The paper considers the issue of the preschool teachers’ readiness to foster emotional responsiveness of preschool children, as stipulated by the Federal State Standard of Preschool Education. The authors emphasize that it rather topical pedagogical issue to develop emotional responsiveness of preschool children, which is not only stated as a task of preschool education policy, but also a as need of modern society facing decreased level of spirituality and kindness and increased violence. Analyzing the reference educational sources and the humanistic educational concept, the authors justify the factors of emotional responsiveness of preschool children, including heredity; social and emotional experience developed in the family; intensity of personal development in childhood; sensitivity of preschoolers for developing emotional responsiveness; age coherence between the needs for social activities and socially significant relationships; potential for emotional development in a game as the leading preschool activity. After analyzing these factors, the authors determined three aspects in solving the urgent problem of fostering emotional responsiveness of preschool children, such as amplifying the educational environment, considering individual characteristics of each child and developing teashers’ readiness to foster emotional responsiveness. The authors pay much attention to the teacher’s readiness to foster emotional responsiveness of preschool children, study this quality among preschool teachers and make relevant conclusions. The empirical results gained through the practical study have showed that more than two thirds of teachers are unwilling to develop emotional responsiveness of preschoolers. The authors believe this fact is due to both subjective and objective reasons. Low level of teachers’ positive emotional attitude can be explained through increasing teaching load, stricter reporting requirements and other changes in working conditions. However, the emotional responsiveness of teachers themselves is not only the leading condition for fostering this quality in children, but also an essential professional quality. According to the results of study, it requires further pedagogical attention, both at the level of training, and the level of further and advanced education.
doshkol'nyy vozrast, emocional'naya otzyvchivost', pedagogicheskaya deyatel'nost', razvivayuschaya sreda, senzitivnyy vozrast, emocional'nyy i social'nyy opyt
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