The problem of developing emotional responsiveness in older preschool children is currently being actualized by new contexts. Digitalization, informatization, technical and technological support of all spheres of human activity have led to a decrease in the share and role of direct human communication. As a result, a person, less often entering into interpersonal relationships, increasingly experiences the need for social support, social approval, and emotional involvement, while experiencing states of uncertainty, mental stress, and decreased vitality. People are increasingly in need of human involvement, which corresponds to prosocial behavior, which is so relevant in today's tense world. The determinant of the development of prosocial behavior of an adult is emotional responsiveness, the most favorable age for the development of which is the senior preschool age. The development of this ability occurs in direct social interaction. The success of developing emotional responsiveness as an ability is determined by the willingness and professional competence of an adult teacher. The purpose of the study: to substantiate the need to prepare a teacher of a preschool educational organization for the development of emotional responsiveness in older preschool children. The analysis of the literature made it possible to determine the content of the concept of “emotional responsiveness”, to substantiate the role and importance of an adult in the process of developing emotional responsiveness; to select and justify the most optimal form of teacher training for the implementation of this process in pedagogical practice. The results of the study confirmed the relevance of the problem of developing emotional responsiveness not only as a necessary human ability in today's complex world, but also the understanding of the importance of this task by teachers themselves. At the same time, teachers of preschool educational organizations have a number of difficulties in implementing the process of developing emotional responsiveness in preschoolers. The analysis of the difficulties of teachers made it possible to model the process of their training in the “On-the-job training” model. The choice of the model meets all the objectives of the study, and the positive results of its testing are confirmed by the satisfaction of teachers and the enrichment of professional competence.
emocional'naya otzyvchivost', podgotovka pedagoga, starshiy doshkol'nyy vozrast, model' podgotovki Obuchenie na rabochem meste, professional'nye zatrudneniya, pedagogicheskoe vzaimodeystvie
1. Abul'hanova K.A. K problemam ekologii lichnosti i vozmozhnosti psihologicheskoy podderzhki // Vestnik Krasnoyarskogo gosudarstvennogo pedagogicheskogo universiteta im. V.P. Astaf'eva (Vestnik KGPU). 2014. № 4(30). S. 6-22.
2. Babaeva T.I., Rimashevskaya L.S. Kak razvivat' vzaimootnosheniya i sotrudnichestvo doshkol'nikov v detskom sadu: igrovye situacii, igry, etyudy: uchebno-metodicheskoe posobie. - Sankt-Peterburg: Detstvo Press, 2012. 217 s.
3. Batischev G.S. Vvedenie v dialektiku tvorchestva. Moskva: Yurayt, 1997. 385 s.
4. Breslav G.M. Emocional'noe formirovanie lichnosti v detstve: norma i otklonenie. Moskva: Pedagogika, 1990. 144 s.
5. Verbovskaya V.S. Emocional'naya otzyvchivost' kak odin iz rezul'tatov emocional'nogo vospitaniya v starshem doshkol'nom vozraste // Nauchnyy rezul'tat. Pedagogika i psihologiya obrazovaniya. 2022. T. 8. №4. S. 66-78. https://doi.org/10.18413/2313-8971-2022-8-4-0-6.
6. Vygotskiy L.S. Voobrazhenie i tvorchestvo v detskom vozraste. Sankt-Peterburg: Soyuz, 1997. 91 s.
7. Gogoberidze A.G., Izotova E.I., Ezopova S.A., Novickaya V.A. Koncepciya razvitiya doshkol'nogo obrazovaniya do 2030 goda: zadachi i instrumenty realizacii v usloviyah edinogo obrazovatel'nogo prostranstva // Sovremennoe doshkol'noe obrazovanie. 2023. №4(118). S. 22-34.
8. Gruzdova I.V. Razvitie emocional'noy otzyvchivosti na muzyku u detey mladshego doshkol'nogo vozrasta: avtoref. diss. … kand. ped. nauk. Moskva, 1998. 16 s.
9. Dovgaya N.A. Ob osobennostyah razvitiya emocional'noy sfery // Doshkol'noe vospitanie. 2007. № 12. S. 23-34.
10. Dodonov B.I. V mire emociy. Kiev: Politizdat, 1987. 140 s.
11. Dorfman L.Ya. Metaindividual'nyy mir: metodologicheskie i teoreticheskie problemy. Moskva: Smysl, 1993. 456 s.
12. Zaporozhec A.V. Pedagogicheskie v psihologicheskie problemy vsestoronnego razvitiya i podgotovki starshih doshkol'nikov // Doshkol'noe vospitanie. 1972. № 4. S. 37-42.
13. Kurnosova S.A. Vospitanie emocional'noy otzyvchivosti u mladshih shkol'nikov, iz opyta raboty // Sibirskiy pedagogicheskiy zhurnal. 2007. № 14. S. 278-293.
14. Lebedeva Yu.V. Razvitie emocional'noy otzyvchivosti kak psihologo-pedagogicheskaya problema. // Mir nauki, kul'tury, obrazovaniya. 2012. № 2 (33). S. 79-81.
15. Leybina A.V., Pons F., Semenov Yu.I. Predstavlenie rossiyskih uchiteley o dobrote i ee proyavleniyah v pedagogicheskoy deyatel'nosti // Rossiyskiy psihologicheskiy zhurnal. 2020. T. 17. № 4. S. 5-20. https://doi.org/10.21702/rpj.2020.4.1
16. Martynova L.N. Formirovanie emocional'noy otzyvchivosti na muzykal'nye proizvedeniya u 5–7-letnih vospitannikov detskih domov: na materiale prazdnikov: diss… kand. ped. nauk. Elec. 2008. 235 s.
17. Murav'eva A.A., Oleynikova O.N. Obuchenie na rabochem meste kak osnovnoy trend v mezhdunarodnoy praktike professional'nogo obrazovaniya i obucheniya // Professional'noe obrazovanie i rynok truda. 2022. № 2. S. 57-74. https://doi.org/10.52944/PORT.2022.49.2.006
18. Neverovich Ya.3. Motivaciya i emocional'naya regulyaciya deyatel'nosti u detey doshkol'nogo vozrasta // Razvitie social'nyh emociy u detey doshkol'nogo vozrasta. Moskva: 1986. S. 68-77.
19. Nestik T.A. Social'nyy optimizm rossiyan v usloviyah krizisa: rezul'taty longityudnogo issledovaniya // Psihologicheskiy zhurnal. 2023. T. 44. № 3. S. 5-17. https://doi.org/10.31857/S020595920026152-3
20. Ryaguzova E.V. Paradoksy dobroty v kontekste prosocial'nogo povedeniya: analiz sovremennyh koncepciy // Social'naya psihologiya i obschestvo. 2024. 15(1). S. 5-21. https://doi.org/10.17759/sps.2024150101
21. Slavskaya A.V. Razvitie emocional'noy otzyvchivosti u mladshih shkol'nikov v processe obucheniya igre na fortepiano: diss. ... kand. ped. nauk. Krasnodar, 2005. 186 c.
22. Suhomlinskiy V.A. Kak vospitat' nastoyaschego cheloveka: (Etika kommunisticheskogo vospitaniya). Pedagogicheskoe nasledie. Moskva: Pedagogika 1990. 288 s
23. Ushinskiy K.D. Sobranie sochineniy. V 9 t. Chelovek kak predmet vospitaniya. Opyt pedagogicheskoy antropologii. T. 2. Moskva: Izd-vo Akademii pedagogicheskih nauk. 1950. 629 s/
24. Fedorov Yu.M. Universum morali. Tyumen': Tyumen. nauch. centr SO Rossiyskoy AN, 1992. 418 s.
25. Fukuyama F. Nashe postchelovecheskoe buduschee: posledstviya biotehnologicheskoy revolyucii. Moskva: AST, 2004. 349 s.
26. Harari Yu. Homo Deus. Kratkaya istoriya buduschego. M.: Sindbad, 2022. 496 s.
27. Cvicinskaya A.M., Bulygina M.V. Proyavleniya prosocial'nosti po otnosheniyu drug k drugu u siblingov doshkol'nogo i rannego vozrasta // Social'nye nauki i detstvo. 2023. T. 4. № 2. C. 39-52. https://doi.org/10.17759/ssc.2023040203
28. Shestakova L.M., Leont'eva T.V. Emocional'noe vospitanie detey doshkol'nogo vozrasta v uchrezhdeniyah dopolnitel'nogo obrazovaniya // Izvestiya RGPU im. A.I. Gercena. 2021. № 202. S. 226-236.
29. Shpet G.G. Vvedenie v etnicheskuyu psihologiyu. Moskva. 1927. 147 s.
30. Yasinskih L.B. Rol' empatii v razvitii emocional'noy otzyvchivosti u starshih doshkol'nikov // Teoriya i praktika obrazovaniya v period detstva. Ekaterinburg, 2003. S. 247-250.
31. Hawker C.J. A generosity of spirit // Nat Rev Mater. 2019. 4. 623-624. https://doi.org/10.1038/s41578-019-0134-z
