| Annotation |
The problem of developing emotional responsiveness of children is an urgent pedagogical problem determined
by modern social situations of social development. In pedagogical research of the last decades,
an active search is being conducted for effective means for the development of emotional responsiveness.
However, an independent study of the development of emotional responsiveness of older preschool children
in musical activity has not been carried out. This paper describes a pedagogical experiment to evaluate the
effectiveness of the conditions of pedagogical support for the development of emotional responsiveness of
children in a preschool educational organization, which was the purpose of the publication. The methodological
basis of the experiment was the provisions of personality-oriented and subject-activity approaches
that determined the choice of diagnostic procedures and the logic of the formative experiment. As a result, it
was proved that emotional responsiveness as a personal quality is really capable of developing in the senior
preschool age when creating the necessary conditions in the educational environment of kindergarten. This
conclusion is confirmed by the significant positive dynamics of all structural components of emotional responsiveness
in the evaluation of quantitative indicators. Relying on the subject-activity approach, the preferred
activity of preschoolers – musical collective activity ‒ has been diagnostically identified. Music is justified as
an optimal means for the development of emotional responsiveness in the work. The novelty of this study is
the proven position that the development of emotional responsiveness to music in the process of activity is
transformed into responsiveness to another person. At the same time, in the process of pedagogical support,
the child acquires and accumulates a socially approved experience of emotional response in the manifestation
of responsiveness, empathy, acceptance of another person in the space of emotionally saturated social
and communicative development. In theoretical and methodological terms, the work is useful for employees
of preschool educational organizations, students. |
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