ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ ЕМОЦІЙНОГО ІНТЕЛЕКТУ МОЛОДШИХ ШКОЛЯРІВ У КОНТЕКСТІ ПАРТНЕРСЬКОЇ ВЗАЄМОДІЇ

The article examines the theoretical and practical foundations of the development of junior schoolchildren’s emotional intelligence (EI) in the context of partner interaction. The relevance of the topic is due to the requirements of the Concept “New Ukrainian School”, which places the formation of a holistic personality and its socio-emotional competence at the center of the educational process. The purpose of the study is to theoretically substantiate and experimentally verify pedagogical conditions that contribute to the effective development of junior schoolchildren’s emotional intelligence in the system of partner interaction of participants in the educational process. To achieve the goal, theoretical and empirical research methods were used. The work proves that partner interaction, in which the teacher acts as a facilitator, is effective, since it creates an emotionally safe environment for the child’s self-expression. Three key pedagogical conditions were identified and tested: the first condition involves formation of emotional awareness through the enrichment of pupils’ “emotional vocabulary” through fairy tales, dramatization, and art therapy exercises; the second condition is the systematic introduction of elements of socio-emotional learning (SEL) into integrated lessons in mathematics, Ukrainian, and the course “I Explore the World”. The methodology for using the techniques “Emotional Thermometer”, “Mood Circle” and game modeling of situations that develop empathy and self-regulation is described. The third condition is aimed at motivating parents to partner through their direct involvement in the educational space: joint readings, project activities, and participation in family events. The results of the experiment confirmed that the implemented set of conditions provides qualitative changes in the emotional and volitional sphere of schoolchildren, contributes to successful adaptation to learning, and harmonization of interpersonal relationships. The practical significance of the publication lies in the development of methodological tools that can be used to improve national educational policy and increase teachers’ professional skills in the field of developing soft skills of future citizens.