Emotional intelligence as instrument of increasing cognitive and creative capabilities of junior school children

Abstract

The article deals with the purpose of analysis possibility of impact of emotional intelligence on the development of cognitive and creative abilities of students and junior school children.  It has been noted that people with a high level of emotional intelligence have a clear understanding of their emotions and feelings of other people and ability of effective control of their emotional sphere.

As a result, their behavior in society is more adaptive and they can easily achieve goals in interaction with others. Therefore, there is a necessity to develop emotional intelligence from early childhood, especially when the child is «covered» by the system of education.

Some of researches depicts the direct interaction between a child's age and the efficiency of development of their emotional sphere. The actuality of this issue became especially relevant and important in the process of implementing the concept of the New Ukrainian School with its humanization of the education system.

In domestic psychology, the necessity for the term «emotional intelligence» was conditioned to the development of research in field of emotions and intelligence, the studies of the interactions between the mental and affective in the structure of mental activity and the study of emotional abilities. Modern psychological theory and practice have a widely learning doctrine for features of the individual emotional sphere, such as: empathy, vulnerability, emotionality and emotional stability.

It has not been conducted in our country and abroad thorough, systematic and effective studies of the impact of emotional intelligence on the development of cognitive and creative abilities of children. There are hypotheses and assumptions that the developed emotional sphere of the child has a positive effect on the development of its natural potential. However, some authors criticize this concept in connection with the vagueness and excessive breadth of the very concept of emotional intelligence. Overly optimistic predictions about the crucial importance of emotional intelligence compared to IQ and lack of empirical research that could confirm (or refute) numerous theoretical materials.