THE STUDY OF THE PROBLEM OF FORMATION THE EMOTIONAL INTELLIGENCE AND SOCIAL-EMOTIONAL LITERACY OF OLDER PRESCHOOL AGE CHILDREN

Introduction. Any time of society's existence parents want their children to grow up happy and successful. Highly developed emotional intelligence helps people to understand not only themselves deeper but other people's feelings too, it helps to have strong emotions, control their own emotional sphere and influence the feelings of others. Emotional development is the basis of a person's entire life that's why the development of a preschooler's emotional intelligence is quite important today.Changes in cognitive activity depend on great changes in the child's personality emotional sphere. Emotions affect cognitive and strong-willed processes. The issue of emotional development is one of the most important and complex problems in pedagogy and psychology. Preschoolers' behaviour is guided by emotions, and the lack of emotional communication can lead to interpersonal conflicts, manifestations of aggression and depression. Scientists focus attention on the problem of developing emotional intelligence. Purpose. To reveal the peculiarities of the emotional intelligence development theory and the phenomenon of its understanding. To characterize the concept of «social-emotional literacy» and describe the importance of its formation at children under school age. Methods. The methods of theoretical research (study of scientific literature on the topic of research, analysis, synthesis, systematization of theoretical material), empirical research and statistical methods of data processing were used. Results. Only 15% of older preschool children are able to understand and express their emotions at high level. Such components of older preschool children's social-emotional literacy as «Ability to understand and express one's emotions» are formed mainly at a below-average level, the component «Ability to understand other people's emotions» and «Ability to manage one's own emotions and communicate with other people» are formed at a very low level. A lower than average and low level of socio-emotional literacy in the experimental group of older preschool children prevails. Originality. The article characterizes the essence of the concept of «social-emotional literacy», defines the importance of its formation at older preschool age children. The formation of older preschoolers' social-emotional literacy at a high level means the ability to understand their own emotions, the emotions of other people, and to establish effective communication with adults and peers. Conclusion. The analysis of the data indicates an insufficient level of socio-emotional literacy, which points the necessity to organize an effective pedagogical influence aimed at defining and creating pedagogical conditions for the formation of older preschool children socio-emotional literacy.