Teacher Training for the Development of Emotional Responsiveness in Older Preschool Children

The problem of developing emotional responsiveness in older preschool children is currently being actualized by new contexts. Digitalization, informatization, technical and technological support of all spheres of human activity have led to a decrease in the share and role of direct human communication. As a result, a person, less often entering into interpersonal relationships, increasingly experiences the need for social support, social approval, and emotional involvement, while experiencing states of uncertainty, mental stress, and decreased vitality. People are increasingly in need of human involvement, which corresponds to prosocial behavior, which is so relevant in today's tense world. The determinant of the development of prosocial behavior of an adult is emotional responsiveness, the most favorable age for the development of which is the senior preschool age. The development of this ability occurs in direct social interaction. The success of developing emotional responsiveness as an ability is determined by the willingness and professional competence of an adult teacher. The purpose of the study: to substantiate the need to prepare a teacher of a preschool educational organization for the development of emotional responsiveness in older preschool children. The analysis of the literature made it possible to determine the content of the concept of “emotional responsiveness”, to substantiate the role and importance of an adult in the process of developing emotional responsiveness; to select and justify the most optimal form of teacher training for the implementation of this process in pedagogical practice. The results of the study confirmed the relevance of the problem of developing emotional responsiveness not only as a necessary human ability in today's complex world, but also the understanding of the importance of this task by teachers themselves. At the same time, teachers of preschool educational organizations have a number of difficulties in implementing the process of developing emotional responsiveness in preschoolers. The analysis of the difficulties of teachers made it possible to model the process of their training in the “On-the-job training” model. The choice of the model meets all the objectives of the study, and the positive results of its testing are confirmed by the satisfaction of teachers and the enrichment of professional competence.