Psychological and pedagogical conditions for fostering emotional intelligence in senior preschool children in a digital educational environment

the article investigates the psychological and pedagogical conditions for fostering emotional intelligence (EI) in senior preschool children (aged 5-7) within a digital educational environment. EI, encompassing the ability to recognize, understand, and regulate emotions, is crucial for a child’s personality development, social adaptation, and readiness for school. The study aims to identify conditions that enhance EI development through digital technologies. Objectives include: 1) analyzing the theoretical foundations of EI and its role in preschool age; 2) developing and testing an EI development program using interactive digital tools; 3) evaluating the program’s effectiveness through psychodiagnostics, observation, and surveys; 4) formulating recommendations for educators and parents. The empirical study, conducted in 2024 in three Moscow preschools, involved 120 children divided into experimental and control groups. The program comprised modules on emotion recognition, understanding, and regulation, utilizing applications such as “Emotions and Me” and “Virtual Garden of Emotions.” Results demonstrated a significant increase in EI levels in the experimental group, particularly in emotion regulation, alongside improved empathy and reduced conflict behavior. The practical implications include methodological guidelines for integrating digital tools into preschool education, enhancing teacher training, and creating a safe educational environment that fosters emotional development. Limitations include the dependence of outcomes on teacher qualifications and the need for further research on long-term effects.

emotional intelligence, preschool education, digital educational environment, psychological and pedagogical conditions, interactive technologies, personality development