The Neuropedagogical Aspects of Mental and Cognitive Activity in Younger School-Age Children

This article discusses theoretical angles of investigating the psychological development of younger school-age children and the examination of cognitive processes, due to the fact that each age group is associated with its own predominant activity. The leading activity is distinguished by the formation and alteration of other forms of activity, the restructuring of fundamental cognitive processes and personality development. It might not consume all of a child’s spare time, but it does affect his/her growth during that age. Engaging in learning activities is of paramount importance for young learners. Firstly, it establishes essential relationships between the child and society. Secondly, it serves as the groundwork for developing core personality traits and certain cognitive processes of younger school-age children. The level of success that students in this group attain will significantly determine their well-being and standing in the class. Ukrainian research has outlined various learning challenges commonly experienced by younger school-age children and the psychological factors behind them. Accordingly, learning challenges can be attributed to a lack of attention, inadequate short-term and long-term memory, visual reasoning, mental processes and general intelligence. However, not only children with learning difficulties require an individual approach. Considering the distinct cognitive mental processes of younger school-age children, teachers can create the most favourable conditions for their learning and growth. Therefore, this article aims to study the characteristics of cognitive mental processes in younger school-age children.</p

Neuropsychological Means of Developing Emotional Intelligence in Children

The article analyzes the age and neuropsychological features and means of developing the child's emotional intelligence based on foreign and domestic experiences. An attempt is made to generalize the definition of emotional intelligence in the scientific literature. A neuropsychological approach to studying the relationship between a child's emotional development and emotional and rational brain has been implemented. The vital role of social and emotional learning of students (SEL) on their academic success and personal growth in the research of modern foreign researchers is emphasized. In the organization of emotional development of the child's personality, a complex combination of the principle of systematics is recommended, taking into account the social nature of the psyche with the principle of biological (brain) organization of emotional phenomena. The psychological characteristics of the emotional and personal sphere of the child and some emotional disorders in the context of neuropsychology are analyzed. The essence of the interaction of biological and social factors in the development of mental functions of emotions taking into account their subcortical-cortical brain mechanisms is revealed. The program on developing the child's emotional intelligence with the indication of actual conditions of its realization is developed. The success of the development of emotional intelligence in children with reliance on art-therapeutic methods has been noted. It is recommended to use neuropsychological technologies for the child's mental development, focusing on the doctrine of the three functional blocks of the brain and solid mental activity to form new neural connections. The necessity of neuropsychological support of left-handed children is argued.</p

Емоційний інтелект працівників ризикованих професій: теоретико-емпіричний дискурс дослідження

A professional, working in dangerous conditions, requires a high level of steadfastness to stress, caution, and responsibility. The goal of the research is aimed at theoretical and empirical disclosing of the essence of emotional intelligence in employees of risky professions. Emotional intelligence is seen as a leading personal competence and ability. The structural components of emotional intelligence are analyzed in detail from the points of view of well-known foreign and domestic psychologists. The integrative indicators of emotional intelligence have been empirically revealed in rescue workers and patrol officers. In our study participated 1000 respondents with the same length of service in 4 years, in particular: firefighters (n = 500); patrol officers (n = 500). The psycho-diagnostic tools included: Hall test, Russian version of the test of emotional intelligence of J. Meyer, P. Salovey, D.Caruso MSCEIT-V2.0 in the adapted version of O. Sergiienko, I. Vetrova and the method of studying the professional identity of L. Schneider. The respondents showed a low level of development of emotional intelligence. However, the differences were also revealed, in particular, it is more clearly for firefighters to understand their own emotions, but for law enforcement officers the practical use of emotions is in priority. At the same time, the common problem is inability to manage own emotional experiences.Професіонал, який працює в небезпечних умовах, вимагає високого рівня стійкості до стресу, обережності, відповідальності. Мета дослідження спрямована на теоретичне та емпіричне розкриття сутності емоційного інтелекту у працівників ризикованих професій. Емоційний інтелект розглядається як провідна особистісна компетентність і здатність. Детально проаналізовано структурні компоненти емоційного інтелекту з точки зору відомих зарубіжних та вітчизняних психологів. У рятувальників і патрульних емпірично виявлено інтегративні показники емоційного інтелекту. У нашому дослідженні взяли участь 1000 респондентів з однаковим стажем за 4 роки, зокрема: пожежники (n = 500); патрульні (n = 500). До психодіагностичних засобів входили: тест Холла, російська версія тесту емоційного інтелекту Дж. Мейєра, П. Саловея, Д. Карузо MSCEIT-V2.0 в адаптованому варіанті О. Сергієнко, І. Вєтрова та методика вивчення професійної ідентичності Л. Шнайдера. Респонденти показали низький рівень розвитку емоційного інтелекту. Втім, виявились і відмінності, зокрема, вогнеборцям легше розуміти власні емоції, а ось для правоохоронців у пріоритеті практичне використання емоцій. У той же час поширеною проблемою є невміння керувати власними емоційними переживаннями

Emotional Intelligence of Employees of Risky Professions: Theoretical and Empirical Discourse of the Research

A professional, working in dangerous conditions, requires a high level of steadfastness to stress, caution, and responsibility. The goal of the research is aimed at theoretical and empirical disclosing of the essence of emotional intelligence in employees of risky professions. Emotional intelligence is seen as a leading personal competence and ability. The structural components of emotional intelligence are analyzed in detail from the points of view of well-known foreign and domestic psychologists. The integrative indicators of emotional intelligence have been empirically revealed in rescue workers and patrol officers. In our study participated 1000 respondents with the same length of service in 4 years, in particular: firefighters (n = 500); patrol officers (n = 500). The psycho-diagnostic tools included: Hall test, Russian version of the test of emotional intelligence of J. Meyer, P. Salovey, D.Caruso MSCEIT-V2.0 in the adapted version of O. Sergiienko, I. Vetrova and the method of studying the professional identity of L. Schneider. The respondents showed a low level of development of emotional intelligence. However, the differences were also revealed, in particular, it is more clearly for firefighters to understand their own emotions, but for law enforcement officers the practical use of emotions is in priority. At the same time, the common problem is inability to manage own emotional experiences.</p