Keyword: «emotional competence»

This article examines the problem of maintaining and developing the emotional well-being of primary school-age children in a supplemental education community. It substantiates the relevance of developing a systemic approach to this problem, driven by modern challenges and the specific psychoemotional developmental characteristics of children at this age. The author presents a structural and functional model of psychological and pedagogical support, comprising conceptual, substantive, organizational, and performance-based components. The novelty of this study lies in its integration of interdisciplinary, activity-based, and integrative approaches to create a coherent system. The results, expressed as specific criteria and levels of emotional well-being, can be used by supplemental education teachers, psychologists, and methodologists to design and implement programs aimed at harmonizing the emotional well-being of primary school children.

The article reveals the role of a teacher's emotional intelligence in shaping students' learning motivation in a modern school. The relevance of the topic is related to the increasing emotional stress, digitalization, and complexity of the educational environment. The article analyzes theoretical approaches to emotional intelligence, its components, and their impact on students' engagement and activity. Special attention is given to the emotional climate in the classroom, pedagogical communication, and the emotional design of lessons as tools for increasing students' cognitive interest. The article also explores ways to develop a teacher's emotional competence in professional training. It is emphasized that a teacher's high level of emotional intelligence contributes to creating a favorable environment, internal motivation, and successful personal development of students.