| Abstract [eng] |
Emotions are a part of our lives, thus making it crucial to be able to control them. However, this ability is not innate. It must be learned, just like a child learns to walk and stand. Encountering strong emotions, children quickly lose their temper. The basis of a child’s personality, his character traits and lifestyle model develop from birth to five years old. This is the best time to tackle the particularly important tasks of a child’s development that are related to feelings: the ability to understand and describe one’s feelings; the ability to control emotions; the ability to understand other people’s emotional state (Hille et al., 2015). Also, the development of emotional competence during this period is related both to the quality of mutual relationships in the family environment, as well as social interactions and new social situations, emerging in the context of educational institutions (Braza et al., 2007). The purpose of this thesis is to analyse the factors of emotional intellect development in preschool age children. The thesis focuses on the following tasks: theoretical definition of the concept of emotional intellect, as well as the role of family and teachers in developing children's emotional intellect; to study the attitude of teachers and parents to the factors that influence the development of preschool children’s emotional intellect. The following methods were used: theoretical – scientific literature and document analysis; empirical – written survey; statistical data analysis (SPSS software, version 23.0). The figures, provided in the work were compiled using SPSS and Microsoft Office Excel software. Research conclusions: Study results show that emotional intellect consists of social and emotional skills, which help to recognise, realise and manage one’s feelings. Preschoolers experience rapid emotional development. The emotions experienced and the skills of controlling them, acquired in this period determine how well the child will interact at school, find friends and adapt in further life overall. That is why family is the determining factor of personality development, because emotional stability and self-esteem is ensured by family and strong mutual relations. If a child is unable to learn the first lessons of socialisation in the family, then the educational institution must provide the child with the necessary support, because teachers are a part of a child’s environment that can compensate unfavourable family factors. That is why teachers become a very important part of the educational structure, determining the child’s further future. The analysis of the research data showed that some of the most influential factors include relationships between parents and children, communication style, the family’s moral, cultural atmosphere and parenting styles. Teachers with 5 little work experience tend to emphasize the failure to satisfy the child’s social and emotional needs in the family, as well as the primary emotional relationships that the family has. While teachers, who have a professional qualification of a senior teacher or higher, tend to emphasize the following factors that influence children’s emotional development: teacher’s professional competencies; teacher’s internal qualities; teaching style and failure to satisfy the child’s need for safety at the educational institutions. Parents tend to emphasize the following factors that influence the development of the child’s emotional intellect: parents’ personal childhood experience; separation from one or both of the parents due to divorce, employment migration, loss of parental rights, etc.; addictions of one or both of the parents; persistent disagreements, anger and quarrelling between parents; failure to satisfy the child’s social and emotional needs in the family; parents’ psychopathology or criminal behaviour; educational goals and programmes, which do not meet the individual abilities and needs of the child; unfavourable psychological climate at the educational institution or group; failure to ensure the child’s safety needs at the educational institution and shortage of educational support specialists at the educational institution. As children grow and mature, they experience a different reaction to environmental changes and the environment has a different influence on children’s development at different age, but teachers and parents unanimously agree that children’s development is easiest and most efficient in an environment, where they feel safe, loved and acknowledged. |
