Emotional Intelligence of a Teacher as a Necessary Condition for the Education of Emotional Responsiveness in Younger Schoolchildren

The article is devoted to one of the most important aspects of psychological and pedagogical support of the process of educating younger schoolchildren, namely, the formation of an emotional component in the structure of a developing personality. Emotional responsiveness of children, its content and features of manifestation depend on many factors and conditions, among which a special place is occupied by the emotional intelligence of the teacher as the central subject of educational activity, managing and controlling the entire course of pedagogical communication, which, in turn, affects the mental development, behavior and further socialization of students. The authors of the article, based on the results of an empirical study, analyze the psychological and pedagogical resources of the emotional intelligence of a teacher, whose creative and cognitive components directly and indirectly determine the ability of a younger student to empathy, empathy, responsiveness, empathy. In the proposed material, the emphasis is placed on the fact that the emotional intelligence of a teacher is an active motivating condition for the personal development of schoolchildren, and therefore requires a deeper study in the context of education in the educational environment of the school.