Development of emotional intelligence as a direction of psychological counseling in a preschool education institution

Abstract

The article highlights the issue of psychological counseling of preschoolers in a
preschool education institution (PEI). Scientific research on the issue of
psychological counseling on the development of preschool children is analyzed. It
is established that there are disagreements between researchers of this issue
regarding psychological counseling of preschoolers. It is determined that there are
three types of psychological counseling in a preschool education institution: of
preschoolers themselves, parents (guardians) of preschoolers and teachers. The
opinion is expressed that psychological counseling of preschoolers should be a
comprehensive approach that combines diagnostics, correction, development and
prevention. A list of questions that parents and teachers most often ask is outlined.
It is determined that one of the areas of psychological counseling of preschoolers
can be the development of emotional intelligence, which allows a comprehensive
approach to resolving a number of requests to a practical PEI psychologist. A list of
scientists and practicing teachers involved in the implementation of emotional
intelligence development in the educational process of a preschool education
institution is provided. The components of emotional intelligence and the
corresponding criteria for effective work on the development of a child's emotional
intelligence are identified. Relevant recommendations for conducting psychological
counseling are provided: for working with children (various exercises, games, fairy
tales, tasks), for working with parents (useful video links and a list of
recommendations with explanations) and for working with teachers (theoretical
materials in the form of a list of emotional competencies (intrapersonal,
interpersonal) as components of emotional competence, which in turn is an
important personal characteristic of professional competence) and training).