March 2018, № 3 (215), pages 44–51

doi: 10.25198/1814-6457-215-44

Matvievskaya E.G., Shavshaeva L.Yu. PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PROFESSIONAL DEVELOPMENT OF TEACHERS ON THE PROBLEM OF FORMING THE EMOTIONAL INTELLIGENCE OF SENIOR PRESCHOOLERSModern socio-cultural conditions, the requirements of normative documents actualize the need for continuous professional development of teachers of preschool education. The implementation of federal state educational standards for preschool education presupposes the solution of one of the most significant problems of social and communicative development: the formation of the emotional intelligence of preschool children. Inadequate readiness of teachers to form emotional intelligence of children of senior preschool age determines the need for the realization of psychological and pedagogical support for the professional development of the teacher on the indicated problem. Based on the analysis of the research, the content of the investigated concept is presented. The need to implement a personalized model of professional development is indicated. The directions of psychological and pedagogical support of the professional development of teachers on the problem of forming the emotional intelligence of senior preschoolers are examined: research and formative. Based on the results of implementation of the research area, the difficulties of teachers of preschool education are revealed in the formation of emotional intelligence: the definition of the content of the concept of “emotional intelligence”, the identification of age-specific features of the phenomenon, designation and implementation of technologies for the formation of the phenomenon under investigation. The insufficient orientation of the listeners of the courses of raising the qualification for the formation of the emotional intelligence of children of the senior preschool age is noted. Special difficulties were revealed in the organization of interaction with the parents of older preschoolers. The realization of the forming direction is presented. The implementation of the formative direction took place in accordance with the highlighted difficulties of teachers of preschool education within the framework of the stages “I Know”, “I Wish”, “I Act”. In the work with teachers at the stage “I Know” methods of interactive lecture and discussions were used; receptions of emotional feedback, emotional associations; technology: interactive. In the work with teachers at the stage “I wish” methods were used: discussion, role play, analysis of emotional experience; technology: interactive. At the stage of “Acting”, interaction with parents of children of senior preschool age is planned and implemented. The need to study the effectiveness of the activity in providing psychological and pedagogical support for the professional development of teachers by studying the formation of the emotional intelligence of older preschool children and, in general, the professional competence of pedagogical workers in the framework of the problem under consideration.Key words: psychological and pedagogical support, professional development, teacher, advanced training, emotional intelligence, senior preschoolers.

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About this article

Authors: Matvievskaya E.G., Shavshaeva L.Yu.

Year: 2018

doi: 10.25198/1814-6457-215-44

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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