DIAGNOSIS OF EMOTIONAL INTELLIGENCE DEVELOPMENT IN PRESCHOOL CHILDREN: METHODS AND RESULTS
DOI:
https://doi.org/10.5281/zenodo.17449048Keywords:
emotional intelligence, diagnosis, preschool education, social adaptation, pedagogical practice.Abstract
The article examines the problem of diagnosing emotional intelligence (EI) in preschool children. Based onthe analysis of international, CIS, and Uzbek studies, it is shown that EI is a crucial factor in children’s social adaptation
and readiness for further education. Special attention is given to international diagnostic tools (MSCEIT-YV, EQ-i:YV,
SEL monitoring) as well as local practices that mainly rely on observation and teacher evaluation. The article concludes
that Uzbekistan must adapt international methodologies to its socio-cultural context and integrate them into the national
preschool education system.
References
Goleman, D. (2018). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, fndings, and implications.
Psychological Inquiry, 15(3), 197–215.
Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. Journal of
Emotional Education, 6(2), 56–72.
OECD. (2020). Early childhood education and care: Pedagogy and practice. Paris: OECD Publishing.
UNICEF. (2021). Global framework on social and emotional learning. New York: UNICEF.
Андреева, И. Н., & Яковлева, Е. Л. (2019). Эмоциональная компетентность педагога как фактор эффективности
образовательного процесса. Педагогика, 5, 45–52.
Обухова, Л. Ф. (2020). Психологические основы развития эмоционального интеллекта в дошкольном возрасте.
Вопросы психологии, 3, 77–85.
Жумабекова, А. М. (2022). Развитие эмоционального интеллекта у дошкольников в условиях игровой
деятельности. Педагогическая наука Казахстана, 2, 33–40.
Якубович, В. А. (2021). Формирование эмоциональной компетентности педагогов в системе повышения
квалификации. Белорусский педагогический журнал, 4, 60–67.
Tursunova, S. Kh. (2021). Emotional competence of preschool teachers as a factor of child personality development.
Psychology and Pedagogy, 2, 102–109.
Baybaeva, M. F. (2022). The role of empathy in developing children’s emotional intelligence in preschool education.
Education and Innovation, 3, 44–51.
Kholmirzaeva, D. Yu. (2023). Influence of teacher emotional competence on children’s communication skills.
Pedagogical Research of Uzbekistan, 1, 71–79.
Sharipova, G. (2022). Art therapy as a tool for developing teachers’ emotional competence in preschool institutions.
Preschool Education Issues, 5, 88–95.
President of the Republic of Uzbekistan. (2022). Decree PF–60 on the Development Strategy of New Uzbekistan.
January 28, 2022.
Cabinet of Ministers of the Republic of Uzbekistan. (2020). Resolution No. 802 on the Concept for the Development of
Preschool Education until 2030. December 22, 2020.
