UDC 373.3.015.31:159.942]:37.091.39
DOI: https://doi.org/10.59694/ped_sciences.2024.06.008
THEORETICAL AND METHODOLOGICAL BASES OF DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL PUPILS BY MEANS OF CONTEXTUAL LEARNING TECHNOLOGY
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VASIUTINA Tetiana Mykolayivna
Doctor of
Pedagogical Sciences, Associate Professor, Professor of
the Department of Primary Education and Innovative
Pedagogy, Dragomanov Ukrainian State University.
ORCID https://orcid.org/0000-0003-0253-1932
SHOLUDKO Khrystyna Olehivna
Primary School
Teacher, Primary School «Victoriya».
ORCID https://orcid.org/0009-0000-1450-6588
Abstract:
The article highlights the approaches to the development of emotional intelligence as an important component in the content of education, since it is mostly it that determines human behaviour in certain situations, their attitude to themselves and the world around them. The results of the analysis of professional studies show that it is in primary school age that the foundations are laid for the formation of emotional intelligence components that are crucial for its further development.
It has been established that emotional intelligence is the ability of a person to understand, control and use their emotions and the emotions of other people, to understand the causes of their occurrence and consequences, which will help to achieve goals and build healthy relationships regardless of social role. This personal formation in the regulatory documents is considered through the prism of the formation of cross-cutting skills and key competencies of students through activity-based, multisensory, person-centred methodological approaches.
The research attention is drawn to the technology of contextual learning and its components that increase the effectiveness of the process of developing emotional intelligence in primary schoolchildren: social (provided through interaction in a team, interpersonal relationships) and theoretical (educational content). It is important to use the models of this technology: semiotic (theoretical information), imitation (situation built on the basis of theoretical information) and social (problem situations for the formation of subject and social competence).
The author describes the effective methods and forms of these models of contextual learning used in her own practice: non-simulation (methods of problem-based learning, dialogue, dialogue, discussion, brainstorming, method of active sociological analysis and control) and simulation (non-game (analysis and analysis of situations, simulation training, action by instructions) and game (business game, organisational and activity game), which can be easily applied during the morning meeting and at any stage of the lesson.
The article presents examples of the development of emotional intelligence in 3rd grade students during a morning meeting, reading and discussing a work of fiction, playing the game «Learning to Interact in a Classroom Community» from the course «I Explore the World», and keeping a «Diary of Emotions».
Keywords: emotional intelligence, contextual learning technologies, junior schoolchildren.
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