EXPERIMENTAL STUDY OF THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE AND REFLECTIVE ABILITIES IN SENIOR PRESCHOOL CHILDREN
DOI:
https://doi.org/10.24234/scientific.v3i53.401Keywords:
emotional intelligence, reflection, reflective abilities, preschool age, emotional development, self-awarenessAbstract
The article examines the development of emotional intelligence and reflective abilities in older preschool children. Preschool age is an important period of emotional and personal development during which children gradually acquire the ability to recognize and differentiate their own and others' emotional states, understand the causes of emotional experiences, reflect on their behavioral responses, and interpret social situations.
The aim of the study was to examine emotional intelligence and reflective abilities in older preschool children and to assess the outcomes of a targeted developmental intervention. The sample consisted of 60 children divided into an experimental group, and a control group. Emotional intelligence was assessed using G. A. Uruntaeva and Yu. A. Afonkina's method for studying children's understanding of emotional states through pictures. To assess reflective abilities, an author-developed questionnaire. The study followed a pretest–intervention–posttest design.
The findings show that organized and systematic developmental work combining selected components of emotional intelligence with reflective abilities is associated with pronounced positive changes in both domains. The results support the professional relevance of an integrated approach in preschool psychological programs.
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