Education of emotional responsiveness to parents in 6-7 years aged children in the process of reading fiction

Abstract

The article discusses the effectiveness of using fiction in the process of educating emotional responsiveness to parents. The purpose of the article is to identify pedagogical conditions that effectively influence using fiction in educating 6-7 years aged children of emotional responsiveness to parents. The leading methods of studying the problem are the theoretical analysis of psychological and pedagogical literature and the pedagogical experiment. The main results of the article: the features of the upbringing of emotional responsiveness to parents in children of senior preschool age are determined; fiction is characterized as a means of educating children of senior preschool age of emotional responsiveness to parents; the content of classes on reading fiction, aimed at educating emotional responsiveness to parents in 6-7 years aged children is presented. Based on this study, the following conclusions can be drawn: at the senior preschool age children begin not only to understand the meaning of certain actions but also to relate to them emotionally, to experience them. As a result of targeted pedagogical influence, thanks to reading fiction, children will be able to obtain new information about the emotional states of their parents, feeling them and also apply the received ideas in life. The materials of the study set a vector for the practical use of the methodological recommendations developed by us in the practice of teachers of preschool educational organizations and young professionals for the successful implementation the of preschool education tasks aimed at educating emotional responsiveness as one of the components of the personality of society.