Sukhodolіa Y. O. Family as a factor in the development of social intelligence of younger schoolchildren during distance learning. ‒ Qualifying scientific work on the rights of a manuscript.
Thesis for obtaining the degree of Doctor of Philosophy in the specialty 053 Psychology. – Khmelnytskyi National University, Khmelnytskyi, 2024.
The dissertation is devoted to solving the scientific problem of developing the social intelligence of younger schoolchildren in families during distance learning by improving the socio-psychological support of this process.
The state of development of the problem of research in Ukraine and abroad is highlighted, the theoretical justification of the determination of the family in the process of child development is carried out; phenomenology of the phenomenon "social intelligence" is described, its content, criteria, structure, features of development in younger schoolchildren in families.
According to the results of the analysis of scientific literature, the content of the definition of "social intelligence of a junior schoolchildren" was clarified (integration characteristic, combining the manifestation of his self-esteem and understanding the value of others, manifests itself in interaction with other students and adults who are involved in the educational process and are outside it, involves understanding and applying the norms and rules of social behavior and communication, identifying a sense of responsibility for their own actions (acts) and their consequences on the basis of analysis and reflection) and its function. The following components of SI structure of younger schoolchildren are allocated: SI components - regulatory, behavioral, cognitive; indicators of social intelligence - socialization, social adaptability, social competence; sociability, responsibility, organization, independence; social activity, independence, motivation, reflection, emotional stability, social perceptual competence, self-actualization, self-esteem.
The theoretical and methodological approaches of scientists to the study of the essence and functional importance of the family for the development of social intelligence of younger schoolchildren are investigated. The main attention was aimed at determining the similarities and differences in the views of scientists on the essence and content of the family, its functionality and significance for the development process of SI, on the phenomenon of SI itself and its internal content, on the interaction of subjects of the development of social intelligence of younger schoolchildren in families in the conditions of distance learning.
Organizational and psychological peculiarities of the professional activity of the teaching staff of the school and the school psychologist, the activities of the parent committee and families within their interaction, which in the future could affect the development of their ability to develop in younger schoolchildren SI during distance learning, are systematized; a corresponding set of psychodiagnostic tools has been formed (indicating their authors, names, diagnostic indicators, etc.), scientific improvements have been specified in determining the factors of increasing the effectiveness of the professional activity of the pedagogical staff of the school and the school psychologist, the activities of the parent committee and families within their interaction regarding the development of younger schoolchildren SI during distance learning.
A theoretical model of socio-psychological support for the development of social intelligence of younger schoolchildren in families during distance learning has been developed, theoretically substantiated and experimentally tested, which assumes the presence of goals, tasks, principles, levels and structure of interaction.
The author's training "Development of social intelligence of younger schoolchildren in families during distance learning" was developed, which was conducted with all persons involved in empirical research during the year, 2 hours weekly according to variable choice (a total of 76 hours).
The analysis of the results of the experimental study by the levels of development of the SI components of the younger schoolchildren in the family in the conditions of distance learning and their statistical processing confirmed the assumptions and statistically showed significant positive changes in the experimental group. and, consequently, the effectiveness of the proposed theoretical model of socio-psychological support for the development of social intelligence of younger schoolchildren in families during distance learning and its practical reflection in the educational process of institutions of general secondary education.
The practical significance of the results is to develop practical recommendations to parents and teachers regarding the socio-psychological support of the development of social intelligence of younger schoolchildren during distance learning.
