MODERN APPROACHES TO THE DEVELOPMENT OF PRIMARY SCHOOL LEARNERS’ EMOTIONAL INTELLIGENCE

Abstract

The article examines the current issue of developing emotional intelligence among primary school students within the context of the modern educational environment. It emphasizes that the formation of emotional competence is an important component of the personal development of younger pupils and a key factor in their psychological well-being, adaptation to the educational process, and effective socialization. The purpose of the study is to analyze and generalize contemporary approaches to the development of emotional intelligence among students. The methodological basis of the research is a combination of theoretical and empirical methods of scientific and pedagogical investigation. At the theoretical level, the analysis of domestic and foreign scientific sources on the problem of emotional intelligence made it possible to systematize scholarly approaches to its structure, functions, and pedagogical ways of development in early school age. At the empirical level the peculiarities of emotional intelligence manifestation among primary school students were identified, and effective forms and methods for its development in primary school practice were determined. Particular attention is paid to the use of emotionally safe educational environment technologies, including the introduction of reflective exercises, emotion-oriented games, methods of empathetic listening, and various techniques applied at different stages of the school day for primary students. It is emphasized that the development of emotional intelligence contributes to the formation of self-regulation skills, awareness of one’s own emotions, understanding of others’ feelings, the development of communication abilities, and a positive attitude toward learning. The results of the study indicate that the purposeful work of the teacher aimed at developing children’s emotional intelligence positively influences the psychological climate in the classroom, increases students’ motivation, reduces conflict levels, and promotes the formation of a harmonious personality of the younger schoolchild. It is concluded that the systematic implementation of pedagogical strategies for emotional development is a necessary condition for high-quality primary education and a guarantee of the emotional well-being of learners.