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Journal articles on the topic 'Emotional Development of children'
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1
Koval, O. A. "Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence." Клиническая и специальная психология 9, no. 1 (2020): 142–68. http://dx.doi.org/10.17759/cpse.2020090108.
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The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.
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Lapteva, Ju A., and I. S. Morozova. "EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 51–55. http://dx.doi.org/10.21603/2078-8975-2016-3-51-55.
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The paper analyzes the current state of the emotional development of children of preschool age within the framework of national studies. Emotional growth is considered to be a significant regulator of the most important life functions and a factor in the formation of a complex system of emotional attitude of a preschool child. On the basis of theoretical generalizations of various research positions three interrelated areas of emotional development during the preschool years were identified: emotional expressiveness, emotional regulation of behavior and communication, the development of social emotions. The appearance of growths of the emotional sphere of a preschool child is shown: the ability to differentiate and identify signs expressing their values in the context of certain emotional states; development of empathy; the capacity for emotional anticipation. The results of theoretical generalizations are presented in the authors’ model of emotional development of children of preschool age. In conclusion, the connection of key growths of emotional sphere, the nature of the socially important relations in the space of a kindergarten with a sense of emotional (psychological) comfort of the child is displayed.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.
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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Obukhov, A. "Emotional development of children." Chelovek 30, no. 3 (June 2019): 96–106. http://dx.doi.org/10.31857/s023620070005382-7.
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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Pawl, Jeree H. "Emotional Development in Young Children." Journal of Developmental & Behavioral Pediatrics 20, no. 4 (August 1999): 295–96. http://dx.doi.org/10.1097/00004703-199908000-00014.
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Hafizoglu, Gokce, Mudriye Yildiz Bicakci, and Suhenda Er. "An outlook on social emotional development of children through mothers’ views." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 81–91. http://dx.doi.org/10.18844/prosoc.v4i4.2598.
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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.
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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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SHIPMAN, KIMBERLY L., and JANICE ZEMAN. "Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective." Development and Psychopathology 13, no. 2 (May 16, 2001): 317–36. http://dx.doi.org/10.1017/s0954579401002073.
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This study investigated the socialization of children's emotion regulation in 25 physically maltreating and 25 nonmaltreating mother–child dyads. Maltreating mothers and their 6- to 12-year-old children were recruited from two parenting programs affiliated with Children's Protective Services with a control group matched on race, SES, child gender, and child age. Children and their mothers were interviewed individually about their (a) management of emotional expression, (b) strategies for coping with emotional arousal, and (c) anticipated consequences following emotional displays. Compared to controls, maltreated children expected less maternal support in response to their emotional displays, reported being less likely to display emotions to their mothers, and generated fewer effective coping strategies for anger. Maltreating mothers indicated less understanding of children's emotional displays and fewer effective strategies for helping children to cope with emotionally arousing situations than nonmaltreating mothers. Further, findings indicated that maternal socialization practices (e.g., providing support in response to children's emotional display, generating effective coping strategies for their child) mediate the relation between child maltreatment and children's regulation of emotional expression and emotional arousal. These findings suggest that children's emotion regulation strategies are influenced by their relationship with their social environment (e.g., physically maltreating, nonmaltreating) and that the experience of a physically maltreating relationship may interfere with children's emotional development.
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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.
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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
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Strayer, Janet, and William Roberts. "Facial and Verbal Measures of Children’s Emotions and Empathy." International Journal of Behavioral Development 20, no. 4 (May 1997): 627–49. http://dx.doi.org/10.1080/016502597385090.
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The relation between children’s emotional expressions and their reported experience of emotions is relevant to multicomponent models of both emotion and empathy development. Children ( N 73) in three age groups (5-, 9-, and 13-year-olds) participated in a study of their facial and verbal responses to emotionally evocative videotapes. Children were unobtrusively videotaped while they watched these stimuli, and their facial expressions were coded. Children were also interviewed to determine the emotions they attributed to stimulus persons and to themselves. There was significant but modest convergence between facial and verbal measures of emotion, an important finding given the paucity of independent research in this area. In addition, two nonconvergent indices of empathy derived from facial and verbal measures showed some functional similarities in their relations with other variables. On the basis of similar results from other laboratories, we argue that efforts to find converging measures of emotion and empathy should be redirected to study the semi-independent development of facial and verbal emotional responses to the same events.
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Na, Ji Young, Krista Wilkinson, and Jiali Liang. "Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence." American Journal of Speech-Language Pathology 27, no. 1 (February 6, 2018): 24–36. http://dx.doi.org/10.1044/2017_ajslp-16-0058.
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Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076
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Slušnienė, Giedrė. "Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education." Discourse and Communication for Sustainable Education 10, no. 1 (June 1, 2019): 133–45. http://dx.doi.org/10.2478/dcse-2019-0010.
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Abstract This article deals with systematization of the categories of emotional intelligence, emotional potential and a relationship between emotions and feelings, and emphasizes the importance of a sustainably developed personality in the context of sustainable education (Jovaiša, 2007, 2011). The inward consistency is perceived as an internal human orientation, showing itself in positive relationship with the exterior world and the individual (Pileckaitė-Markovienė, 2002). A person with a strong sense of internal consistency has a stronger motivation and appears to be more resistant to stress. Educating children to become emotionally sustainable individuals, means helping them to solve their emotional issues, in order to learn important behaviour strategies and to experience positive interactions with their environment. Children who receive emotional education remain more composed and stable in critical situations. They are able to deal with their feelings, even the negative ones, more easily. Such children are less vulnerable to various illnesses and diseases; they experience less anger and aggression. This article analyzes a system of means and methods for development of intelligence in childhood in the context of sustainable education. It also presents and analyzes the results of recently accomplished research. The aim of the research is to evaluate possibilities and opportunities for development of emotional intelligence in pre-school education institutions and family environment. The article analyses the system of means and measures that aim to develop emotional sustainability in young, preschool children, as it presents and analyses results of the conducted research. The purpose of this research is to assess the emotional potential in children, and the possibilities of educating for emotional sustainability at preschool institutions and within the family environment. The research has targeted preschool pedagogues and parents, who are raising preschool children. The results have shown that respondents do perceive the existence of difference between concepts of emotions and feelings. Childrenís emotions are constantly changing, i.e., they equally display both negative and positive emotions, and, as a result, these emotions may have a fortifying or weakening effect on childrenís emotional sustainability. Emotional intelligence is one of components of inward consistency, and its development in sustainable education is a long, consecutive and continuous activity. Accordingly, the respondents attempt to improve every day and in every possible way. Development of emotional intelligence is a long and consistent work that needs to be practised daily through a variety of activities. In contrast to parents, pedagogues tend to believe that children are the best at assessing and understanding the feelings of other people. The respondents agree that the greatest effect on a childís emotional sustainability comes from family, education and environment. Respondents agree that family, upbringing and environment make the supreme impact on intelligence.
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Bassett, Hideko Hamada, Susanne A. Denham, Nicole B. Fettig, Timothy W. Curby, Mandana Mohtasham, and Nila Austin. "Temperament in the classroom." International Journal of Behavioral Development 41, no. 1 (July 9, 2016): 4–14. http://dx.doi.org/10.1177/0165025416644077.
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Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children’s social–emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337 children and 80 teachers from private and public preschools/childcares participated in the study. To account for the nested nature of our data, hierarchical linear modeling (HLM) was utilized. The results indicated that several types of teacher reactions to children’s emotions significantly predicted children’s social–emotional behaviors, after adjusting for prior levels of the behaviors. In addition, significant interactions between child surgency and teacher emotion socialization behaviors on children’s social–emotional behaviors were found. These interactions indicated that children with low surgency were more sensitive to teachers’ positive and negative socialization, compared to children with high surgency. Our results highlight the importance of discrete emotion socialization behaviors by teachers to children’s social–emotional development.
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SHIPMAN, KIMBERLY, JANICE ZEMAN, SUSAN PENZA, and KELLY CHAMPION. "Emotion management skills in sexually maltreated and nonmaltreated girls: A developmental psychopathology perspective." Development and Psychopathology 12, no. 1 (March 2000): 47–62. http://dx.doi.org/10.1017/s0954579400001036.
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Research has demonstrated that children who experience familial sexual maltreatment are at risk for developing psychological difficulties characterized by emotional and behavioral dysregulation. Surprisingly, however, little attention has been directed toward identifying processes in emotional development that differ in maltreated and nonmaltreated children. From a developmental psychopathology perspective, the present study examined emotion management skills (i.e., emotional understanding, emotion regulation) in 21 sexually maltreated girls and their nonmaltreated peers to determine how the experience of sexual maltreatment may interfere with normative emotional development. Findings indicated that sexually maltreated girls, in comparison to their nonmaltreated peers, demonstrate lower emotional understanding and decreased ability to regulate their emotions in accordance with cultural expectations. Further, maltreated girls expected less emotional support and more relational conflict from parents in response to sadness displays and from parents and peers in response to anger displays. These findings will be discussed from the functionalist approach to emotional development, emphasizing the importance of social context (e.g., maltreating, nonmaltreating) in the development of children's emotion management skills.
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Bormann-Kischkel, Christiane, Stefanie Hildebrand-Pascher, and Gabriele Stegbauer. "The Development of Emotional Concepts: A Replication with a German Sample." International Journal of Behavioral Development 13, no. 3 (September 1990): 355–72. http://dx.doi.org/10.1177/016502549001300308.
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Although children make more errors than adults when they have to recognise the emotional expression of a photographed face, they structure emotional concepts just as adults do, by the two dimensions pleasure/ displeasure and high/low arousal (Bullock & Russell 1984, 1985, 1986). This was demonstrated by the fact that the children's recognition errors were not randomly distributed across all emotions. Rather, emotions were confused that were similar to each other in terms of pleasantness and arousal. Moreover, multidimensional scaling procedures yielded the same two dimensions mentioned earlier underlying the responses of 3to 5-year-old children and adults. In the present study we attempted a cross-cultural replication of these results with German-speaking kindergarten children and adults. Although slight differences emerged for the meanings of single emotion terms we confirmed the previous findings, thus adding validity to the model outlined by Bullock and Russell (1986).
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Foley, Gilbert M. "Emotional Development of Children with Handicaps." Journal of Children in Contemporary Society 17, no. 4 (July 7, 1986): 57–73. http://dx.doi.org/10.1300/j274v17n04_05.
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Borysenko, Karyna, and Svitlana Bader. "FEATURES OF THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF CHILDREN OF SENIOR PRESCHOOL AGE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 48–52. http://dx.doi.org/10.24144/2524-0609.2021.48.48-52.
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The relevance of the study of the conditioned capabilities of society for the development of active, successful, harmoniously developed, self-sufficient personality, that is capable of effective communication with other people. This becomes possible due to the high level of development emotional intelligence. The purpose of the article is to determine the leading features of the development of emotional intelligence of children of senior preschool. Theoretical methods used: analysis, synthesis, systematization, generalization, classification, etc. The essence of the leading categories is determined, in particular: «emotional intelligence», «emotional intelligence of children of senior preschool»; the leading features of its development at this age stage are characterized. Thus, the leading features of the development of emotional intelligence of a senior preschooler include: active development of the emotional sphere of a child; expansion of social contacts, which affects the intensity and quality of communication with others on the one hand, on the other − helps to navigate the diversity of emotional states of people, promotes the accumulation of emotional experience in senior preschoolers; expanding the range of emotions that a child is able to recognize, their verbalization; formation of ability for the volitional regulation of emotional manifestations against the background of situationality; formation of emotional decentration and the formation of ability for the emotional foresight. Instead, a fundamentally important thesis on the development of emotional intelligence of senior preschoolers still needs systematic, purposeful work by adults in this direction, because it is difficult for a child to recognize the causes of emotional state, effectively regulate emotions and build an adequate model of behaviour based on emotions they demonstrate. Prospects for further research on the development of emotional intelligence of senior preschoolers are identified.
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Salvador Brito, Jeanneth, and Lorena Bodero Arízaga. "Divorce: How Does Children Affect Children Emotionally?" Espirales Revista Multidisciplinaria de investigación 3, no. 28 (May 1, 2019): 101. http://dx.doi.org/10.31876/er.v3i28.578.
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Introduction.Divorce is the dissolution of marriage, this behavior of the couple directly affects the children, even more so when they oscillate four years of age. Emotions in children are violated, affecting them in their actions and acquiring disruptive behaviors; showing aggressive, impulsive and conflicting with their parents, teachers and colleagues. Objective.Analyze the damage that this causes directly to children, in this way hurt feelings and emotions are altered, because their young age does not understand that being separated does not mean that their parents stop "loving". Materials and methods.Field research was used, which helps to determine the possible causes and as a determining factor the effect of the emotional development of children in childhood. To obtain information, instruments were used, such as surveys of parents and an observation card for children, allowing to corroborate that the emotional factor in children is fundamental for their biopsychosocial development. Results.They were tabulated and analyzed. Conclusion. Children of parents divorced children feel affected in their development, which is evident in their behavior, in the way they feel and express their emotions before others.
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Hazizah, Nur. "Permissive Parenting Effect toward Emotional Development of Early Childhood." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 1 (April 30, 2019): 1–8. http://dx.doi.org/10.24036/kolokium-pls.v7i1.17.
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Permissive parenting patterns that can affect emotional development in children is a pattern of care that gives freedom to children without the rules applied and without the responsibilities required by parents to children. The permissive nurturing pattern can have a negative impact on the child's emotional development such as the child often expresses with anger and his emotions can turn into a child who is dissident and difficult to invoke. Children with parenting patterns will tend to be difficult to get along with, do not recognize or cannot control their own emotions, cannot accept defeat, lack of responsibility from within the child. The role of active parents is very much needed and control and the way of care together are expected to reduce the impact of permissive care.
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Ulloa, Maria, Ian Evans, and Linda Jones. "The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study." Escritos de Psicología - Psychological Writings 9, no. 1 (May 1, 2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.
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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.
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POLLAK, SETH, DANTE CICCHETTI, and RAFAEL KLORMAN. "Stress, memory, and emotion: Developmental considerations from the study of child maltreatment." Development and Psychopathology 10, no. 4 (December 1998): 811–28. http://dx.doi.org/10.1017/s0954579498001886.
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Emotion and memory are examined within a developmental framework. The point of departure for this discussion is the study of maltreated children whose traumatic experiences have been linked to difficulties in emotional development. It is suggested that cognitive processes such as memory and attention serve to link experience with emotion and emotion with psychopathology. Thus, an information processing approach is used to explain the development of maltreated children's adaptive and maladaptive coping responses. It is argued that maltreated children's association of affective stimuli with traumatic experiences and memories selectively alters the meaning of emotions for these children. More generally, the role of experience and learning as a component of emotional development is emphasized.
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von Salisch, Maria. "Children’s emotional development: Challenges in their relationships to parents, peers, and friends." International Journal of Behavioral Development 25, no. 4 (July 2001): 310–19. http://dx.doi.org/10.1080/01650250143000058.
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This literature review outlines the challenges and constraints which relationships to parents, peers, and friends offer for children’s emotional development, including the development of appraisal, experience, expression, and regulation of emotion. Parents are important for their children’s emotional development not only because they are attachment figures but also because of their cognitive and emotional expertise who instruct their offspring on the use of emotion labels, appraisals, expressions, and regulation strategies. In addition, parents introduce their children to cultural and subcultural rules on emotions. Yet parents’ understanding of their children’s emotions may be constrained by their social role as parents. Converging evidence suggests that display rules among peers promote the dampening of many emotions in many situations, especially those of vulnerability and anger. School-age children’s increasing use of distancing strategies may help them achieve this “cool” public self-presentation. Intimate friendship’s which permit (and may even require) the disclosure of private emotional experiences challenge preadolescents to learn how to be supportive to the friend in need and how to manage anger and contempt in these close relationships. Handling issues of trust and exposure, jealousy, and envy are related challenges for friendships.
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Hoemann, Katie, Fei Xu, and Lisa Feldman Barrett. "Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis." Developmental Psychology 55, no. 9 (September 2019): 1830–49. http://dx.doi.org/10.1037/dev0000686.
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Smolyarchuk, I. V. "EMOTIONAL DEVELOPMENT OF CHILDREN WITH THE DELAYED MENTAL DEVELOPMENT." Psychological-Pedagogical Journal GAUDEAMUS 18, no. 39 (2019): 67–73. http://dx.doi.org/10.20310/1810-231x-2019-18-39-67-73.
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Rahma, Rezka Arina, Gunarti Dwi Lestari, and Rivo Nugroho. "The Social Emotional Development of Homeschooling Children." Journal of Nonformal Education 4, no. 2 (August 30, 2018): 151–60. http://dx.doi.org/10.15294/jne.v4i2.15975.
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McMahon, Colleen M. "Book Review: Emotional Development in Atypical Children." Focus on Autism and Other Developmental Disabilities 13, no. 4 (November 1998): 253–54. http://dx.doi.org/10.1177/108835769801300407.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.
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The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Chinn, Lisa K., Irina Ovchinnikova, Anastasia A. Sukmanova, Aleksandra O. Davydova, and Elena L. Grigorenko. "Early institutionalized care disrupts the development of emotion processing in prosody." Development and Psychopathology 33, no. 2 (February 15, 2021): 421–30. http://dx.doi.org/10.1017/s0954579420002023.
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AbstractMillions of children worldwide are raised in institutionalized settings. Unfortunately, institutionalized rearing is often characterized by psychosocial deprivation, leading to difficulties in numerous social, emotional, physical, and cognitive skills. One such skill is the ability to recognize emotional facial expressions. Children with a history of institutional rearing tend to be worse at recognizing emotions in facial expressions than their peers, and this deficit likely affects social interactions. However, emotional information is also conveyed vocally, and neither prosodic information processing nor the cross-modal integration of facial and prosodic emotional expressions have been investigated in these children to date. We recorded electroencephalograms (EEG) while 47 children under institutionalized care (IC) (n = 24) or biological family care (BFC) (n = 23) viewed angry, happy, or neutral facial expressions while listening to pseudowords with angry, happy, or neutral prosody. The results indicate that 20- to 40-month-olds living in IC have event-related potentials (ERPs) over midfrontal brain regions that are less sensitive to incongruent facial and prosodic emotions relative to children under BFC, and that their brain responses to prosody are less lateralized. Children under IC also showed midfrontal ERP differences in processing of angry prosody, indicating that institutionalized rearing may specifically affect the processing of anger.
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Maksimenko, M. You, and L. Shal. "Cognitive Process Development in Primary School Age Children with Different Types of Ontogenesis. Course of correction." Autism and Developmental Disorders 16, no. 1 (2018): 36–40. http://dx.doi.org/10.17759/autdd.2018160106.
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The psychologists admit the frequent infantilism of the emotional and personal sphere in children of primary school age. Presented infantilism may occur in the form of difficulties in differentiating of emotional states and understanding the causes of one’s own actions and peers actions which may lead to problems in behavior and interpersonal relationships. Section 3 of the correctional course presents tasks aimed to the development and formation of an emotional and personal sphere in children of primary school age within the framework of the cognitive approach — a verbal and nonverbal understanding of emotions and emotional expression. Phenomenological approach to the study of the emotional sphere of the child is extremely heterogeneous and inaccurate, since in the emotional sphere there are many different aspects of emotions and emotional states are singled out, and therefore their differentiation is ambiguous. Continuation. Вeginning in No 1 (54), 2017
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Jabbarova Telli Rahim. "The role of family and culture in the development of emotional intellect." Technium Social Sciences Journal 11 (September 1, 2020): 242–49. http://dx.doi.org/10.47577/tssj.v11i1.1543.
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The aim of the study is to determine the influence of family and culture on emotional intellect and to study the causes of various psychological factors.
The methodological basis of the study is the relationship between cognitive and emotional factors in the behavior of individuals, theories and experiments related to emotional intellect.
The scientific novelty of the research is the study of the influence of family and cultural environment on the development or weakening of emotional intellect.
Output. Positive emotions that parents send to their children create conditions for the development of their emotional intellect, and negative emotions for lagging behind the level of emotional intellect. This, in turn, gives an impetus to the formation of certain psychological qualities in them. Social norms, gender and culture that play a role in the formation of the family environment are involved in the formation of the emotional intellect of the individual through the family. In a family, the emotional attitude of parents towards children and methods of emotional education influence the formation of the character of their future personality. Considering that people share their emotions mainly with close family members, we can say that the family is the main social mechanism that determines, directs and regulates the emotional state of society. The weakening and deterioration of this mechanism can lead to emotional imbalance in society. This is confirmed by the fact that young people belonging to criminal and deviant groups come mainly from disadvantaged families.
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Voicu, Camelia Delia. "THE PARTICULARITIES OF TEACHER-CHILD RELATIONSHIP THAT SUPPORTS SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 275–80. http://dx.doi.org/10.26520/mcdsare.2018.2.275-280.
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Boediman, Lia M., and Sellina Desnawati. "The Relationship between Parenting Style and Children's Emotional Development among Indonesian Population." Jurnal Ilmiah Psikologi MIND SET 10, no. 01 (July 29, 2019): 17–24. http://dx.doi.org/10.35814/mindset.v10i01.735.
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The current research investigated the relationship between parenting style and emotional regulation among children in Indonesian population. A total of 126 parents of children aged between 3 and 6 years old participated in this study. The Parenting Styles and Dimensions Questionnaire Short Version (Robinson, Mandleco, Olsen, & Hart, 2001) was used to measure parents’ parenting style, and the Emotion Regulation Checklist (Shields & Cicchetti, 1997) was used to measure parents’ perceptions of children’s emotional regulation. The results revealed that there was a positive significant relationship between authoritative parenting style and the development of children’s emotional regulation, and there were negative significant relationships between authoritarian and permissive parenting styles and children’s emotional regulation in this population. This suggests that authoritative style of parenting provides the best support for the development of emotional regulation among children in an Indonesian population.
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Lebedenko, Olga. "Emotional intelligence, social emotions, parental involvement in the emotional life of senior preschoolers: development and interrelation." SHS Web of Conferences 70 (2019): 08024. http://dx.doi.org/10.1051/shsconf/20197008024.
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The article analyzes the category of emotional intelligence and gives grounds for its significance in the social situation of the development of preschoolers. Various approaches to the analysis of the issue of emotional intelligence of a person are presented, the characteristics of its formation in preschool age are shown. Partial programs on the development of the emotional sphere and emotional intelligence of preschoolers are briefly reviewed. Empirically it has been proved that there is an interrelation between the degree of differentiation of social emotions of children with the level of emotional intelligence of preschoolers, as well as an interrelation between the indicators of emotional intelligence of senior preschoolers and the degree of parental involvement in the emotional life of their children. The necessity of organizing work on the development of emotional intelligence of senior preschoolers is substantiated, provided that the children’s parents are included as participants of educational relations.
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Declercq, Christelle, Pauline Marlé, and Régis Pochon. "Emotion word comprehension in children aged 4–7 years." Educational and Developmental Psychologist 36, no. 2 (October 21, 2019): 82–87. http://dx.doi.org/10.1017/edp.2019.17.
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AbstractDespite its importance for furthering social relationships, the development of the emotional lexicon has seldom been studied. Recent research suggests that during childhood, emotion words are acquired less rapidly than concrete words, but more rapidly than abstract words. The present study directly compared the comprehension of emotion words with the comprehension of concrete and abstract words in children aged 4–7 years. Children were shown 48 sets of four pictures and for each set had to point to the picture corresponding to a word that had just been pronounced. Words referred to concrete (16), abstract (16), or emotional (16) concepts. Results showed that concrete words were better understood than either emotion or abstract words, and emotion words were better understood than abstract ones. This finding emphasises the importance of the emotional lexicon in lexical development, and suggests that emotion word comprehension should be enhanced through regular training. This would increase children’s emotional knowledge, improve their communication skills, and promote their socialisation.
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Ruba, Ashley L., and Seth D. Pollak. "The Development of Emotion Reasoning in Infancy and Early Childhood." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 503–31. http://dx.doi.org/10.1146/annurev-devpsych-060320-102556.
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Historically, research characterizing the development of emotion recognition has focused on identifying specific skills and the age periods, or milestones, at which these abilities emerge. However, advances in emotion research raise questions about whether this conceptualization accurately reflects how children learn about, understand, and respond to others’ emotions in everyday life. In this review, we propose a developmental framework for the emergence of emotion reasoning—that is, how children develop the ability to make reasonably accurate inferences and predictions about the emotion states of other people. We describe how this framework holds promise for building upon extant research. Our review suggests that use of the term emotion recognition can be misleading and imprecise, with the developmental processes of interest better characterized by the term emotion reasoning. We also highlight how the age at which children succeed on many tasks reflects myriad developmental processes. This new framing of emotional development can open new lines of inquiry about how humans learn to navigate their social worlds.
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Nicolini, Ylenia, Barbara Manini, Elisa De Stefani, Gino Coudé, Daniela Cardone, Anna Barbot, Chiara Bertolini, et al. "Autonomic Responses to Emotional Stimuli in Children Affected by Facial Palsy: The Case of Moebius Syndrome." Neural Plasticity 2019 (April 8, 2019): 1–13. http://dx.doi.org/10.1155/2019/7253768.
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According to embodied simulation theories, others’ emotions are recognized by the unconscious mimicking of observed facial expressions, which requires the implicit activation of the motor programs that produce a specific expression. Motor responses performed during the expression of a given emotion are hypothesized to be directly linked to autonomic responses associated with that emotional behavior. We tested this hypothesis in 9 children (Mage=5.66) affected by Moebius syndrome (MBS) and 15 control children (Mage=6.6). MBS is a neurological congenital disorder characterized by underdevelopment of the VI and VII cranial nerves, which results in paralysis of the face. Moebius patients’ inability to produce facial expressions impairs their capacity to communicate emotions through the face. We therefore assessed Moebius children’s autonomic response to emotional stimuli (video cartoons) by means of functional infrared thermal (fIRT) imaging. Patients showed weaker temperature changes compared to controls, suggesting impaired autonomic activity. They also showed difficulties in recognizing facial emotions from static illustrations. These findings reveal that the impairment of facial movement attenuates the intensity of emotional experience, probably through the diminished activation of autonomic responses associated with emotional stimuli. The current study is the first to investigate emotional responses in MBS children, providing important insights into the role of facial expressions in emotional processing during early development.
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Pryadko, Olena. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF CHILDREN OF JUNIOR SCHOOL AGE BY MEANS OF MUSICAL ART." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 110–14. http://dx.doi.org/10.36550/2415-7988-2021-1-195-110-114.
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The development of psychological literacy in younger classes is an urgent task of modern school, as the development of the necessary set of psychological competencies is a guarantee of their success in various spheres of life, the ability to effectively adapt to variable living conditions of society, to assimilate the social skills of behavior, to occupy an active life position, events in their surroundings. Development of emotional sector of children is a guarantee of the formation of an active, initiative, independent, pitiful personality. The disadvantages of the development of the emotional sphere in children of junior school age are the inability to establish effective communication with both adults and peers, social adaptation problems, dissemination in training. The younger school age is a synthetic period for the development of the world of emotions. Musical art has an inexhaustible potential of emotional influences, intellectual development of children, activates emotional and sensory experiences, promotes the enrichment of emotional experience, forms aesthetic feelings, artistic culture, stimulates thinking activity, level of self-consciousness, creativity, creative activity. The need for a modern teacher of musical art to carry out not only aesthetic and cultural development of the personality of the student, but also the development of its emotional sphere, requires the formation of a number of psychological and pedagogical competencies necessary for effective management of the process of musical and aesthetic education of children. The lesson of musical art has the greatest potential in expanding emotional self-awareness of schoolchildren, the development of empathic attitude towards others. The author of the article established that the development of emotional intelligence in younger classes contributes to the growth of their educational success, the ability to concentrate attention, improves the flow of memory processes. The lesson of musical art has a great potential in the formation of psychological literacy of children. The formation of the complex of psychological and pedagogical competencies in the teacher of musical art, will allow him to use music as an important tool for developing emotional self-awareness of children, ability to identify their own emotions, to give them the verbal characteristics, to understand what they encourage them, to detect empathy to others, be able to distinguish between emotional status of the others by external features.
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Muhammadjanovna, Xayitova Zilola. "Psychological Characteristics Of Emotional Intelligence Formation In Small School Age." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 664–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-108.
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The article describes the results of a study of the formation of emotional intelligence in older preschool children. The definition of emotional intelligence is given, a two-level structural model of this concept is presented, as well as the model and methods of development and formation of emotional intelligence in preschoolers. From the earliest stage of life, children have a lot of emotions. They show various feelings such as anger, fear, joy, pride, shame, etc. This whole system of feelings forms the emotional sphere of human life. Emotions give children information about their condition and that of the other person. Positive emotions make children feel safe and secure. On the contrary, negative emotions signal danger and displeasure.
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Pollak, Seth D. "Mechanisms Linking Early Experience and the Emergence of Emotions." Current Directions in Psychological Science 17, no. 6 (December 2008): 370–75. http://dx.doi.org/10.1111/j.1467-8721.2008.00608.x.
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Emotions are complex processes that are essential for survival and adaptation. Recent studies of children and animals are shedding light on how the developing brain learns to rapidly respond to signals in the environment, assess the emotional significance of this information, and in so doing adaptively regulate subsequent behavior. Here, I describe studies of children and nonhuman primates who are developing within emotionally aberrant environments. Examining these populations provides new insights on the ways in which social or interpersonal contexts influence development of the neural systems underlying emotional behavior.
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Lapierre, Matthew Allen. "Emotion regulation and young children’s consumer behavior." Young Consumers 17, no. 2 (June 20, 2016): 168–82. http://dx.doi.org/10.1108/yc-11-2015-00566.
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Purpose This paper aims to explore how children’s developing ability to effectively regulate their emotions influences their consumer behavior . Design/methodology/approach Working with 80 children and one of their parents, this study used direct observations of child behavior in a task where they needed to regulate their emotions and a survey of parents about their child’s emotional development and consumer behavior. The research used quantitative methods to test whether children’s emotion regulation predicted parent reported consumer behavior (e.g. purchase requests, parent–child purchase related conflict) via multiple regression analyses. Findings After controlling for children’s age and linguistic competence, the study found that children’s ability to control positively valenced emotions predicted consumer behavior. Specifically, children who had more difficulty suppressing joy/happiness were more likely to ask their parents for consumer goods and were more likely to argue with parents about these purchases. Practical implications Content analyses of commercials targeting children have shown that many of the persuasive appeals used by advertisers are emotionally charged and often feature marketing characters that children find affectively pleasing. These findings suggest that these types of marketing appeals may overwhelm younger children which can lead to conflict with parents. Consequently, marketers and policy makers may want to re-examine the use of such tactics with younger consumers. Originality/value While the potential link between children’s emotional development and consumer behavior has been suggested in theoretical work, this is the first known study to empirically test this theorized relationship.
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Dovbysh, D. "Emotional Regulation of Mothers Bringing Up Children With Burn Injury." European Psychiatry 33, S1 (March 2016): S515. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1905.
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IntroductionBurn injuries occupy 11th place in the list of causes of infant mortality and 5th in the list of the most common non-fatal childhood injuries (WHO, 2014). The situation of getting a burn injury, prolonged hospitalization, painful medical procedures, the threat of a child's life results in mother's unusual and heavy emotional experience. Adequate processing of this experience will be an important factor in her future mental health. The study involved 35 mothers hospitalized with their children because of burn trauma.ObjectivesThe aim of the study was to describe the characteristics of emotional regulation and emotional response of mothers bringing up children with burn injury.Goals(1) Describe the phenomenа of emotional regulation, found in mothers whose children have experienced a burn injury; (2) determine factors that cause appearance of special emotional phenomena among these mothers.MethodsСlinical interview, Beck Depression Inventory, State Trait Anxiety Inventor, Cognitive Emotion Regulation Questionnaire (CERQ).ResultsA significant numbers of mothers shows a high level of anxiety and depression, which may be predictive of the development of PTSD. The main cognitive strategies of emotion regulation – self-blame and disasterization are maladaptive. An important role played by unconscious strategy of emotion regulation, basically – situation selection and attentional deployment, as well as the social regulation of emotions: the availability of a good support from family members with adaptive strategies of emotional regulation, adequate reactions of other mothers in hospital associated with less emotional distress above mothers. There is no correlation between the severity of burn injury and the emotional response of the mother.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Stava, Viola S., and Vladlen K. Ignatovich. "The problem of emotional development of preschool children." Pedagogy: history, prospects 3, no. 4 (August 29, 2020): 37–43. http://dx.doi.org/10.17748/2686-9969-2020-3-4-37-43.
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The article considers preschool age as an important stage in the development of a child, which forms the basis of the emotional sphere of a personality. The problem of emotional development of children of this age is shown in the works of famous teachers, psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein, D.B. Elkonin). The emphasis is made on the fact that emotional experiences are caused by a deep inner meaning associated with the leading motive of the child's activity. It is noted that a child at this age begins to foresee not only the intellectual results of his activity, but also emotional ones. Emotional experiences in the child's activities aimed at achieving a result useful for others are highlighted. The systemic activity approach is characterized, according to which emotional development is explained from the standpoint of the ap-pearance of neoplasms of a preschooler. These new formations arise and develop thanks to role-playing games, reading fairy tales and imitating the heroes of fairy tales. A fairy tale that helps create one’s inner world is defined.
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Slagt, Meike, Judith Semon Dubas, Bruce J. Ellis, Marcel A. G. van Aken, and Maja Deković. "Linking emotional reactivity “for better and for worse” to differential susceptibility to parenting among kindergartners." Development and Psychopathology 31, no. 02 (September 3, 2018): 741–58. http://dx.doi.org/10.1017/s0954579418000445.
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AbstractThis study used a combination of microlevel observation data and longitudinal questionnaire data to study the relationship between differential reactivity and differential susceptibility, guided by three questions: (a) Does a subset of children exist that is both more likely to respond with increasingly negative emotions to increasingly negative emotions of mothers and with increasingly positive emotions to increasingly positive emotions of mothers (“emotional reactivity”)? (b) Is emotional reactivity associated with temperament markers and rearing environment? (c) Are children who show high emotional reactivity “for better and for worse” also more susceptible to parenting predicting child behavior across a year? A total of 144 Dutch children (45.3% girls) aged four to six participated. Latent profile analyses revealed a group of average reactive children (87%) and a group that was emotionally reactive “for better and for worse” (13%). Highly reactive children scored higher on surgency and received lower levels of negative parenting. Finally, associations of negative and positive parenting with externalizing and prosocial behavior were similar (and nonsignificant) for highly reactive children and average reactive children. The findings suggest that children who are emotionally reactive “for better and for worse” within parent-child interactions are not necessarily more susceptible to parenting on a developmental time scale.
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Favieri, Francesca, Andrea Marini, and Maria Casagrande. "Emotional Regulation and Overeating Behaviors in Children and Adolescents: A Systematic Review." Behavioral Sciences 11, no. 1 (January 19, 2021): 11. http://dx.doi.org/10.3390/bs11010011.
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The worldwide prevalence of obesity has dramatically increased, mostly in children and adolescents. The Emotional Eating theoretical model has proposed that the failure in emotional regulation could represent a risk factor for establishing maladaptive overeating behavior that represents an inadequate response to negative emotions and allows increasing body-weight. This systematic review investigates the relationship between overeating and both emotional regulation and emotional intelligence in childhood and adolescence, considering both cross-sectional and longitudinal studies. Moreover, another goal of the review is evaluating whether emotional regulation and emotional intelligence can cause overeating behaviors. The systematic search was conducted according to the PRISMA-statement in the databases Medline, PsychArtcles, PsychInfo, PubMed, Scopus, and Web of Sciences, and allows 484 records to be extracted. Twenty-six studies were selected according to inclusion (e.g., studies focused on children and adolescents without clinical conditions; groups of participants overweight or with obesity) and exclusion (e.g., studies that adopted qualitative assessment or cognitive-affective tasks to measure emotional variables; reviews, commentary, or brief reports) criteria detailed in the methods. Cross-sectional studies showed a negative association between emotional regulation and overeating behavior that was confirmed by longitudinal studies. These findings highlighted the role of maladaptive emotion regulation on overeating and being overweight. The relationship between these constructs in children and adolescents was consistent. The results indicated the complexity of this association, which would be influenced by many physiological, psychological, and social factors. These findings underline the need for further studies focused on emotion regulation in the development of overeating. They should analyze the mediation role of other variables (e.g., attachment style, peer pressure) and identify interventions to prevent and reduce worldwide overweight prevalence.
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Brel, Elena. "Development of the Emotional Sphere of Senior Preschoolers in Conditions of Pedagogical Support." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, no. 2 (October 2, 2020): 95–106. http://dx.doi.org/10.21603/2542-1840-2020-4-2-95-106.
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The research featured some peculiarities of the development of the emotional sphere in senior preschoolers and their positive changes in conditions of pedagogical support. The research objective was to study the possibilities of developing the emotional sphere of older preschool children in conditions of pedagogical support. The article describes the specifics of emotional development at preschool age, such as uneven development of recognition, expression, and regulation of emotional states. The author declares the necessity for organizing pedagogical support for the development of the emotional sphere in a preschool educational organization. The article introduces forms and methods of pedagogical support of senior preschoolers based on activities that improve their interaction experience with adults and peers. Such support makes it possible to develop emotional sphere in three directions: understanding emotions, expressing emotions, and regulating emotions.
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Cross, Tracy L. "Social/Emotional Needs: Social and Emotional Development of Gifted Children: Straight Talk." Gifted Child Today 32, no. 2 (January 1, 2009): 40–41. http://dx.doi.org/10.4219/gct-2009-879.
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Anikina, Alevtina P., and Maria S. Barabanova. "Development of emotional intelligence in older preschoolers." Science and School, no. 3, 2020 (2020): 197–204. http://dx.doi.org/10.31862/1819-463x-2020-3-197-204.
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The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.
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Pasichnyk, V. M., M. P. Pityn, and V. R. Pasichnyk. "Characteristics of the Emotional Development of Preschool Children." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 3, no. 7 (November 15, 2018): 297–302. http://dx.doi.org/10.26693/jmbs03.07.297.
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Melnyk, O. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF JUNIOR SCHOOL CHILDREN." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 73 (2020): 128–33. http://dx.doi.org/10.32840/1992-5786.2020.73-1.24.
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