Features of the development of emotional intelligence in older preschool children by means of art therapy

Abstract

The article deals with the problem of the development of emotional intelligence in older preschool children. This age stage is characterized by the active formation of the emotional-volitional sphere, the development of the ability to recognize and regulate one's own experiences and understand the emotional states of others. The work analyzes theoretical approaches to understanding the phenomenon of emotional intelligence (L.S. Vygotsky, S.L. Rubinstein, D. Goleman, D.V. Lyusin, A.I. Savenkov, etc.), summarizes the practical experience of teachers and psychologists of the Russian Federation and the Republic of Sakha (Yakutia), and presents the results of an experimental study. Initial diagnostics using a set of methods (G.A. Uruntaeva; A.A. Oshkina, I.G. Tsygankova; R. Tammle, M. Dorki, V. Amen) revealed a predominance of low and medium levels of emotional intelligence development in the majority of preschoolers. To correct the identified difficulties, a psychological and pedagogical program «Our Emotions» was developed and tested, based on the integration of art therapy methods: fairy tale therapy, play therapy, isotherapy, sand therapy. The final diagnostics confirmed the effectiveness of the proposed system of work, which resulted in a significant increase in the level of emotion recognition, the development of empathy and emotional self-regulation skills. The statistical significance of the changes was confirmed using the Wilcoxon T-test. The materials of the article can be useful for educational psychologists, educators and specialists of preschool educational institutions.