The problem of the Influence of Professional Reflection of Teachers of Preschool Educational Establishments on the Qualities of their Social Intelligence

the purpose of our article is: to investigate the problem of the influence of professional reflection of teachers of preschool educational establishments on the qualities of their social intelligence; according to the results having been ob-tained in the experiment to describe the structure of social intelligence of teach-ers of preschool educational establishments methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used such empirical methods as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M.O’ Sullivan “Research of Social Intelligence”, adapted by E.S. Mikhailova (Гилфорд & О’Салливен, 2021).the results of the research. We think, that the functioning of social intel-ligence as a group of abilities and capabilities of the individual takes place at three levels, which allow us to reflect the dynamic nature of this phenomenon. In the structure of social intelligence we distinguish the potential level, which contains the potential abilities and possibilities of the individual, which are at the stage of the development with the name “the actual level”, which includes the abilities and possibilities of the person. This level has a normative (medium and a high) level of its development, and the effective level, which contains such personality’s characteristics that highlight the peculiarities of the explanation of these abilities in the sphere of cognitive activity of the person.conclusions. We proved, that a variety of characteristics directly related to the social intelligence of the person, reflects its diverse peculiarities. At the same time, in defining these characteristics that predetermine the development of social intelligence, there are a number of common points. First of all, they are interpreted as the ability, therefore, directly interrelated with certain activities. Secondly, the subject of these abilities is the possibility of the person to establish connections between events in which actors are other people. Thirdly, in wha­tever context social intellect was described in scientific theories and concepts, it is in any case presented as a rather complex structural formation consisting of different abilities and possibilities. Also, the accuracy of the understanding of other people, the adequacy of interpretation, prediction and reflection are the main indicators of the presence or absence of the person’s ability to solve tasks in order to establish the relationship between events in the subject­subject com-munication and interaction