Neuro Pedagogical Fundamentals of Preschool and Primary School Children Emotional Intelligence Development

Tetiana KOTYK, Viktoriia SICHKA, Viktoriia RAGOZINA, Svetlana VASILIEVA, Nataliia HAVRYSH, Tatyana PONOMARENKO

Abstract


The discussion of psychologists and physiologists on the work of the brain as the center for the formation of emotions and feelings, the center of memory and planning of future actions has been highlighted.  Taking into account the main provisions of neuroscientists’ works, the gender characteristics of the emotional reactions of boys and girls have been revealed in accordance with differences in the structure and work of their brains.  This gave the grounds for the conclusion that in order to form the correct behavior of the child in society, it is necessary to enhance his interaction experience in it, develop strong-willed efforts and ensure the full development of a rational brain. of The vast majority of junior schoolchildren need to have their level of emotional intelligence to be corrected. The main source of intellectual, moral and aesthetic feelings as components of the emotional intelligence of preschool and primary school children is gaming and educational activities, during which all kinds of feelings that affect the children’s adaptation to the new living conditions are being developed. If a child does not reach a sufficient level of emotional development by the age of 10-11, which is distinguished by the greatest plasticity of the cerebral cortex and almost unlimited intellectual capabilities, then at the later age his life  cannot be successful and comfortable due to numerous misunderstandings with himself and others, close and strangers.

Keywords


Emotional intelligence, physiological mechanisms of emotions, brain as the head of emotional behavior, conditions for the intellectual activity development, gender characteristics of emotional reactions, congenital makings of emotional sensitivity, featur

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