THE ROLE OF THE TEACHER’S EMOTIONAL INTELLIGENCE IN THE FORMATION OF THE SOCIAL AND CIVIL COMPETENCE OF A PRESCHOOL STUDENT

Abstract

The article emphasizes the importance of preschool age as an initial stage in the development of reflective processes in the formation of the self-image, when the foundation for the further development of basic personality qualities is laid. Introduction: The essence and definition of the concept of socio-civic competence of a preschooler is revealed, the emotional and value component of this construct is singled out and focused. The role of an adult, in particular a teacher, in the formation of social and civic competence of a preschool child is characterized. The list of optimal indicators of the development of the emotional intelligence of a preschool child is indicated. The purpose of the article is to describe the process of developing the emotional intelligence of a teacher and its impact on the formation of social and civic competence of preschool children. The research used the methods of theoretical analysis of scientific literature and implementation of the author’s practical experience on the specified topic. Results: The relationship between a teacher’s emotional intelligence and the process of forming a preschooler’s social and civic competence is outlined. A description of such professional competence of the educator «Psycho-emotional competence» and its main indicators, which should be paid attention to during activities related to the professional development of the educator, are provided. The definition of the phenomenon of «emotional intelligence» is given and the ways of developing the emotional intelligence of a teacher, in particular a teacher of a preschool education institution, are outlined. Originality: The directions of practical implementation of the work on the formation of the teacher’s emotional competence skills are indicated, namely with the help of training influences. These directions include: personal growth trainings for the development of teachers’ emotional intelligence; professional growth trainings for the development of emotional intelligence of preschoolers; teacher’s pedagogical reflection trainings. A general definition of the concept of pedagogical reflection is given. An overview of trainings offered by domestic researchers in the field of developing the emotional intelligence of teachers is provided. Conclusions were made about the importance of the development of a teacher’s emotional intelligence for the effective performance of professional duties, including the formation of a child’s social and civic competence.