Pedagogical conditions for the development of emotional intelligence of a preschool child in a preschool education institution

Abstract

The article examines the issue of organizing work on the development of the emotional sphere of a preschool child, particularly in the direction of emotional intelligence. An analysis of the psychological and pedagogical literature on this issue was made. Four directions of theoretical development of the specified subject were identified (psychoanalytic, humanistic, behavioral and cognitive). As a supporter of the cognitive direction, the author was interested in the conditions for the development of the emotional intelligence of a preschool child, under which the specified work will proceed most effectively. For this purpose, the pedagogical conditions for the development of the emotional intelligence of a preschooler in a preschool education institution were identified and characterized. It is highlighted how to ensure a sufficient amount of emotional knowledge of pupils, the components of the teacher's behavior strategies in solving the tasks of the emotional development of a preschool child, the components of the educational environment that contribute to the emotional development of a preschooler, advice to parents on the principles of organizing parent-child relations are given. It was emphasized that the most favorable condition for the development of emotional intelligence is the democratic style of pedagogical activity. Conclusions were made regarding the creation of strong foundations for the development of a high level of emotional intelligence in children.