MODEL OF EMOTIONAL INTELLIGENCE AND SOCIAL COMPETENCE DEVELOPMENT IN CHILDREN OF SENIOR PRESCHOOL AGE IN COLLECTIVE VISIBLE ACTIVITY

The problem of the development of emotional intelligence and social competence in childhood is a new direction of scientific research in pedagogical psychology and pedagogy, which is at the stage of formation. The lack of unity of views on the problem of emotional intelligence in the scientific community generates many interpretations of this phenomenon. Relying on the concept of social competence of the famous Russian scientist A.I. Savenkov, who defines emotional intelligence as an integral part (substructure) of social competence, we substantiate the potential of various forms of organization of joint activities of children and propose a model for the development of emotional intelligence and social competence of older preschool children in collective visual activity. Interaction of children in different forms of joint visual activity provides teachers and psychologists with a rich base for empirical observation of behavioral manifestations of emotional intelligence, the evaluation of which is very important for a deeper understanding of this phenomenon. The implementation of the model will allow to update all the basic parameters of emotional intelligence and social competence (cognitive, emotional, behavioral), to contribute to the development of the content of procedures for identifying and quantifying each of the basic parameters, as well as the methods for their diagnosis and development in the course of activities of different subject-matter (artistic, research and etc.).

children of senior preschool age, model, emotional intelligence, social competence, basic parameters, visual activity, forms of organization of joint activities, development methods