Neuro Pedagogical Fundamentals of Preschool and Primary School Children Emotional Intelligence Development

Abstract

The discussion of psychologists and physiologists on the work of the brain as the center for the formation of emotions and feelings, the center of memory and planning of future actions has been highlighted. Taking into account the main provisions of neuroscientists’ works, the gender characteristics of the emotional reactions of boys and girls have been revealed in accordance with differences in the structure and work of their brains. This gave the grounds for the conclusion that in order to form the correct behavior of the child in society, it is necessary to enhance his interaction experience in it, develop strong-willed efforts and ensure the full development of a rational brain. of The vast majority of junior schoolchildren need to have their level of emotional intelligence to be corrected. The main source of intellectual, moral and aesthetic feelings as components of the emotional intelligence of preschool and primary school children is gaming and educational activities, during which all kinds of feelings that affect the children’s adaptation to the new living conditions are being developed. If a child does not reach a sufficient level of emotional development by the age of 10-11, which is distinguished by the greatest plasticity of the cerebral cortex and almost unlimited intellectual capabilities, then at the later age his life cannot be successful and comfortable due to numerous misunderstandings with himself and others, close and strangers.

Emotional Intelligence in the School Context: The Case of Greece for Teachers’ Attitudes and the Role of Mobiles and ICTs

“…Of the 242 teachers only 51 stated that they have been very concerned with the development of their own EI and 18 teachers that they have not been concerned at all. This becomes a little worrying as all people and even more teachers should give importance to cultivating their EI and because the personal benefits are many [7], but also to be able to get closer to their students and help them develop useful emotional skills [49]. According to research, some early childhood educators are already intuitively aware of the significance of their own emotions as well as the emotions of their students, and they pay great attention to these matters in the classroom [50,51].…”