ABSTRACT

This article determines the role and effectiveness of verbal and non-verbal means in the EI development of elementary school students in Russia. The study was carried out for six months; 684 students of 1–4 grades from two schools in Moscow and the Moscow region were interviewed; teachers were also interviewed and the educational process was monitored. The following communication means were allocated: games, dramatisation, art samples analysis, storytelling, training, personal example. A positive dynamic in emotional intelligence development among students was detected at the final stage. The developed technique showed its effectiveness, giving reason to introduce it into further practice.

摘要

本文确定了语言和非语言手段在俄罗斯小学生情商发展中的作用和有效性。该研究进行了六个月；采访了来自莫斯科和莫斯科地区两所学校的 1-4 年级的 684 名学生；还采访了教师并监测了教育过程。分配了以下交流方式：游戏、戏剧化、艺术样本分析、讲故事、培训、个人榜样。在最后阶段检测到学生情绪智力发展的积极动态。开发的技术显示了它的有效性，有理由将其引入进一步的实践。