К проблеме развития эмоционального интеллекта старших дошкольников в процессе обучения английскому языку

Вронская Ирина Владимировна; Козина Екатерина Евгеньевна

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�� 37.02 DOI: 10.24412/1997-9657-2022-5113-40-55

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T H E O R Y A N D P R A C T I C E O F E D U C A T I O N

UDC 37.02 DOI: 10.24412/1997-9657-2022-5113-40-55

On the Problem of the Development of Emotional Intelligenceof Older Preschoolers in the Process of Learning English

Irina V. Vronskaia*, Ekaterina E. Kozina

Herzen State Pedagogical University, St. Petersburg, Russia

Relevance of the article. The development of emotional intelligence allows a person to successfully respond

to the challenges facing him during his life. The need for the development of emotional intelligence is also

confirmedbythedocumentsregulatingthesphereofpreschooleducation.Developedemotionalintelligence

is also very important for the future of successful schooling, adaptation and building communication. The

article presents the results of a theoretical study devoted to the problems of the formation of emotional

intelligence in the field of language education of preschool children.

Research progress. Studies devoted to the problem of determining the essence and structure of emotional

intelligence are analyzed. The analysis showed the importance of this type of work with preschoolers in

teaching foreign languages, and also allowed to identify and describe the prerequisites for the development

of emotional intelligence at an early stage of mastering a foreign language. The relevance of developing a

problem in early foreign language teaching in accordance with the Federal State Educational Standard of

Preschool Education, which sets tasks related to ensuring the social and communicative development of a

preschool child, the formation of independence, purposefulness and self-regulation of their own actions;

development of social and emotional intelligence, emotional responsiveness, empathy.

The results of the study. The development of emotional intelligence is one of the key components of the

child�s psyche, which ensures the formation of his personality in ontogenesis and subsequent successful

functioning in society. The priority of practical learning goals existing in the methodology of early foreign

language teaching, suggesting a certain pragmatic orientation of the pedagogical process � the formation in

a preschool child, first of all, of the ability to speak the language being studied and understand the speech

of the interlocutor, does not allow to properly implement the requirement to ensure the development of

emotional intelligence in preschool children.

Conclusions. The analysis of studies of the relationship between emotional intelligence and communicative

properties, skills and abilities of the individual has shown that the development of emotional intelligence is

especiallyorganicallyintegratedintotheprocessoflearningEnglish.Itisnecessaryforeffectivecommunication

and develops in the best way within it, through the development of its speech competencies, through the

improvement of the system of language means of the native and foreign languages assimilated by him, and

along with the solution of educational and subject-related learning tasks, contributes to the implementation

of one of the most effective approaches to teaching foreign languages � the communicative approach.

Keywords: social and communicative development, emotional intelligence, preschool age, teaching

foreign languages to preschool children.

For citation: Vronskaia I.V., Kozina E.E. (2022). On the problem of the development of emotional

intelligence of older preschoolers in the process of learning English. Preschool Education Today. 5:16,

40�55 (in Russian). DOI: 10.24412/1997-9657-2022-5113-40-55

Original manuscript received 26.07.2022.

* Contacts: iravron@mail.ru

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ORCID: 0000-0003-0292-7259, iravron@mail.ru

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0000-0003-4831-5469, kozina.ekaterina1@mail.ru

T H E O R Y A N D P R A C T I C E O F E D U C A T I O N

Information about the authors

Irina V. Vronskaia, Associate Professor of the

Department of Early Learning of Foreign Languages,

Herzen State Pedagogical University, St. Petersburg,

Russia, ORCID: 0000-0003-0292-7259, iravron@mail.ru

EkaterinaE.Kozina,masterstudentoftheDepartment

of Early Learning of Foreign Languages, Herzen State

Pedagogical University, St. Petersburg, Russia, ORCID:

0000-0003-4831-5469, kozina.ekaterina1@mail.ru

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