scholarly journals Neuro Pedagogical Fundamentals of Preschool and Primary School Children Emotional Intelligence Development

2021 ◽  
Vol 12 (4) ◽  
pp. 278-296
Author(s):  
Tetiana Kotyk ◽  
Viktoriia Sichka ◽  
Viktoriia Ragozina ◽  
Svetlana Vasilieva ◽  
Nataliia Havrysh ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Emotional Development ◽  
Emotional Reactions ◽  
Primary School Children ◽  
Full Development ◽  
Gender Characteristics ◽  
Intelligence Development ◽  
The Brain

The discussion of psychologists and physiologists on the work of the brain as the center for the formation of emotions and feelings, the center of memory and planning of future actions has been highlighted. Taking into account the main provisions of neuroscientists’ works, the gender characteristics of the emotional reactions of boys and girls have been revealed in accordance with differences in the structure and work of their brains. This gave the grounds for the conclusion that in order to form the correct behavior of the child in society, it is necessary to enhance his interaction experience in it, develop strong-willed efforts and ensure the full development of a rational brain. of The vast majority of junior schoolchildren need to have their level of emotional intelligence to be corrected. The main source of intellectual, moral and aesthetic feelings as components of the emotional intelligence of preschool and primary school children is gaming and educational activities, during which all kinds of feelings that affect the children’s adaptation to the new living conditions are being developed. If a child does not reach a sufficient level of emotional development by the age of 10-11, which is distinguished by the greatest plasticity of the cerebral cortex and almost unlimited intellectual capabilities, then at the later age his life cannot be successful and comfortable due to numerous misunderstandings with himself and others, close and strangers.

scholarly journals Is Emotional Intelligence Correlated With Values Among Primary Schoolers?

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110207
Author(s):  
Kerem Coskun ◽  
Ozlem Ulu Kalin ◽  
Arcan Aydemir
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Regression Analysis ◽  
Primary School ◽  
School Children ◽  
Pearson Correlation ◽  
Relevant Literature ◽  
Primary School Children ◽  
Intelligence Scale ◽  
Confirmatory Factor

The present study sought to develop a scale to measure the values adoption of primary school children and explore whether emotional intelligence of primary school children is associated with values which are taught through curricular activities. First, the Value Adoption Scale (VAS) was developed in Study 1 by conducting exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and correlation was examined in Study 2. Data were collected using the Ten Years Emotional Intelligence Scale (TYEIS) and the Value Scale consisting of eight items. Data were analyzed with Pearson correlation coefficient and regression analysis. Results of data analysis indicated that there was a moderate correlation between emotional intelligence and values, but regression analysis revealed that emotional intelligence had weak predictive power for values adoption. It was concluded that teaching values through curricular activities is not useful to foster emotional intelligence among primary school children. Results of the research are discussed and addressed along with the relevant literature.

scholarly journals Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis

2017 ◽  
Vol 16 (3) ◽  
pp. 1 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Rafael Enrique Buitrago Bonilla ◽  
Sergio Cepero Espinosa
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Reliability And Validity ◽  
Primary School Children ◽  
Future Research ◽  
Social And Emotional ◽  
Learning Programs ◽  
Emotional Quotient Inventory ◽  
And Gender

This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.

scholarly journals Emotional Intelligence and Creativity in First- and Second-year Primary School Children

2017 ◽  
Vol 237 ◽  
pp. 1179-1183 ◽  
Author(s):  
Carlos Salavera ◽  
Pablo Usán ◽  
Irene Chaverri ◽  
Nerea Gracia ◽  
Paula Aure ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Second Year

scholarly journals Research and analysis of emotional intelligence in primary school children

2021 ◽  
Author(s):  
M.L. Demina ◽  
I.A. Pokrovskaya
Keyword(s):  
Emotional Intelligence ◽  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Primary School Children

The article presents the results of an empirical study of emotional intelligence in primary school children. The data obtained can be used in the system of psychological and pedagogical support of educational and upbringing processes in primary school.

scholarly journals THE USE OF CEREBRAL STIMULATION TECHNIQUES IN VESTIBULAR GYMNASTICS OF YOUNGER SCHOOLCHILDREN WITH MENTAL RETARDATION

2021 ◽  
Vol 15 (3) ◽  
pp. 324-334
Author(s):  
E. G. Khaustova ◽  
◽  
A. A. Martynov ◽  
Keyword(s):  
Mental Retardation ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Vestibular System ◽  
Primary School Children ◽  
Learning Problems ◽  
Adaptive Physical Education ◽  
The Brain ◽  
Cerebellar Stimulation

Introduction. The paper discusses new approaches to timely providing correctional assistance to primary school children with mental retardation. One of the techniques of adaptive physical education for primary school children with mental retardation is vestibular gymnastics, which cannot be attributed only to medical or purely pedagogical methods. To date, there has been no sufficient knowledge about how to use vestibular gymnastics in adaptive physical education of primary school children with mental retardation. However, there is proof that the effective functioning of the vestibular system enhances the efficiency of the brain and reduces behavior and learning problems. Materials and Methods. We propose exercises aimed at stimulating the cerebellum by using the balancing sets of exercises as one of the groups of techniques of our methodology. The assessment of the vestibular stability, which characterizes the effectiveness of the vestibular gymnastics technique, was based on the method of computer posturography. Results. At the end of the experiment, the average values of the statokinesiogram indices of younger school children with mental retardation were close to the lower limit of the indices for normal typical children. Conclusion. The findings indicate the effectiveness of using cerebellar stimulation techniques to optimize the physical fitness and functional status of younger school children with mental retardation.

scholarly journals PRIMARY SCHOOL CHILDREN PSYCHOLOGICAL IMMUNITY AGAINST CYBERBULLYING FORMATION PECULIARITIES THROUGH THE PRISM OF FAIRY TAILS PSYCHOLOGICAL ANALYSIS

2021 ◽  
Vol 1 ◽  
pp. 76-82
Author(s):  
Olena M. Ratinska ◽  
Iryna V. Kostiushko
Keyword(s):  
Emotional Intelligence ◽  
Critical Thinking ◽  
Primary School ◽  
School Children ◽  
Fairy Tales ◽  
Self Regulation ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Psychological Analysis

The article presents the research on the cyber immunity formation for primary school students. We present the results of research to identify the youngest audience communicating on social networks and facing cyberbullying. To identify an average level of primary school students psychological immunity components formation against cyberbullying, the following methods are considered: ’Self-regulation level definition in intellectual activity’ by N.V. Ulenkova; emotional intelligence test by Hall; ‘Anagram’ methods for reflexivity of thinking level definition; ‘Concepts Comparison’ methods for the research of students’ mental operations: analysis, synthesis, comparison; ‘Simple analogies’ methods to detect the awareness as a quality of critical thinking; independence of thinking test (from the methodological complex ‘Prognosis and prevention of studying problems’ by L.A. Yasyukova); Lippman’s ‘Logical patterns’ test for the assessment of the logic of thinking. According to the results of the problem theoretical analysis, empirical research and psychological analysis of fairy tales, the main areas of work in the context of cyber immunity primary school children formation are identified. Self-rating and self-worth development, socialization, emotional intelligence, self-regulation and critical thinking are the important stages for cyber immunity formation process. Several directions of psychological work with younger students have been identified. Informing children about the inadmissibility and consequences of cyberbullying on the Internet, the development of media literacy. They also presented a multifunctional, effective method of narrative psychology of childhood – the psychological analysis of fairy tales to form meaningful qualities. Identification of children with the characters of fairy tales and their behavior develops new adaptive skills, and awareness of the falsity of the actions of the characters forms critical thinking. The tale of G.H. Andersen’s «Ugly Duckling» helps to build self-esteem and the formation of emotional intelligence. It also helps in the search and development of resources from various threats, including cyberbullying. The Ukrainian folk tale «Bunny’s Hut» will help to form important components of cyberimmunity – the child’s ability to defend himself and the ability to ask for help from others.

scholarly journals Unformed lateralization of the brain hemispheres regarded as a neuropsychological feature of primary school children

2020 ◽  
Vol 210 ◽  
pp. 19026
Author(s):  
Inna Lukyanova ◽  
Evgeniy Sigida ◽  
Svetlana Utenkova ◽  
Svetlana Dmitrieva ◽  
Maria Chibrikova
Keyword(s):  
Primary School ◽  
Left Hemisphere ◽  
School Children ◽  
Right Hemisphere ◽  
Primary School Children ◽  
Abstract Thinking ◽  
Signal System ◽  
Brain Hemispheres ◽  
The Right ◽  
The Brain

The purpose of the study is to identify the neuropsychological features of primary school children (unformed lateralization of the brain hemispheres) that substantiate the necessity for changes in the organization of their learning process. The data of the research demonstrated the need to classify children of primary school age in accordance with the characteristics of their perception and the type of thinking. In the system of interactions between the brain hemispheres, signal systems and the type of thoughts, 7-8 year old pupils displayed the priority of reflecting the world through the first-signal system, stimulating the dominance of the activity of the right hemisphere, which determines the dominance of visual thinking. Children who are from 9 to 10 years old are characterized by the reflection through a second-signal system, a shift of the brain lateralization to the left hemisphere, and the development of abstract thinking. The results described above suggest that only at the age of 9-10, modern primary school children are ready to learn within the existing educational system; 7-8-year-old children are much worse at perceiving information transmitted through the words and are not ready for a learning pattern based on the use of abstract thinking; forced switching of children of this group from the right-hemisphere lateralization of the brain to the left-hemisphere leads to a state of hemispheric dysfunction and, as a result, to neurotic disorders. The education of primary school children must be approached in a differentiated way. The education system of 7-8 year old pupils, whose thinking needs to complete the development of visual thinking (not to leave the process incomplete) and to proceed to the formation of a second-signal system with the dominance of the left hemisphere, which determines the transition to abstract thinking, needs to be rebuilt by excluding the factors that traumatize neuro-physiological structures from it.

scholarly journals ПОТЕНЦІАЛ ГРИ В РОЗВИТКУ ЕМОЦІЙНОГО ІНТЕЛЕКТУ МОЛОДШИХ ШКОЛЯРІВ НА УРОКАХ ЧИТАННЯ

2021 ◽  
Vol 1 (2) ◽  
pp. 97-107
Author(s):  
I.G. SUKHOPARA ◽  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Reading Skills ◽  
Emotional State ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Basic Reading Skills ◽  
Intelligence Development

The focus of the educational process on the development of emotional intelligence, the tasks of the adaptation-play period, the possibility of reading lessons for the development of the emotional sphere of junior schoolchildren determined the relevance of the chosen topic. We understand the development of emotional intelligence of primary school children as a process and result of quantitative and qualitative changes in the emotional and intellectual spheres of the child, aimed at the ability to express, understand their emotions, manage them, understand and influence the emotional state of others to establish friendly, tolerant relationships, success. Reading lessons have a special emotional atmosphere, give the opportunity to introduce the child to the complex world of human emotions, to observe and live a certain emotional state with the characters of works of art, at the same time, to express their emotions, understand their feelings. The basic reading skills of pupil of 1-2 grades concerning the development of emotional intelligence in reading lessons in accordance with the requirements of the State Standard of Primary Education are outlined. The conditions for the development of emotional intelligence of primary school students in reading lessons are given. The potential possibilities of the game as interactive have been identified; free, unforced, desirable; fascinating; open, figurative, expressive, creative activity of primary school students. The scheme of types of games for reading lessons and their influence on the development of components of emotional intelligence of junior schoolchildren is presented. Games that affect the development of emotional intelligence are characterized in accordance with its structural components: games that create a positive mood, relieve psychological stress in students; aimed at adequate expression of their own emotions, feelings, emotional response to reading and recognizing the emotions of others; focus on emotion management; help to master the techniques of interaction, communication, understanding of others, joint solution of the problem; use theatrical techniques, staging; aimed at expanding students' knowledge of emotions and feelings. Key words: game, emotional intelligence, development of emotional intelligence, reading lessons, junior schoolchildren.

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