In dissertation for the frst time, the expediency of considering emotional intelligence in terms of preschool pedagogy as a pedagogical problem has been theoretically substantiated and experimentally proven; the theoretical and methodological principles are determined and the pedagogical conditions of the process of developing the emotional intelligence of preschool children in the conditions of a preschool education institution are outlined; an original theoretically grounded methodology for the development of the emotional intelligence of a child of older preschool age in the conditions of a preschool education institution is presented, its structural and functional model is developed and presented; a complex of diagnostic techniques was formed to identify the level of development of the emotional intelligence of a preschool child. The concept of the development of emotional intelligence in ontogenesis, the expediency of purposeful infuence on the development of emotional intelligence, starting from preschool age, the role of teachers and parents in the formation of the emotional intelligence of a preschool child has been expanded and supplemented; The idea of interconnection and interdependence of the emotional and cognitive components of the general development of the child was further developed; conceptual principles and scientifc-pedagogical approaches to creating optimal conditions for the successful socialization of a preschooler in a preschool education institution through the development of emotional intelligence by means of psychological and pedagogical infuence. The results obtained in the dissertation research were tested and implemented in the educational process. The leading provisions of the dissertation research became the basis for printed scientifc and methodical works. «Recommendations for preschool teachers regarding work on the development of emotional intelligence of preschool children» was published; «Training for teachers on the development of emotional intelligence of preschool children» was developed and patented.
The terminological feld of the concept of «emotional intelligence» is characterized and the consideration of the development of emotional intelligence in preschool age as a psychological and pedagogical problem is substantiated. The methodical aspects of the development of emotional intelligence of a preschooler are highlighted. The age and individual characteristics of the development of the emotional sphere of preschool children are considered. The role of an adult in the emotional life of a preschooler is outlined. he state of the problem of diagnosis of the level of development of emotional intelligence in ontogenesis is analyzed, methods are identifed and a set of diagnostic methods is compiled to determine the level of development of emotional intelligence of preschool children; the analysis of the obtained results of the ascertainment experiment on the identifcation of the level of development of the emotional intelligence of older preschool children was carried out. Dissertation also contains a theoretically grounded original method of developing the emotional intelligence of older preschool children in the conditions of a preschool education institution. It presents its structural and functional model, which consists of the purpose, tasks, functions, principles (scientifc, general didactic and specifc), pedagogical conditions (a developed system of pupils' ideas about the emotional sphere of human life; organization of an emotionally colored subject environment in group centers and playgrounds ; methodical support for teachers of preschool education institutions, including for raising the level of emotional intelligence of the teachers themselves; educational work with parents of pupils by means of dissemination of psychological and pedagogical knowledge about the age-specifc features of the development of the emotional sphere of preschool children), program content, forms of work (with children, with teachers, with parents), methods; methods, tools, criteria are defned and the levels (high, medium, low) of emotional intelligence of a child of older preschool age are characterized; the components of the method (cognitive, afective-motivational and reactive-reproductive) are defned. The formative stage of the experiment (implementation of the developed method of developing the emotional intelligence of older preschool children in the educational process of the preschool institution) is described and the efectiveness of the specifed method is analyzed by comparing the results of the ascertaining stage of the experiment with the results obtained after the formative stage of the experiment.
