VASYL SUKHOMLYNSKYI’S LITERARY AND ARTISTIC HERITAGE - SOURCE OF EMOTIONAL DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS

• Олександра Савченко

  Інститут педагогіки НАПН України

In the article the literary and artistic heritage of Vasyl Sukhomlynskyi as a source of emotional development of elementary school students is analyzed; psychological and pedagogical characteristics of emotional intelligence, peculiarities of its detection and development in elementary school students are considered.

The experience of institutions of higher education of Ukraine in the use of Vasyl Sukhomlynsky's literary works in the context of the development of emotional intelligence of future teachers is characterized (Uman Pedagogical University named after Pavlo Tychyna; Kyiv University named after Borys Hrinchenko; National Pedagogical University named after M.P.Drahomanov).

The potential of Vasyl Sukhomlynskyi’s literary creativity as a source of development of emotional intelligence of children is justified. Sukhomlynskyi’s interpretation of the concepts: emotion, emotional learning, emotional culture, school of emotions are revealed. It is found that in Vasyl Sukhomlynskyi’s works the concept “emotion” and “thought” imply a close relationship that creates emotional intelligence, that is a powerful resource for an effective knowledge of the child of the world of nature, people, work and herself. The author of the article commented made by her the selection of Vasyl Sukhomlynskyi’s works for reading books in 2-4 grades in the context of the tasks of developing the emotional intelligence of elementary school students. The basic criteria for the selection of works are substantiated: their accessibility and curiosity for modern children, emotional saturation, the possibility of using different forms of organization of dialogue with the text, which allows to reach the level of understanding of the internal meanings of the work. The methodological possibilities of the works for realization of such tasks of the new program in the language and literary field are revealed. Methodical peculiarities (creation at the lessons conditions for emotional perception of the content of a work by students and in-depth analysis of the text in order to penetrate into its inner meaning) and methodical methods of their study are characterized (prediction by students of the likely content of the work by its title and picture, comparison of expected and read work, “Interrupted” reading with a view to expressing the students' predictions at the culmination stage of the plot for its further development, imaginary dialogue of readers with the characters of the work, inventing the continuation of events, appealing to the personal experience of children).

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