or acquired during development, but their early appearance in ontogenesis is beyond doubt. There is evidence that educational conditions are conducive to the development of the ability to empathize. For example, if parents have a warm relationship with their children and pay attention to how their behavior affects the well-being of others, then children are more likely to show empathy towards other people than those who did not have such empathy in childhood. conditions of education.

A series of studies by D. Batson and his colleagues convincingly demonstrate that the experience of empathy associated with the idea of the well-being of another person awakens altruistic motivation, the goal of which is to improve the well-being of the other; Thus, a feeling of empathy towards a person in need of help awakens the desire to help him.

Women and men do not differ in their level of emotional intelligence, but men have a stronger sense of self-esteem, and women have a stronger sense of empathy and social responsibility.

Types of empathy:

There are:

Emotional empathy, based on the mechanisms of projection and imitation of the motor and affective reactions of another person;

Cognitive empathy based on intellectual processes (comparison, analogy, etc.);

Predictive empathy, manifested as a person’s ability to predict the affective reactions of another in specific situations.

The following are special forms of empathy:

Empathy is the subject’s experience of the same emotional states experienced by another person through identification with him;

Empathy is the experience of one’s own emotional states regarding the feelings of another person.

An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, role-taking, decentralization, etc.), is the weak development of the reflexive side, isolation within the framework of direct emotional experience. (Reflection (from Latin reflexio - turning back) is the ability of a person’s consciousness to focus on himself).

Developing Empathy

Parents, family, and childhood have a huge influence on human development. The family usually hosts the first years of a person’s life, which are decisive for the formation, development and formation. The family largely determines the range of his interests and needs, views and value orientations. Moral and social qualities are laid down in the family.

The development of empathy and the assimilation of moral norms is based on the child’s emerging focus on others, determined by the peculiarities of children’s communication with adults and, above all, with parents.

In the field of developmental psychology, A. Beck and V. Stern laid the foundation for the study of empathy and its manifestations in children. The problem of empathy is considered in connection with the formation of a child’s personality, the development of forms of behavior, and social adaptation.

Subsequently, A. Vallon (1967) was attracted to this problem in the aspect of the development of the child’s emotional sphere, and he outlined the evolution of the child’s emotional responsiveness to the feelings of adults and children. Vallon notes that in the first stages of life a child is connected with the world through the affective sphere, and his emotional contacts are established according to the type of emotional contagion.

According to A. Vallon, in the second year of life the child enters a “situation of sympathy.” At this stage, the child seems to be merged with a specific communication situation and with a partner whose experiences he shares. The “situation of sympathy” prepares him for the “situation of altruism.” At the stage of altruism (4-5 years), the child learns to relate himself and others, to be aware of the experiences of other people, and to anticipate the consequences of his behavior.

Thus, as the child develops mentally, he moves from lower forms of emotional response to higher moral forms of responsiveness.

L.B. Murphy defines empathy as the ability to be emotionally responsive to the distress of another, the desire to alleviate or share his condition. Empathy manifests itself in adequate forms in children who are adapted to social life and who have received maximum trust, love, and warmth in the family.

H.L. Roche and E.S. Bordin consider empathy one of the most important sources of child personality development. In their opinion, empathy is a combination of warmth, attention and influence. The authors rely on the idea of child development as a process of establishing a balance between the needs of parents and the child. Maintaining a balance of needs makes education effective if empathy determines the psychological climate of a child’s learning to relate to people.

Empathy in the relationship between parents and children is possible only when parents understand the feelings of their children, take part in their affairs and allow them some independence. Empathetic relationships between parents facilitate the process of adaptation of a teenager. In relationships with adults, empathy acts as a motivation for behavior that changes as the child develops emotionally and intellectually.

Compassion in children, especially adolescents, is accompanied by an act of altruism. The one who is most sensitive to the emotional state of another is willing to help and least prone to aggression. Sympathy and altruistic behavior are characteristic of children whose parents explained moral standards to them, rather than instilling them with strict measures.

The development of empathy is the process of forming involuntary moral motives, motivations in favor of another. With the help of empathy, the child is introduced to the world of other people’s experiences, an idea of the value of the other is formed, and the need for the well-being of other people develops and consolidates. As the child develops mentally and his personality is structured, empathy becomes a source of moral development.

P.A. Sorokin paid special attention in his research to the role of love in raising children. And today his teaching about the method of love, which should be present “... in any successful method of moral and social education of a normal child,” is relevant today. Love, considered P.A. Sorokin, manifests itself as a decisive factor in the life, mental, moral and social well-being and development of the individual. P.A.

Sorokin found that “unloved and unloving children produce a higher proportion of perverted, hostile and unbalanced adults than children who grew up under the shadow of beneficent love.” Having studied the biographies of great altruists who grew up to be apostles of love, he came to the conclusion that almost all of them came from harmonious families where they were desired and loved.

A successful family is a family where the psychological climate is characterized by mutual trust, and a failed family is a family where there is no such trust. According to the opinion of A.V. Petrovsky: “A family, three or four people connected by family ties, may or may not become a team, depending on the nature of interpersonal relationships.”

Unfortunately, many families do not perform such an important function as providing emotional support to their members and creating a sense of psychological comfort and security. And the interaction of children with parents is not aimed at a specific activity, children and parents are not connected by a common favorite activity, parents rarely discuss the problems of their children, rarely rejoice at their successes, parents are less likely to share their experiences even with each other.

Violation of emotional contact with parents, lack of emotional acceptance and empathic understanding seriously traumatizes the child’s psyche and has a negative impact on the development of children and the formation of the child’s personality.

“Difficult” children are the result of family trauma: conflicts in the family, lack of parental love, parental cruelty, inconsistency in upbringing. Children often learn not only positive, but also negative patterns of behavior from their parents; if elders in the family call for honesty, but they themselves lie, for restraint, and are hot-tempered and aggressive, then the child will have to make a choice, and in these conditions he will always protest against demands to behave in an exemplary manner if parents do not do this themselves.

The style of parents' relationships with their children, their positions and attitudes towards them influence the formation of empathy. Unsatisfactory relationships with parents create a danger of disrupting the subsequent development of empathy in a child as a personal formation and can lead to the fact that he may turn out to be insensitive to the problems of another person, indifferent to his joys and sorrows. The style of parental attitude towards children is very important, in which emotional acceptance or rejection of the child, educational influences, understanding of the child’s world, and prediction of his behavior in a given situation are manifested.

It is very important for a child that he grows and even “flourishes” in an atmosphere of benevolence and kindness. Upbringing should be inspiration; a child must be inspired with recognition, sympathy and empathy, sympathy, smile, admiration and encouragement, approval and praise.

The meaning of empathic relationships between people is revealed to the child first of all by the adults raising him.

The influence of parents should be focused on the development of kindness in the child, complicity with other people, acceptance of himself as a necessary, loved and significant person for them.

Empathy arises and is formed in interaction, in communication.

The future of the child depends on the educational influence of the family, on what qualities are developed and formed. The future - as an empathic person who knows how to hear another, understand his inner world, subtly reacts to the mood of the interlocutor, sympathizes, helps him, or an unempathetic person - self-centered, prone to conflicts, unable to establish friendly relationships with people.

Parents can be recommended the following: to sort out moral and conflict situations with their children, because often in such situations children hear only themselves, they are focused exclusively on themselves, you need to help them hear their partner, understand their emotional state, teach them to take the position of another, imagine themselves on his place. In the process of communication, there is a joint perception of the current situation, an understanding of one’s own behavior. Only an interested, friendly attitude towards the child will help (allow) him to fully develop, which will provide the best opportunity for mutual understanding and successful communication.

A child is a reflection of family relationships; he must be raised by personal example, become a model for him, support and guide the child’s efforts.

Children who have close, warm emotional relationships with their parents are more likely to share their problems with them (tell situations associated with the manifestation of certain emotions, experiences), and also more often hear about the feelings and emotional states of their parents.

Successful education of empathy and empathetic behavior (empathy, sympathy and assistance to others) is possible on the basis of the development of creative imagination with a combination of children's activities (perception of fiction, games, drawing, etc.), mediating communication and interaction between an adult and a child: empathy for characters A work of art, especially a fairy tale, is a complex of feelings, which includes the following emotions: compassion, condemnation, anger, surprise. These socially valuable emotions must still be consolidated, actualized, and lead to results (helping behavior, assistance) in the appropriate context, which an adult can and should create. The following forms can also be used: a creative puppet show, a conversation game with characters, a creative role-playing game based on the plot of a fairy tale.

Empathy has a significant impact on the nature of the individual’s relationship to the outside world, to himself, to other people, and regulates the process of the individual’s entry into society.

In her study, Kuzmina V.P. concludes that “… empathy is the connecting link in the relationship between an adult and a child, which determines the latter’s entry into the community of peers. Formed empathy optimizes the process of socialization of the child, giving him a humanistic, spiritual orientation. The form and stability of a child’s manifestation of empathy towards peers depends on the characteristics of parent-child relationships in the family. This dependence is determined by the concept of “social connectedness”, represented by the following chain: an empathetic attitude towards a child in the family (the formation of empathy in a child as a personal characteristic according to the laws of internalization-exteriorization (the child’s empathic attitude towards parents (feedback) and a peer (direct connection)).

Empathy is primary in relation to behavior and, through internalization and subsequent exteriorization, is “absorbed” by the individual into himself, and then directed to other people (Kuzmina V.P.).

Empathic, trusting interaction of family members with each other largely determines the harmonious development of the individual. For the full development of the ability to empathize, sympathize, and help another person, an atmosphere of family and friendly relations is necessary.

Analysis of the mental content of the 7-year-old crisis in the development theory of L.S. Vygotsky

It has long been noted that a child, during the transition from preschool to school age, changes very dramatically and becomes more difficult in educational terms than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolchild.

Recently, a number of studies have appeared on this age. The results of the research can be schematically expressed as follows: a 7-year-old child is distinguished primarily by the loss of childish spontaneity. The immediate cause of children's spontaneity is insufficient differentiation of internal and external life. The child’s experiences, his desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in a preschooler.

Everyone knows that a 7-year-old child quickly grows in length, and this indicates a number of changes in the body. This age is called the age of teeth change, the age of elongation. Indeed, the child changes dramatically, and the changes are deeper, more complex in nature than the changes that are observed during the three-year crisis.

The child begins to behave, be capricious, and walk differently than he walked before. Something deliberate, absurd and artificial appears in behavior, some kind of fidgeting, clowning, clowning; the child pretends to be a buffoon. No one will be surprised if a preschool child says stupid things, jokes, plays, but if a child pretends to be a buffoon and thereby causes condemnation rather than laughter, this gives the impression of unmotivated behavior.

The most significant feature of the seven-year crisis could be called the beginning of differentiation between the internal and external aspects of the child’s personality.

Naivety and spontaneity mean that the child is the same on the outside as he is on the inside. One calmly passes into the other, one is directly read by us as the discovery of the second.

The loss of spontaneity means the introduction of an intellectual moment into our actions, which wedges itself between experience and direct action, which is the direct opposite of the naive and direct action characteristic of a child. This does not mean that the crisis of seven years leads from immediate, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.

At the age of 7, we are dealing with the beginning of the emergence of such a structure of experiences, when the child begins to understand what it means “I am happy”, “I am sad”, “I am angry”, “I am kind”, “I am evil”, i.e. . he develops a meaningful orientation in his own experiences. Just as a 3-year-old child discovers his relationship with other people, so a 7-year-old child discovers the very fact of his experiences. Thanks to this, some features appear that characterize the crisis of seven years.

1. Experiences acquire meaning (an angry child understands that he is angry), thanks to this the child develops such new relationships with himself that were impossible before the generalization of experiences. Just like on a chessboard, when with each move completely new connections arise between the pieces, so here completely new connections arise between experiences when they acquire a certain meaning. Consequently, by the age of 7, the entire nature of a child’s experiences is rebuilt, just as a chessboard is rebuilt when a child learns to play chess.

2. By the seven-year crisis, generalization of experiences, or affective generalization, the logic of feelings, first appears. There are deeply retarded children who experience failure at every step: normal children play, an abnormal child tries to join them, but is refused, he walks down the street and is laughed at. In short, he loses at every turn. In each individual case, he has a reaction to his own insufficiency, and a minute later you look - he is completely satisfied with himself. There are thousands of individual failures, but there is no general feeling of one’s worthlessness; he does not generalize what has happened many times before. A school-age child experiences a generalization of feelings, i.e. if some situation happens to him many times, he develops an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory. For example, a preschool child has no real self-esteem or pride. The level of our demands on ourselves, on our success, on our position arises precisely in connection with the crisis of seven years.

A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but a child of this age does not have self-esteem as such, but generalized attitudes towards others and an understanding of his own value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that behavioral difficulties change sharply and radically; they are fundamentally different from the difficulties of preschool age.

Such new formations as pride and self-esteem remain, but the symptoms of the crisis (mannering, antics) are transient. In the crisis of seven years, due to the fact that differentiation of internal and external arises, that semantic experience arises for the first time, an acute struggle of experiences also arises. A child who does not know which candy to take - bigger or sweeter - is not in a state of internal struggle, although he hesitates. Internal struggle (contradictions of experiences and choice of one’s own experiences) becomes possible only now. It is necessary to introduce into science a concept that is little used in the study of the social development of a child: we do not sufficiently study the child’s internal attitude towards the people around him, we do not consider him as an active participant in the social situation. In words we acknowledge that it is necessary to study the child’s personality and environment as a unity.

But it is impossible to imagine the matter in such a way that on one side there is the influence of the individual, and on the other - the environmental influence, that both of them act in the manner of external forces. However, in reality, this is very often what they do: wanting to study unity, they first tear it apart, then try to connect one with the other.

And in the study of difficult childhood, we cannot go beyond such a formulation of the question: what played the main role, the constitution or environmental conditions, psychopathic conditions of a genetic nature or conditions of the external environment of development? This comes down to two main problems that should be clarified in terms of the child’s internal attitude during crises to the environment.

The first main drawback in the practical and theoretical study of the environment is that we study the environment in its absolute terms. The examination is always the same, regardless of the child or his age. We study some absolute indicators of the environment as a situation, believing that, knowing these indicators, we will know their role in the development of the child. Some Soviet scientists elevate this absolute study of the environment to a principle.

In the textbook edited by A.B. Zalkind, you find the position that the child’s social environment basically remains unchanged throughout his development. If we keep in mind the absolute indicators of the environment, then to a certain extent we can agree with this. In fact, this is completely false from both a theoretical and practical point of view. After all, the essential difference between a child’s environment and an animal’s environment is that the human environment is a social environment, that the child is part of the living environment, that the environment is never external to the child. If the child is a social being and his environment is a social environment, then the conclusion follows that the child himself is part of this social environment.

Consequently, the most significant turn that must be made when studying the environment is the transition from its absolute to relative indicators - it is necessary to study the child’s environment: first of all, it is necessary to study what it means for the child, what is the child’s attitude to individual aspects of this environment. Let's say a child does not speak until he is one year old. After he speaks, the speech environment of his loved ones remains unchanged. Both before and after the year, in absolute terms, the speech culture of those around me did not change at all. But, I think, everyone will agree: from the minute when the child began to understand the first words, when he began to pronounce the first meaningful words, his attitude towards speech moments in the environment, the role of speech in relation to the child changed greatly.

Every step in a child’s advancement changes the influence of the environment on him. From a developmental point of view, the environment becomes completely different from the minute the child moves from one age to another. Consequently, we can say that the sensation of the environment must change in the most significant way compared to how it has usually been practiced among us until now. It is necessary to study the environment not as such, not in its absolute terms, but in relation to the child. The same environment in absolute terms is completely different for a child of 1 year, 3, 7 and 12 years. Dynamic change in the environment, attitude comes to the fore. But where we talk about relationship, a second point naturally arises: relationship is never a purely external relationship between the child and the environment, taken separately. One of the important methodological issues is the question of how to realistically approach the study of unity in theory and research. We often have to talk about the unity of personality and environment, the unity of mental and physical development, the unity of speech and thinking. What does it mean to find leading units every time, i.e. finding such shares in which the properties of unity as such are combined. For example, when they want to study the relationship between speech and thinking, they artificially separate speech from thinking, thinking from speech, and then ask what speech does for thinking and thinking for speech. It appears as if these are two different liquids that can be mixed. If you want to know how unity arises, how it changes, how it influences the course of child development, then it is important not to break the unity into its constituent parts, because thereby the essential properties inherent in this particular unity are lost, but to take the unit, for example, in relation to speech and thinking. Recently, they have tried to isolate such a unit - take, for example, value. The meaning of a word is often a word, a speech formation, because a word without meaning is not a word. Since every meaning of a word is a generalization, it is a product of the child’s intellectual activity. Thus, the meaning of a word is a unit of speech and thinking, further indecomposable.

You can outline a unit for studying personality and environment. This unit in pathopsychology and psychology is called experience.

In experience, therefore, there is given, on the one hand, the environment in relation to me, in the way I experience this environment; on the other hand, the peculiarities of the development of my personality affect it. My experience is reflected in the extent to which all my properties, as they have developed in the course of development, participate here at a certain moment.

If we give some general formal position, it would be correct to say that the environment determines the development of the child through the experience of the environment. The most significant thing, therefore, is the rejection of absolute environmental indicators; the child is part of a social situation, the relationship of the child to the environment and the environment to the child is given through the experiences and activities of the child himself; environmental forces acquire guiding significance through the child’s experiences. This requires a deep internal analysis of the child’s experiences, i.e. to the study of the environment, which is transferred to a large extent inside the child himself, and is not reduced to the study of the external environment of his life.

§3 Child-parent relationships as a factor in the development of a successful child

The study of the influence of the emotional component of child-parent interaction on the mental development of a child is presented in the works of E.I. Zakharova. The author has identified qualitative and quantitative criteria for full emotional communication between parents and a preschooler. With a deficit of emotional contacts, the process of mental personal development is hampered and distorted, and the underestimation of the development of empathy in preschool children in practical terms today leads to difficulties in children’s relationships with peers.

One of the most important and original ideas for psychology of L.S. Vygotsky’s idea is that the source of mental development is not inside the child, but in his relationship with an adult.

The importance of an adult for the mental development of a child was (and is) recognized by most Western and domestic psychologists. However, communication with adults acts in them as an external factor promoting development, but not as its source and beginning. The attitude of an adult towards a child (his sensitivity, responsiveness, empathy, etc.) only facilitates the understanding of social norms, reinforces appropriate behavior and helps the child submit to social influences. Mental development is considered as a process of gradual socialization - the child’s adaptation to external social conditions. The mechanism of such adaptation may be different. This is either overcoming innate instinctual drives (as in psychoanalysis), or reinforcement of socially acceptable behavior (as in theories of social learning), or the maturation of cognitive structures that subjugate the child’s asocial, egocentric tendencies (as in the school of J. Piaget). But in all cases, as a result of socialization and adaptation, the child’s own nature is transformed, rebuilt and subordinated to society.

According to the position of L.S. Vygotsky, the social world and the surrounding adults do not confront the child and do not rebuild his nature, but are an organically necessary condition for his human development. A child cannot live and develop outside of society; he is initially included in social relations, and the younger the child, the more social a being he is.

M.I. Lisina, on the one hand, relies on the concept of L.S. Vygotsky, and on the other hand, becomes the founder of an original and valuable scientific school. She brought a new subject to Russian psychology - communication between a child and an adult - and a new approach to its scientific research. The initiator of this direction was teacher M.I. Lisina - A.V. Zaporozhets (who in turn was a direct student and ally of L.S. Vygotsky). He invited Maya Ivanovna to explore the living reality of communication, and not its actual result. The question he posed was: what happens between mother and child, and how is cultural norms transmitted through their interactions? Obviously, this question directly follows from the concept of L.S. Vygotsky is its concretization. M.I. Lisina was ready for such a formulation of the question, since it coincided with her own interests.

It should be noted that at this time (60s) extremely interesting research on the psychology of infancy began in foreign psychology, in which the characteristics of the mother’s relationship to the child were analyzed. New data on the competence of the infant were published, various models of maternal behavior (mother-ring) were described, facts were obtained indicating the synchronization and consistency of the interaction between mother and infant, and attachment theory took shape as an independent direction. M.I. Lisina, thanks to her good knowledge of foreign languages, was familiar with these studies and had a natural interest in them. At the same time, the theoretical interpretation of these works, carried out from the standpoint of psychoanalysis or behaviorism, seemed to her clearly unsatisfactory. Examining the baby, following L.S. Vygotsky, as a maximally social being and understanding the significance of his relationships with close adults, M.L. Lisina sought to build a theoretical model that would allow these facts to be interpreted within the framework of a cultural-historical concept. However, such a ready-made model, as well as the psychology of infancy in general, did not exist in our country at that time. M.I. Lisina actually became the founder of the Russian psychology of infancy. Her abstract article “The influence of relationships with close adults on the development of a young child” became a notable event in the life of Soviet psychologists. She attracted the attention of the psychological community not only to new facts obtained in world psychology, but also to the earliest stages of ontogenesis. At the same time, in the late 60s - early 70s. M.I. Lisina and under her leadership carried out extremely interesting experimental studies of communication between infants and adults and its influence on the mental development of the child, etc., which can be considered as a continuation and development of the traditions of L.S. Vygotsky.

One of the main methods in these studies was a comparative study of children raised with and without families in closed-type children's institutions. This can also be seen as a continuation of the traditions of L.S. Vygotsky, who, as is known, considered the study of development under conditions of pathology as one of the methods of genetic psychology. In conditions of both organic and communicative deficits, the development process slows down, unfolds over time, and its patterns appear in an open, expanded form. Children in orphanages are provided with everything necessary for survival (normal food, medical care, clothing and toys, educational activities, etc.). However, the lack of individually addressed, emotional communication with adults significantly inhibits and deforms the mental development of children. As shown by the works of M.I. Lisina, the “addition” of such communication has a significant impact on various aspects of the mental development of children: on their cognitive activity, on mastering objective actions, on the development of speech, on the child’s attitude towards adults, etc.

In his research, M.I. Lisina not only relied on the ideas of L.S. Vygotsky about the role of communication in the mental development of an infant, but also specified, supplemented, and sometimes revised them. Thus, as one of the main neoplasms of infancy, L.S. Vygotsky considered a peculiar psychological unity of a child and an adult, which he designated by the term “prama.” M.I. Lisina showed that communication takes place between an infant and an adult in which both partners are active and which is possible only with the psychological separation of the child and the adult. By attracting the attention of an adult and responding to his influences, the baby perceives him as a separate being that does not coincide with him. Consequently, already in the first months of life, the child separates himself from the adult, and does not merge with him. Objecting to L.S. Vygotsky, M.I. Lisina spoke not about unity, but about the emotional and personal connections of a child with an adult, which she considered as the main new formation in the first half of life.

Based on the above, we conclude that the development of emotional competence is facilitated, first of all, by the general family atmosphere and the child’s relationship with his parents.

High emotional competence helps to find a way out of difficult situations. As it decreases, the child’s level of aggressiveness increases. The formation of emotional competence is influenced by the development of such personal qualities of the child as emotional stability, a positive attitude towards oneself, a sense of internal well-being, and a high assessment of one’s empathy.

Emotional competence can be developed if the family discusses the manifestations of feelings and the consequences of the child’s actions for other people, the causes of emotional situations, and attempts are made to consider the situation from the other person’s point of view.

Chapter 2. Empirical study of the characteristics of emotional competence of preschool children

§ 1. Purpose, objectives and research methods

Purpose of the study: study of the emotional and psychological characteristics of preschool children in relation to the level of emotional competence of their parents.

Research objectives:

Study and analysis of literature on the research topic;

Studying the emotional competence of parents;

Studying the level of empathy of parents;

Study of parent-child relationships;

Study of frustration in preschool children;

Studying the level of self-esteem of children;

Studying the level of creative development of preschool children;

Studying the emotional sensitivity of preschool children.

Object of study: emotional competence of parents and preschool children

Subject of study: the relationship between the emotional competence of parents and the emotional and behavioral characteristics of preschool children.

General hypothesis: emotionally competent parents contribute to more favorable emotional and mental development of the child.

Partial hypothesis:

4. A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.

5. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.

6. The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.

The following methods were used as psychodiagnostic tools:

Method of analyzing literature on the research topic;

Psychodiagnostic methods (testing)

Methods of mathematical and statistical analysis of the obtained data:

The basis of our work was psychological research conducted among children attending preparatory courses for school and their parents (mothers).

The research took place in several stages.

At the first stage of the study, we conducted a survey of parents of preschool children using the original method of Marina Alekseevna Manoilova, Ph.D. psychol. Sciences, senior lecturer at the Department of Psychology and Sociology of the Pskov Free Institute “Diagnostics of Emotional Intelligence - MPEI”.

Based on the results of the survey, two subgroups were identified from the group of parents. The first group included parents with a high level of emotional intelligence (35 points and above), the second group included parents with a low level (up to 5 points). We divided the children based on the indicators of their parents. Accordingly, the first group included children whose parents had a high level of emotional competence, and the second group included children with a low level.

The group of parents with a high level of emotional competence consisted of 15 people, and the group of parents with a low level of emotional competence - 20 people.

Description of methods

The developed methodology for diagnosing EI is a questionnaire consisting of 40 question-statements. The subject is asked to rate the degree of his agreement with each statement on a 5-point scale.

The questionnaire contains 4 subscales and 3 integral indices: the general level of EI, the severity of intrapersonal and interpersonal aspects of EI. For a description of the methodology, see Appendix No. 1.

2. Methodology “Diagnostics of the level of empathy” (V. V. Boyko)

In the structure of empathy, V.V. Boyko identifies several channels.

Rational channel of empathy. Characterizes the focus of attention, perception and thinking of the subject expressing empathy on the being of another person - on his condition, problems, behavior. This is a spontaneous interest in another, opening the floodgates of emotional and intuitive reflection of a partner. In the rational component of empathy, one should not look for logic or motivation of interest in another. The partner attracts attention with his beingness, which allows the person expressing empathy to impartially reveal his essence.

Emotional channel of empathy. The ability of the subject of empathy to emotionally resonate with others - to empathize, to participate - is recorded. Emotional responsiveness in this case becomes a means of “entering” the partner’s energy field. It is possible to understand his inner world, predict behavior and effectively influence only if there has been an energetic adjustment to the person to whom empathy is addressed.

Intuitive channel of empathy. The score indicates the respondent’s ability to see the behavior of partners, to act in conditions of a lack of initial information about them, relying on experience stored in the subconscious. At the level of intuition, various information about partners is closed and generalized. Intuition, presumably, is less dependent on evaluative stereotypes than the meaningful perception of partners.

Attitudes that promote or hinder empathy accordingly, they facilitate or hinder the action of all empathic channels. The effectiveness of empathy is likely reduced if a person tries to avoid personal contacts, considers it inappropriate to show curiosity about another person, and has convinced himself to be calm about the experiences and problems of others. Such mindsets sharply limit the range of emotional responsiveness and empathic perception. On the contrary, various channels of empathy operate more actively and reliably if there are no obstacles from personal attitudes.

Penetration in empathy is regarded as an important communicative property of a person, which allows creating an atmosphere of openness, trust, and sincerity. Each of us, through our behavior and attitude towards our partners, contributes to or hinders the exchange of information and energy. Relaxation of the partner promotes empathy, and an atmosphere of tension, unnaturalness, and suspicion prevents disclosure and empathic understanding.

Identification - another sine qua non for successful empathy. This is the ability to understand another on the basis of empathy, putting oneself in the place of a partner. Identification is based on lightness, mobility and flexibility of emotions, and the ability to imitate.

For a description of the methodology and questionnaire, see Appendix No. 2

3. Experimental - psychological methodology for studying frustration reactions of S. Rosenzweig.

S. Rosenzweig's technique allows us to study, first of all, the direction of the subject's reactions in a situation of stress, which, without a doubt, is an interpersonal conflict. The technique also reveals the type of response, which to some extent reveals the values of the individual. The type of response answers the question in which area lies the most vulnerable place of the subject, with what, first of all, his emotions will be connected: will he concentrate on the obstacle, studying its properties, and trying to overcome it; will he defend himself, being a weak, vulnerable person; or he will focus on ways to get what he wants. Rosenzweig uses the following concepts:

-extrapunitive reactions (the reaction is directed at the living or non-living environment in the form of emphasizing the degree of a frustrating situation, in the form of condemning the external cause of frustration, or is charged with the responsibility of another person to resolve this situation);

-intropunitive reactions (the reaction is directed at oneself; the subject accepts the frustrating situation as favorable for himself, accepts the blame or takes responsibility for correcting this situation);

-impulsive reactions (the frustrating situation is viewed by the subject as insignificant, as the absence of someone’s fault, or as something that can be corrected by itself, if you just wait and think about it);

Rosenzweig reactions also differ in terms of their types:

-type of reaction “with fixation on an obstacle” (in the subject’s response, the obstacle that caused the frustration is strongly emphasized or interpreted as a kind of benefit, not an obstacle, or is described as not having serious significance);

- type of reaction “with fixation on self-defense” (the main role in the subject’s response is played by the defense of oneself, one’s “I”, and the subject either blames someone, or admits his guilt, or notes that responsibility for frustration cannot be attributed to anyone);

- type of reaction “with fixation on need satisfaction” (the response is aimed at solving the problem; the reaction takes the form of a demand for help from other people to solve the situation; the subject himself takes on the solution to the situation or believes that time and the course of events will lead to its correction).

4. Study of self-esteem using the Dembo-Rubinstein method.

This technique is based on the direct assessment by preschoolers of a number of personal qualities, such as abilities, character, authority among peers, the ability to do a lot with their own hands, appearance, self-confidence. The subjects are asked to mark with certain signs on vertical lines the level of development of these qualities and the level of aspirations, i.e. the level of development of these same qualities that would satisfy them.

Instructions: Any person evaluates his abilities, capabilities, character, intelligence, etc. The level of development of each quality of the human personality can be conventionally depicted by a vertical line, the lower point of which will symbolize the lowest development, and the upper point the highest. There are seven lines drawn on the form. They mean:

a) Intelligence, abilities

d) The ability to do a lot with your own hands

e) Appearance

f) Self-confidence

Below each line is written what it means. On each line, mark with a line (-) how you assess the development of this quality, side of your personality at the moment. After this, mark with a cross (x) at what level of development of these qualities and sides you would be satisfied with yourself or feel proud of yourself.

Processing of results: processing is carried out on 6 scales. Each answer is expressed in points. The dimensions of each scale are 100 mm, in accordance with this, the answers of preschoolers receive quantitative characteristics.

1. For each of the six scales, the following is determined: a) the level of claims - the distance in mm from the bottom point of the scale (“0”) to the “x” sign; b) height of self-esteem – distance in mm from the bottom scale to the “-” sign.

2. The average value of self-esteem indicators and level of aspirations on all six scales is determined. The average values of the indicators are compared with the table:

Low medium high

Level of aspirations up to 60 60-74 75-100

Level of self-esteem up to 45 45-59 60-100

5. Methodology for determining the level of creative imagination and empathy in preschool children (authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996)

Subtest No. 1: “Free drawing.”

Material: sheet of paper, set of felt-tip pens.

The subject was asked to come up with something unusual.

4 minutes were allotted to complete the task. The child’s drawing is assessed in points according to the following criteria:

10 points - the child, within the allotted time, came up with and drew something original, unusual, clearly indicating an extraordinary imagination, a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.

8-9 points - the child came up with and drew something quite original and colorful, although the image is not completely new. The details of the picture are worked out well.

5-7 points - the child came up with and drew something that, in general, is not new, but carries obvious elements of creative imagination and leaves a certain emotional impression on the viewer. The details and images of the drawing are worked out moderately.

3-4 points - the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.

0-2 points - in the allotted time, the child was unable to come up with anything and drew only individual strokes and lines.

Conclusions about the level of development:

10 points – very high;

8-9 points – high;

5-7 points – average;

3-4 points – low;

0-2 points – very low.

Subtest No. 2: “Definition of empathy” (emotional sensitivity).

Stimulus material:

Cards with images of gnomes. Each gnome depicts different human emotions on his face (joy, calm, sadness, fear, anger, ridicule, embarrassment, fear, delight)

The subject was asked to try to depict each emotion on his face, then name the corresponding feeling.

Evaluation of results: The more expressions the child identified, the higher his emotional sensitivity. The best result is 9 points.

Subtest No. 3: “Unfinished drawing.”

Material: 1) A sheet of paper with the image of 12 circles, not touching each other (arranged in 3 rows of 4 circles).

2) On a piece of paper there is an unfinished drawing of a dog, repeated 12 times.

Simple pencils.

The subject was asked:

At the first stage: from each circle, depict various images using additional elements.

At the second stage: it is necessary to sequentially complete the image of the dog, so that each time it is a different dog. The change in image goes as far as depicting a fantastic animal.

Evaluation of results:

0-4 points – very low result;

5-9 points – low;

10-14 points – average;

14-18 – tall;

19-24 – very tall.

It is counted how many circles the subject turned into new images, how many different dogs he drew. The results obtained for 2 series are summarized.

§ 2. Research results and their discussion

The research results obtained using the emotional intelligence diagnostic technique are presented in Table No. 1

Diagnosis of the emotional competence of parents of preschool children in the group we studied made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.

Table No. 1

Note: ** marks indicators that differ with a confidence level of ρ≤0.01

Now let’s check the reliability of the differences between the study groups according to various indicators. We will check the significance of the differences using the Student method (t-test) for independent samples.

Student's t method (t-test) – uh This is a parametric method used to test hypotheses about the reliability of the difference in means when analyzing quantitative data on populations with a normal distribution and with the same variance. In the case of independent samples, the formula is used to analyze the difference in means

where is the average of the first sample; - average of the second sample;

S1 - standard deviation for the first sample;

S2 – standard deviation for the second sample;

n 1 and n 2 – the number of elements in the first and second samples.

In our study, n 1 =15 (EC), n 2 =20 (EneK).

Let’s check the reliability of the differences on scale No. 1 “Awareness of your feelings and emotions”

The obtained empirical value t (4.38) is in the zone of significance.

T = 4.38, p< 0,05; достоверно.

It is obvious that on the “Awareness of your feelings and emotions” scale, the group of parents with a high level of emotional competence is superior to the group of parents with a low level of emotional competence.

Let’s check the reliability of the differences on scale No. 2 “Managing your feelings and emotions”

T = 2.34, p< 0,05; достоверно.

On the “Managing your feelings and emotions” scale, the indicators of the group of parents with a high level of emotional competence are higher than the indicators of the group of parents with a low level of emotional competence

Let’s check the reliability of the differences on scale No. 3 “Awareness of the feelings and emotions of other people”

T = 5.01, p< 0,05; достоверно.

On the “Awareness of the feelings and emotions of other people” scale, the parents of the second group showed lower scores than the first.

Let’s check the reliability of the differences on scale No. 4 “Managing the feelings and emotions of other people”

T = 5.01, p< 0,05; достоверно.

On the scale “Managing the feelings and emotions of other people,” the group of parents with a low level of emotional competence showed lower scores than the group of parents with a high level of emotional competence.

Diagram No. 1

Arithmetic average indicators for diagnosing emotional intelligence (parents)

2. Study of the level of empathy of parents of preschool children

The results of the study are presented in Table No. 2.

Table No. 2

Let’s check the reliability of the differences on scale No. 1 “Rational channel of empathy”

The obtained empirical value t (4.5) is in the zone of significance.

T =4.5, p< 0,05; достоверно.

Conclusion: The rational channel of empathy is better developed among parents of the group with a high level of emotional competence.

Let’s check the reliability of the differences on scale No. 2 “Emotional channel of empathy”

T =3.3, p< 0,05; достоверно.

Conclusion: The emotional channel of empathy is also better developed among parents of the group with a high level of emotional competence.

Let’s check the reliability of the differences on scale No. 5 “Penetrating ability in empathy”

The obtained empirical value t (2.3) is in the zone of uncertainty.

T =2.3, p< 0,05; достоверно. Вывод: Показатель «Проникающая способность в эмпатии» развит лучше в группе родителей с высоким уровнем эмоциональной компетентности.

Let’s check the reliability of differences on scale No. 6 “Identification in empathy”

T =3.9, p< 0,05; достоверно.

Conclusion: Identification in empathy is better developed in the group of parents with a high level of emotional competence.

Diagram No. 2

Arithmetic average indicators of the “Diagnostics of the level of empathy” method (V.V. Boyko) parents

Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.

3. Research on the characteristics of the emotional side of parent-child interaction

The results of the study are presented in table No. 3

	Parents with high levels of emotional competence	Parents with low levels of emotional competence
1) The ability to perceive the child’s condition
2) Understanding the causes of the condition
3) The ability to empathize
4) Feelings in an interaction situation
5) Unconditional acceptance
6) Treat yourself like a parent
7) The predominant emotional background of interaction
8) Desire for physical contact
10) Focus on the child’s condition
11) The ability to influence the child’s condition

Note: indicators that are significantly different are marked with *, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01

Let’s check the reliability of the differences on scale No. 1 “Ability to perceive the child’s condition”

The obtained empirical value t (2.7) is in the zone of uncertainty.

T =2.7, p< 0,05; достоверно.

Conclusion: The ability to perceive the child’s condition is higher among parents of the group with a high level of emotional competence

Let’s check the reliability of the differences on scale No. 2 “Understanding the causes of the condition”

The obtained empirical value t (2.5) is in the zone of uncertainty.

T =2.5, p< 0,05; достоверно.

Conclusion: understanding of the causes of the child’s condition is higher among parents in the group with a high level of emotional competence than in the group of parents with a low level of emotional competence.

Let’s check the reliability of differences on scale No. 9 “Providing emotional support”

The obtained empirical value t (3.7) is in the zone of significance

T =3.7, p< 0,05; достоверно.Вывод: родители группы, с высоким уровнем эмоциональной компетентности оказывают эмоциональную поддержку своим детям в большей степени.

Diagram No. 2

Arithmetic mean values of the characteristics of the emotional side of child-parent interaction

An analysis of the results of a study of the characteristics of relationships towards a child among parents with different levels of emotional competence showed that parents with a high level of emotional competence show significantly higher abilities to understand the child’s condition. Emotionally competent parents are more capable of empathizing with their children compared to parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. In general, we can conclude that the emotional side of parent-child interaction is much more favorable in families in which parents have a high level of emotional competence.

4. Study of frustration reactions of preschool children

Research results obtained using the methodology for studying frustration reactions of S. Rosenzweig

Extrapunitive

Intropunitive

Impunitive

"with fixation on obstacles"

"with a fixation on self-defense"

“with a fixation on need satisfaction”

Note: indicators that are significantly different are marked with *, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01

Let's check the differences in the “Extrapunitive reaction” indicator using Fisher's angular test.

The Fisher test is designed to compare two samples according to the frequency of occurrence of the effect of interest to the researcher.

The criterion evaluates the reliability of differences between the percentages of two samples in which the effect of interest to us was recorded.

The essence of the Fisher angular transformation is to convert percentages into central angle values, which are measured in radians. A larger percentage will correspond to a larger angle φ, and a smaller percentage will correspond to a smaller angle, but the relationships here are not linear: φ = 2*arcsin(), where P is the percentage expressed in fractions of one.

As the discrepancy between the angles φ1 and φ2 increases and the number of samples increases, the value of the criterion increases. The larger the value of φ*, the more likely it is that the differences are significant.

Fisher test hypotheses

H0: The proportion of individuals who exhibit the effect under study is no greater in sample 1 than in sample 2.

H1: The proportion of individuals who exhibit the studied effect is greater in sample 1 than in sample 2.

So, let’s check the differences in the “Extrapunitive reaction” indicator,

H 0: The proportion of people who chose “Extrapunitive reaction in the group of preschoolers with parents with a low level of emotional competence is no more than in the group of preschoolers with parents with a high level of emotional competence

H 1: The proportion of people who chose “Extrapunitive reaction” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.

φ * em = 2,53

φ * em > φ * cr

H 1 is accepted: The proportion of people who chose “Extrapunitive reaction” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.

Let's check the differences in the “Intropunitive reaction” indicator.

To perform the calculations, we assume that two hypotheses are possible:

H 0: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is no greater than in the group of preschool children with parents with a low level of emotional competence.

H 1: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.

φ * em = 1,795

φ * em > φ * cr

The obtained empirical value φ* is in the zone of uncertainty Н 0 is rejected

H 1 is accepted: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.

Let’s check the differences in the “fixation on need satisfaction” indicator.

To perform the calculations, we assume that two hypotheses are possible:

H 0: The proportion of people who chose “fixation on meeting” the needs of preschoolers with parents with a high level of emotional competence is no greater than in the group of preschoolers with parents with a low level of emotional competence.

H 1: The proportion of individuals who chose the “fixation on need satisfaction” reaction in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.

φ * em = 2,626

φ * em > φ * cr

The obtained empirical value φ* is in the zone of significance. H0 is rejected

H 1 is accepted: The proportion of individuals who chose the “fixation on need satisfaction” reaction in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.

So, let’s check the differences in the indicator “fixation on self-defense”

To perform the calculations, we assume that two hypotheses are possible:

H 0: The proportion of individuals who chose “fixation on self-defense” in the group of preschool children with parents with a low level of emotional competence is no greater than in the group of preschool children with parents with a high level of emotional competence.

φ * em = 2,73

φ * em > φ * cr

The obtained empirical value φ* is in the zone of significance. H 0 is rejected

H 1 is accepted: The proportion of individuals who chose “fixation on self-defense” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.

Diagram No. 3

Frequency of occurrence of frustration reactions in the studied groups of preschool children

So, an experimental psychological study of frustration reactions of preschoolers depending on the level of emotional competence of their parents made it possible to establish the following:

Study of self-esteem using the Dembo-Rubinstein method

The results are presented in tables No. 4

Table No. 4

Arithmetic average indicators of self-esteem of preschoolers

	Preschoolers with parents with low levels of emotional competence
	Level of aspiration	Level of self-esteem	Level of aspiration	Level of self-esteem
1.Intelligence, abilities
2. Character

4.Ability to do a lot with your own hands
5.Appearance
6.Self-confidence

Let’s check the reliability of the difference in the level of aspirations of the “Intelligence, Abilities” indicator

The obtained empirical value t (7.7) is in the zone of significance.

T = 7.7, p< 0,05; достоверно.

Conclusion: obviously, in the group of preschool children with parents with a low level of emotional competence, the level of aspiration in terms of the “Intelligence, abilities” indicator is higher than in the group of preschool children with parents with a high level of emotional competence.

Let's check the reliability of the difference in the level of self-esteem of the indicator “Intelligence, abilities”

t =3.7, p< 0,05; достоверно

Conclusion: The level of self-esteem in terms of “Intelligence, abilities” is higher in the group of preschool children who have parents with a high level of emotional competence.

Let’s check the reliability of the difference in the level of self-esteem of the indicator “Authority among peers”

t =5.2, p< 0,05; достоверно.

Conclusion: The level of self-esteem in terms of “Authority among peers” is higher in the group of preschoolers who have parents with a high level of emotional competence.

Let’s check the reliability of the difference in the level of aspirations of the indicator “Ability to do a lot with your own hands”

The obtained empirical value t (1.07) is in the zone of uncertainty

t =1.07, p< 0,05; достоверно.

Conclusion: the level of aspirations for the indicator “The ability to do a lot with one’s own hands” is higher in the group of preschoolers who have parents with a high level of emotional competence

t =2.38, p< 0,05; достоверно.

Conclusion: the level of self-esteem in terms of “The ability to do a lot with your own hands” is also higher in the group of preschoolers who have parents with a high level of emotional competence

Let’s check the reliability of the difference in the level of aspirations of the “Self-confidence” indicator

t =5.4, p< 0,05; достоверно.

Conclusion: obviously, in the group of preschool children with parents with a high level of emotional competence, the level of aspiration according to the indicator “ Self confidence" is higher than in the group of preschool children with parents with a low level of emotional competence.

Let’s check the reliability of the difference in the level of self-esteem of the indicator “Ability to do a lot with your own hands”

t =4.4, p< 0,05; достоверно.

Diagram No. 4

Arithmetic average indicators of the level of aspirations of preschoolers

If you look at the diagram, you can see that the level of aspirations in the group of preschool children with parents with a low level of emotional competence is higher in terms of the indicator “Intelligence, abilities”, and in the group of preschool children with parents with a high level of emotional competence the level of aspirations is higher in terms of “ Self confidence".

Diagram No. 5

Arithmetic average indicators of the level of self-esteem of preschoolers

Looking at diagram No. 3, you can see that in the group of preschool children with parents with a high level of emotional competence, the level of self-esteem is higher in terms of “Intelligence, abilities”, “Authority among peers”, “Self-confidence” than in the group of preschool children with parents with a low level of emotional competence.

Conclusion: a study of self-esteem in preschoolers showed that the level of aspirations and self-esteem is interconnected with the level of emotional competence of parents. A high level of emotional competence of parents contributes to the formation of more adequate self-esteem and level of aspiration in preschool children.

5. Study of the level of creative imagination and empathy in preschool children using the methods of the authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996).

The survey results are presented in tables No. 5,6,7

Table No. 5

Subtest No. 1 Definition of creative imagination

Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01

t =3.7, p< 0,05; достоверно.

Conclusion: creative imagination is better developed in a group of preschoolers who have parents with a high level of emotional competence

Table No. 6

Subtest No. 2 Definition of creative imagination

Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01

Let's check the reliability of the difference in the level of creative imagination (subtest No. 1)

t =3.8;p< 0,05; достоверно.

Conclusion: subtest No. 2 confirmed that creative imagination is better developed in the group a preschooler with parents with a high level of emotional competence

Table No. 7

Subtest No. 3 Definition of empathy

Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01

Let's check the reliability of the difference in the level of empathy

t =3.7, p< 0,05; достоверно.

The obtained empirical value t (3.7) is in the zone of significance.

Conclusion: empathy is better developed in a group of preschoolers who have parents with a high level of emotional competence

Diagram No. 6

Arithmetic average indicators of the level of creative imagination and empathy in preschool children

Conclusion: the results of the study made it possible to state a higher development of creative imagination and empathy in preschool children whose parents show a high level of emotional competence. A higher level of creative imagination in preschoolers whose parents have a high level of emotional competence, diagnosed by 2 subtests, which allow determining the development of creative imagination

§3 Conclusions:

Study of parents' emotional competence

1. Diagnosis of the emotional competence of parents of preschool children in the group we studied made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.

2. Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.

3. Analysis of the results of a study of the characteristics of relationships towards the child among parents with different levels of emotional competence showed that parents with a high level of emotional competence show significantly higher abilities to understand the child’s condition. Emotionally competent parents are more capable of empathizing with their children compared to parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. In general, we can conclude that the emotional side of parent-child interaction is much more favorable in families in which parents have a high level of emotional competence.

Study of emotional and behavioral characteristics of preschool children depending on the level of emotional competence of their parents

4. An experimental psychological study of frustration reactions of preschool children depending on the level of emotional competence of their parents allowed us to establish the following:

Children of parents with a high level of emotional competence are significantly more likely to resort to intropunitive reactions and reactions to satisfy needs in situations of frustration

Children in this group exhibit extraputative reactions and reactions with a fixation on self-defense less often than others. It can be stated that children who have parents with a high level of emotional competence have a higher psychological maturity

The emotional competence of parents can be a successful behavioral model for the child, and also helps to create a more favorable atmosphere for the child’s mental growth. The most clear evidence of this is the dominant reaction in a situation of frustration in children - the search for ways to resolve it and focus on satisfying needs.

5. A study of self-esteem in preschoolers showed that the level of aspirations and self-esteem is interconnected with the level of emotional competence of parents. A high level of emotional competence of parents contributes to the formation of more adequate self-esteem and level of aspiration in preschool children.

6. The results of the study made it possible to state a higher development of creative imagination and empathy in preschool children whose parents show a high level of emotional competence. A higher level of creative imagination is found in preschoolers whose parents have a high level of emotional competence, diagnosed by 2 subtests, which allow determining the development of creative imagination.

7. Thus, the main hypothesis of our study was confirmed. Emotionally competent parents contribute to more favorable emotional and mental development of the child.

In particular:

A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.

The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.

The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.

Conclusion

In modern society, the problem of understanding and expressing emotions is quite acute. Recently, a cult of a rational attitude towards life has been artificially implanted in society, embodied in the image of a certain standard - an unbending and seemingly emotionless person.

But people who have the ability to destroy the generally accepted, ordinary order, i.e. Those who are creative (Simpson) are aware of their own and other people's emotions, differentiate between them, and use this information to guide their thinking and actions. This awareness of emotions can be defined as emotional competence (emotional intelligence).

Emotional intelligence does not include general ideas about oneself and assessment of others. It focuses on understanding and using one's own emotional states (intrapersonal aspect) and the emotions of others (interpersonal or social aspect) to solve problems and regulate behavior.

The concept of “emotional intelligence” is defined as:

The ability to act with the internal environment of one’s feelings and desires;

The ability to understand personality relationships, represented in emotions, and manage the emotional sphere on the basis of intellectual analysis and synthesis;

The ability to effectively control emotions and use them to improve thinking;

The set of emotional, personal and social abilities that influence the overall ability to cope effectively with environmental demands and pressures;

Emotional-intellectual activity;

It can be noted that individuals with a high level of development of emotional intelligence have pronounced abilities to understand their own emotions and the emotions of other people, as well as to manage the emotional sphere, which leads to higher adaptability and effectiveness in communication.

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The relationship between the emotional competence of parents and the emotional and behavioral characteristics of preschool children. Development of emotional competence of children of senior preschool age

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The role of the teacher in the formation of social and personal competence of a preschooler

Content of the concept? social competence? preschooler

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“Formation of social competence of children of senior preschool age”

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Introduction

The emotional distress of a child is one of the objects of attention of psychologists, educators, and parents. Emotional disturbances represent, on the one hand, deviations from the norm, and on the other hand lead to disturbances in the child’s social contacts.

Timely and high-quality diagnosis of such problems and adequate corrective measures can prevent the emergence of undesirable tendencies in personality development and the emergence of various forms of deviant behavior.

Chapter 1. The problem of developing emotional competence in children of senior preschool age

1.1 Concept of emotional competence

There are several approaches to the concept of competence, let's consider them.

Competence (competence) - 1. In general, a person’s ability to complete a task or do something.

2. Qualification, skill of a person in any business or type of activity.

3. The quality of a person, expressed in the possession of knowledge, skills and abilities necessary for the successful implementation of the relevant business or a certain type of activity.

4. In linguistics and psycholinguistics - knowledge of language and the ability to use various types of speech in communicating with people.

Competence - ( from Latin competens - appropriate) the ability to integrate knowledge and skills with their use in the conditions of changing requirements of the external environment.

We will understand by competence, the quality of a person, expressed in possession of the knowledge, skills and abilities necessary for the successful completion of the relevant business or a certain type of activity.

Emotions- this is a mental reflection in the form of a direct biased experience of the life meaning of phenomena and situations, determined by the relationship of their objective properties to the needs of the subject.

Emotions- a special class of subjective psychological states that reflect, in the form of direct experiences, sensations of pleasant and unpleasant, a person’s attitude to the world and people, the process and results of his practical activity.

Emotionalcompetence,ByD. Goleman- capabilities

recognize your own feelings and the feelings of other people, for the purpose of self-motivation, as well as for the purpose of managing your internal emotions and emotions in relationships with other people [D. Goleman].

We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve set goals.

Moving from a conceptual to an empirical model, in 1990, Carolyn Saarni introduced in the context of developmental psychology the concept of emotional competence, which is conceptualized as the unity of three aspects: “self-identity”, character and developmental history.

Represents emotional competence in the spirit of Hayvighurst's tasks as a set of 8 types of abilities or skills:

1) awareness of one’s own emotional states;

2) the ability to distinguish between the emotions of other people;

3) the ability to use the vocabulary of emotions and forms of expression accepted in a given culture;

4) the ability of sympathetic and empathic inclusion in the experiences of other people;

5) the ability to be aware that the internal emotional state does not necessarily correspond to the external expression both in the individual himself and in other people;

6) the ability to cope with one’s negative experiences using self-regulation strategies;

7) awareness that the structure or nature of relationships is determined both by the emotional expression in the relationship and by the degree of emotional reciprocity or symmetry in the relationship;

8) be emotionally adequate, accept your own emotions and correspond to your own ideas about the desired emotional “balance”.

According to D. Goleman, emotional competence consists of two main components: personal competence(in self-management), which, in turn, includes:

1. self-understanding, i.e. adequate self-esteem, self-confidence;

2. Self-regulation, i.e. self-control,

reliability, integrity, etc.;

3. Motivation, i.e. motive for achievement, optimism, commitment, etc.; And social competence ( establishing relationships), it includes empathy, i.e. understanding

others, development of others, political sense, etc.; and social skills, i.e. persuasion, communication, conflict resolution, ability to work in a team, etc.

D. Goleman also notes that there are 3 main factors in the formation of emotional competence:

· High motivation to form;

· Using feedback from friends, colleagues and others around you;

· Constant self-improvement.

The components of emotional competence are:

· Self-esteem

Self-regulation

· Empathy

· Social skills

Having examined the concepts and components of emotional competence, we can now consider how they manifest themselves in older preschool age.

1.2 Features of emotional development in older preschool age

Thus, on the one hand, the development of emotions is determined by the emergence of new motives and their subordination, and on the other hand, emotional anticipation ensures this subordination.

The development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing games lead to the further development of sympathy, empathy, and the formation of camaraderie. Higher feelings are intensively developed: moral, aesthetic, cognitive.

The source of humane feelings is precisely relationships with loved ones. At previous stages of childhood, by showing kindness, attention, care, love, an adult laid a powerful foundation for the formation of moral feelings.

Thus, the features of emotional development in older preschool age are as follows:

1. the child masters social forms of expressing feelings;

2. the role of emotions in the child’s activities changes, emotional anticipation is formed;

3. higher feelings are formed - moral, intellectual, aesthetic;

4. the ability to foresee the emotional results of one’s activities appears;

5. The preschooler turns into a subject of emotional relationships, empathizing with other people.

1.3 Development and enrichment of emotional competence in older preschool age

In addition, emotional development is associated with the accumulation of social experience and behavior of the child. Children's emotions significantly influence the actions of the adults around them and vice versa.

When working with children, emotional competence is the result of pedagogical influences.

Purposeful enhancement of children's social and emotional competence underlies the increasing complexity of their social relationships and emotional experiences.

Thus:

Emotional development is an important factor for the full development of a child, his adaptation to the social world and his readiness for schooling.

The development and enrichment of “emotional competence” in children will be aimed at:

· development of self-awareness (awareness of one’s own emotions and feelings) and self-regulation (conscious regulation of emotional states and behavior);

· development of a sense of empathy, the ability to understand the inner world of other people;

· increasing self-confidence, developing a sense of self-acceptance;

· development of communication skills and the ability to resolve conflicts;

· development of socially significant motives of behavior;

· development of the cognitive sphere;

· development of creative activity and awareness of one’s individuality;

· reduction of aggressiveness and antisocial behavior.

Chapter 1 Conclusions

1. We will take D. Goleman’s approach as a basis. Emotional competence is the ability to recognize one's own feelings and the feelings of others, for the purpose of self-motivation, as well as for the purpose of managing one's internal emotions and emotions in relationships with other people.

2. The components of emotional competence are:

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