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РАЗВИТИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА В НАЧАЛЬНОЙ ШКОЛЕ
Сёмкин А.В., Кощжанова Ж.А. Кокшетауский университет им.Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В этой статье мы углубимся в тему эмоционального развития ученика младших классов, узнаем методы правильного развития, узнаем, какие занятия связаны с эмоциональным развитием ребенка.
Ключевые слова: эмоциональная компетентность, развитие личности младшего школьника.
DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRIMARY SCHOOL AGE
Semkin A.V., Koshzhanova Zh. А. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will delve deeply into the topic of emotional development of a primary school student, learn the methods of proper development, find out what activities are associated with the emotional development of a child. Consider the process of becoming a person.
Key words: emotional competence, development of the personality of a younger student.
Primary school age covers the period of a child's life from 6 to 11 years. With the admission to school, significant changes occur in the lives of children. With the beginning of the child's education in school, there is a transition from playing activity to learning as the leading activity of primary school age, in which the main mental neoplasms are formed.
Primary school age is a period of intensive intellectual development of children and improvement of significant personal qualities (independence, hard work, and so on). D. B. Elkonin noted that the development of a child from the moment of birth to maturity is the formation of him as a member of society, the process of becoming a person. During the formation of the child as a person, the process of development of his psyche and consciousness takes place from the elementary forms of reflection inherent in the infant to the developed forms of conscious reflection of reality characteristic of an adult.
In primary school age, attention is formed. The most important goal of studying in primary school is the development of the central psychological neoplasm of this age, the formation
of arbitrary attention of schoolchildren. The role of verbal and semantic memorization increases, and the ability to consciously manage your memory and regulate its manifestations develops. In the early school years, children have an improvement in the recreative imagination.
D. B. Elkonin, like L. S. Vygotsky, believes that changes in perception, in the memory of younger schoolchildren are the result of changes in thinking. It is this thinking that is the central object of development in this period of childhood.
Thinking in primary school age displays the main properties and signs of objects and phenomena, which makes it possible to make simple conclusions. School education is structured in such a way that verbal and logical thinking develops first of all. The main achievements of primary school age are determined by the leading nature of educational activities and are largely determinative for further years of study. At the primary school age, the educational activity becomes the leading one. It has a certain structure.
Let us briefly consider the components of educational activity in accordance with the ideas of D. B. Elkonin. The first component is motivation.
Educational activity is polymotivated — it manifests itself in motivation and is determined by a variety of educational motives. Note that among them there are motives that are more suitable for educational tasks. D. B. Elkonin calls them educational and cognitive motives. They are based on the cognitive need and the need for self-development. The child should be motivated not only by the result, but also by the learning process itself. It is also a motive for personal growth, self-improvement, and the formation of one's abilities.
The second component is a learning task, i.e. a system of tasks in which the child learns the most general ways of doing things. It is necessary to distinguish between a training task and individual tasks. Usually, when children find solutions to many specific problems, they spontaneously discover a common way to solve them, and this way is realized to a different extent in different students, and they make mistakes when solving similar problems. Developmental learning involves a common 9 "discovery" and formulation by children and teachers of a way to solve a whole class of problems. In this case, the general method is learned as a model and is easier to transfer to other tasks of this class, the educational work becomes more productive, and errors are not observed so often and disappear faster.
The third component is control. First, the educational activity is controlled by the teacher. But gradually, the children themselves begin to control their actions. Without self-control, learning activities can not be so effective, so its development is a very important educational task. It is not enough to control the work only by the result. The child needs a step-by-step control of their actions. It is necessary to check the correctness and completeness of its activities. To teach a child self-control means to develop his attention.
The authors A.V. Aleshina, S. T. Shabanov note that " ... in the modern world, for successful adaptation to the demands of society, a person must possess a developed emotional intelligence, the ability to comprehend their own and other people's emotions and manage them."
Researcher E. M. Alexandrovskaya considers " ... one of the most important areas of spiritual and moral education of primary school children is the formation of orientation to another person, as only through the reaction of another person the child feels his experience of social
interaction and gets the knowledge to build relationships with the surrounding world. Still in the process of teaching younger students, the emotional life of the child and his ability to build relationships are taken out of the pedagogical process, and the predominant role is occupied by cognitive development." In this regard, the problem of studying the emotional intelligence of primary school students still remains unsolved."
According to E. P. Ilyin, " ... the emotional component performs not only an informing, but also a special function in the structure of the child's motivation. Emotions that arise as part of motivation play an important role in determining the direction of behavior and how it is performed. The child's experience of events happening to and around him becomes more significant than just understanding emotions. Based on their own emotions and the emotions of other people, the child learns to recognize and receive information about what is happening in the real life of society."
Speech is one of the most important mental processes of a primary school student, and the mastery of speech goes in the lessons of the native language along the lines of its sound-rhythmic, intonation side; along the lines of mastering the grammatical structure and vocabulary, increasing the vocabulary and awareness of their own speech processes.
One of the functions of speech that come to the fore is the communicative one. The speech of a junior school student is varied in the degree of arbitrariness, complexity, and planning, but his statements are very direct. Often this is speech-repetition, speech-naming, the child may be dominated by compressed, involuntary, reactive (dialogic) speech.
Speech development is the most important aspect of general mental development in childhood. Speech is inextricably linked to thinking. As the child learns to master speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to exercise self-regulation and self-control of activities.
In primary school age, "a very significant acquisition of the child's speech development is the mastery of written speech, ... which is of great importance for the child's mental development." During this period, there is an active training in reading (i.e., understanding written speech) and
writing (building your own written speech). Learning to read and write, the child learns in a new way - coherently, systematically, thoughtfully-to build his oral speech.
At the school lesson, the teacher can use a number of tasks and exercises that contribute to the general speech development of children: enriching the vocabulary, improving the grammatical structure of speech, etc.
After studying the features of the emotional sphere of primary school children and comparing them with the main components of emotional intelligence (the Mayer-Salovey-Caruso model of abilities: recognition of one's own emotions, possession of emotions, understanding the emotions of other people, self-motivation), we can draw the following conclusions:
1. The younger student is already able to recognize some of his emotions (especially positive ones), but has difficulty naming them, therefore, their awareness is not fully realized. It is necessary to use such exercises that would allow the child to learn to listen to their own emotional reactions and put them into words.
2. The younger student is already more able to control emotions than the preschooler. At first, this is difficult for him, but through the implementation of daily tasks and requirements, he learns to control his emotions with willpower.
3. The understanding of other people's emotions in the younger student is still weakened, he can interpret the external manifestations of experiences incorrectly. It is necessary to teach the child through educational or game situations to determine the manifestations of certain emotions in facial expressions, voice tone.
4. Positive emotions from the realization of their own success, the teacher's assessments act as the main motivation for younger students, encouraging them to study. The success of the child in school and the associated experiences reinforce his desire to learn, while failures, poor performance can, on the contrary, suppress him.
Thus, primary school age is an important stage in the development of emotional intelligence. At this stage, it is still too early to talk about significant results, but the features of the emotional sphere of the younger student and the associated opportunities are the basis for the subsequent development of emotional intelligence.
Bibliographic list
1. Andreeva, I. N. Prerequisites for the development of emotional intelligence / I. N. Andreeva // Questions of psychology. - 2015. - No. 5. - pp. 57-65.
2. Andreeva, I. N. Emotional intelligence as a phenomenon of modern psychology / I. N. Andreeva. - Novopolotsk : PSU, 2014. - 388 p.
3. Arushanova, A. G. Development of communicative abilities of a schoolboy: a methodological guide / A. G. Arushanova. -Moscow: Sphere, 2013. - 80 p.
4. Berk, L. E. Development of the child / L. E. Berk. - St. Petersburg: Peter, 2016 - - 1056 p.
5. Goleman, D. Emotional intelligence / D. Goleman. - Moscow : "AST MOSCOW", 2013. -478 p.
6. Goleman, D. Emotional intelligence. Why it can mean more than IQ / D. Goleman. - Moscow: "Mann, Ivanov and Ferber", 2013. - 560 p.
Сёмкин Александр Владимирович, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Кощжанова Жанар Азкеновна, магистрант, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау). e-mail: [email protected]
Дата поступления статьи: 24.03.2021
© Семкин А.В., Кощжанова Ж.А. 2021
