DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF CHILDREN OF SENIOR PRESCHOOL AGE IN MUSICAL ACTIVITY (IN PRESCHOOL EDUCATION INSTITUTIONS)

Abstract

The article explores the potential for developing the emotional intelligence of older preschool children through musical activities. To prepare the publication, the methods of theoretical analysis, generalization, and comparison of scientific sources, methodological and educational literature, as well as generalization of one's own practical experience of pedagogical work with children were used. The essence of emotional intelligence and its significance for the development of a child of senior preschool age are analyzed. The significance of musical activity as a means of emotional education, increasing emotional stability, and preserving the psychological health of a preschool child is revealed. The main types of musical activity are analyzed in the context of the development of children's emotional intelligence in senior preschool age. Active listening to music is a type of activity in which children learn to identify and distinguish various emotions and moods using musical language. Vocal, instrumental, and musical rhythmic activities are characterized as a fertile environment for emotional development, where the child conveys mood, develops emotional expressiveness, and “experiences» various emotional states using voice, plasticity, and movements. Some types of activities are illustrated with visual examples. It is emphasized that when organizing various types of musical activities, one should take into account the appropriateness of selecting emotive musical material, conscious discussion and accentuation of emotions, the use of didactic games, fairy tales and poems, synthesis of arts, and relaxation exercises. The prospects for further research lie in developing pedagogical conditions for the development of children's emotional intelligence in senior preschool age through musical activities.