Исследование социального интеллекта детей младшего школьного возраста в разных типах образовательных сред

Abstract

The psychological well-being of a person is manifested in the peculiarities of his behavior in various life situations, is determined by the ability to communicate and interact with others, achieving social success, emotional stability and optimal use of personal resources. In this regard, it is important to understand what factors and conditions determine the development of social and communication skills that form the basis of social intelligence. The purpose of the study was to identify the features of the social intelligence of younger schoolchildren studying in different types of educational environments. The following research methods were implemented: observation, testing, expert evaluation, methods of statistical processing of the obtained data (descriptive statistics, one-factor analysis of variance, the Dvass-Steele-Krichlow-Fliegner method). The sample included primary school students studying in different types of educational environments (N=108). The age is 9-10 years old. To identify environmental factors affecting the development of social intelligence of younger schoolchildren, a model of a musically enriched educational environment has been developed, suggesting its saturation with musical content, ensuring interdisciplinary integration of regular, extracurricular activities and additional musical and theatrical education. As a result of the study, it was revealed that children studying in a musically enriched educational environment have significant differences in the development of social intelligence compared to their peers studying in a musically standard educational environment, according to the following indicators: social awareness, empathy, social expressiveness, ability to self-regulation.