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Article

Эмоциональное развитие детей

Человек. 2019. Т. 30. № 3. С. 96-106.

The problem of emotional development, not only cognitive, is entering into education system step-by-step. The concept of emotional intelligence pushes into the traditional educational (“knowledgeable”) model of teaching students: to know about their emotions, to differentiate the emotions of others. Complementing it by the idea of getting control over emotional self-regulation. The idea of building education on a subject-activity basis, with an understanding personality development in its integrity (including the emotional aspect), means involving students in activities with the task of developing the ability of self-regulation. Self-regulation of learning calls for the mastering self-reflection of motivational-emotional sphere. There is a natural connection between the development of intrinsic motivation, self-regulation, emotional involvement and insistence in achieving training target. The development of differentsides of personality by separate courses will lead nowhere. It’s more required the restructuring of educational system on an activity basis and the change of teacher training practise, not leading up the additional courses for the development of emotional intelligence. This will require the development of the teacher’s emotional intelligence; the development of the teacher’s understanding of the patterns of the emotional and social aspects of the child’s holistic development in ontogenesis; the mastering by teacher the methods of organizing educational practice taking into account the integral development of the student’s personality. Such teacher training will allow solving the tasks of social and emotional development of students not within the framework of autonomous training courses that increase the student’s workload, but during the implementation of basic training courses, the emotional and motivational involvement of students in which is important both for learning success and for their personal development.