FORMATION OF EMOTIONAL INTELLIGENCE OF JUNIOR PUPILS AT THE LESSONS OF LITERARY READING

Introduction. The article is devoted to the problem of developing the emotional intelligence of junior pupils in reading lessons. The article considers the interpretation of the term emotional intelligence, and the views of Ukrainian and foreign researchers. Developing the emotional intelligence of junior pupils will help them understand their emotions and the emotions of others. Scientists G. Gardner, O. Bar-On, D. Goleman, E. Nosenko, N. Kovriga, S. Derevyanko, L. Kolisnyk, O. Sannikova and other researchers have made a significant contribution to science. The main task of our study is to analyze the views on the study of emotional intelligence of junior pupils. Purpose. The main objective of our publication is a analyze views on the interpretation of the term «emotional intelligence», highlight the structure and features of emotional intelligence of junior pupils, and give examples of the use of pedagogical technologies for the development of emotional intelligence of junior pupils. Methods. The following methods were used: the method of theoretical research, and the method of comparative historical analysis, which allowed comparing the scientific developments of different researchers and their contribution to the study of emotional intelligence. Methods of induction and deduction, historical method and the method of storytelling helped to explore causal relationships, conclusions, and facts in the field of research. Results. Based on the analysis of scientific sources, we interpret emotional intelligence as the ability to understand, analyze, control and be able to use feelings and emotions in life situations, understand the emotions of others and communicate with them. The term «emotional intelligence» has been studied by many Ukrainian and foreign researchers (E. Nosenko, N. Kovriga, D. Goleman, P. Salovey, S. Derevyanko, J. Mayer). Researchers J. Meyer and P. Salovey developed the structure of emotional intelligence: the accuracy of evaluation and expression of emotions, the use of emotions in mental activity, understanding emotions, and emotion management. In our work, we have identified several ways to develop emotional intelligence: the development of self-awareness and the creation of self-understanding of a pupil's emotions. Therefore, junior pupils need to use the above forms of work, taking into account the peculiarities of psychological development. In particular, pupils have increased emotionality, curiosity, sensitivity to various sensations and impressions, and developed imagination and imagination. We consider the role of the teacher to be especially important to create the emotional worldview of junior pupils. Pedagogical activity in the process of studying the emotional characteristics of pupils and the use of special methods, exercises and techniques during educational work contributes to the creation of this quality. The systematic development of emotional intelligence is a task of urgent importance. Conclusion. The article has the prospect of further research in the direction of studying the issue of the development of emotional intelligence of junior students in reading lessons.