Keyword: «criteria for the relationship of emotional and intellectual components»

The relevance of studying the issue of the relationship between emotional and intellectual components of learning and cognitive activity of primary school students is due to the fact that currently primary attention is paid to the thinking processes in the cognitive activity of students. The increase in the amount of information that needs to be assimilated in modern conditions has sharpened and strengthened the value of a person's intellectual abilities. This has led to a well-known underestimation of the role of emotions, narrowing the cognitive activity of the student to rational forms of learning the educational material. In addition, a unified theory of educational cognition has not yet been developed, so there is no theory where the relationship of emotions and intelligence would be one of the priorities. The article examines the role and place of emotional and intellectual components of learning and cognitive activity of primary school students; the structure of the emotional component and its impact on the intellectual development of a young student. The intellectual component includes the transfer of knowledge, skills and abilities, the development of thinking; the emotional development of students requires thoughtful and purposeful guidance of emotions on the part of the teacher. In the learning process, these components act in a permanent unity. However, a number of methods of the primary school teacher's influence on the emotional and intellectual spheres of students have not yet been sufficiently described in pedagogical theory and they are not used enough in mass school. Despite the fact that the role and place of emotional and intellectual components in the learning and cognitive activity of a young student have been considered in the works of many well-known teachers and psychologists, it has not yet been possible to create a coherent, clear theory of educational cognition, where the relationship of emotions and intelligence would be one of the priorities. In this regard, the authors’ research was aimed at finding ways to simultaneously influence on the intelligence and emotions of students in order to improve the quality of learning and cognitive activity of a primary school student and determine the pedagogical conditions for their implementation. The authors have identified and experimentally tested the psychological and pedagogical conditions that ensure the interrelation of emotional and intellectual components in the learning and cognitive activities of primary school children, allowing them to achieve high learning outcomes.