DEFINITIONALANALYSIS OF THE RESEARCHING BASIC CONCEPTS OF THE PROBLEMS OF FORMING SENIOR PRESCHOOLERS ' SOCIAL-EMOTIONAL LITERACY

Introduction.The relevance of the problem has been determined by the necessity to form older preschool children literacy in social-emotional sphere, because children's socialization and active social-emotional developmenttake place at this age, the foundations for mastering positive interaction with adults and peers arelaid, which can be the indicators of mental health, emotional well-being and successful schooling in future.One of the first conditions for the social development of pre-schoolers is communication with adults (parents/custodians, teachers) and peers. An adult performs the functions of a social experience bearer and the carrier of values, the method of their transmission. Communication unites adults with pre-schoolers, because an adult is a mediator between children and the social world during the transfer of social experience.Purpose. To analyse different scientific approaches to the interpretation of the problem basic concepts of the older pre-schoolers' socio-emotional literacy formation.Methods. The methods of theoretical research (study of scientific literature on the topic of research, analysis, synthesis, systematization of theoretical material).Results. The article presents the interpretation of the concept of «social-emotional literacy» and characterizes the importance of its formation in older preschool age.Originality.The article defines the essence of the basic concepts of the study, analyses the results of the scientific works of foreign and Ukrainian scientists on the issue of social-emotional development and the formation of social-emotional literacy in preschool childhood.Conclusion.Socio-emotional literacy of older preschool children means the developed social skills, ability to understand and regulate one's own emotions, social status in the peer group; it is the ability to initiate positive relationships with adultsand other children.We believe that the formation of social-emotional literacy of older pre-schoolers is the primary link in the individual formation of social-emotional competence, forming during lifetime. We are going to direct the following scientificsearches to the analysis of tasks and the implementation of programs for social-emotional education of older pre-schoolers in global and domestic pedagogical practice.