Keyword: «social competence»

the article is devoted to the problem of studying the social competence "adaptive behavior" in younger students who study in the conditions of inclusion. The purpose of the article is to characterize the social competence "adaptive behavior" in younger students in the context of inclusive education. Such indicators of social competence "adaptive behavior" in primary school children as problem resolution, search for social support, and problem avoidance are analyzed. A comparative analysis of these indicators in primary school children in inclusive and General education classes is carried out. It is noted that in the conditions of inclusive education, indicators of non-adaptive and partially adaptive behavior are higher than in General education classes, which is due to the lack of development of specific inclusive technologies and methods, insufficient experience in implementing inclusive education by teachers.

This article discusses the concept of «social competence», its main components. As well as the possibility of forming social competence in children of primary school age by means of «living» through professions that are most in demand in the modern world in the format of career-oriented games. The description of a career-oriented game aimed at the formation of social competence of primary school students is presented.

The relevance of the considered problem, i.e. the development of social competence of adolescents, acquires special significance in the context of modern multicultural education. As a result of migration, an increasing number of classes with a mixed ethnic representation appear in Russian schools, which certainly creates the danger of teenage conflicts. The aim of the empirical study was to find the relationship between social competence and the degree of conflict rate among adolescents in a class with a mixed ethnic representation. The results obtained in the course of the study confirm the relationship between the level of social competence development and the severity of conflict manifestations in adolescents.

One of the most important tasks of modern education in a rapidly changing socio-cultural environment is the formation of a creative person who can actively interact in society, find optimal solutions in difficult situations, show flexibility and mobility in the system of social relations, taking into account the established sociocultural norms, be able to critically evaluate them, make constructive proposals for their development and improvement. In this regard, the problem of the formation of social competence of primary school students becomes especially urgent. Game modeling is an effective means of involving students in solving social problems, immersion in an artificially created, safe environment that simulates social reality. The relevance of the research presented in the article is due to the need for primary school teachers to clarify the pedagogical conditions for using game modeling in the primary school classroom as a way to develop the social competence of primary school students. The purpose of the article is to describe the results of a natural pedagogical experiment on the formation of social competence of primary school students by means of game modeling. The theoretical significance of the study lies in the fact that the authors identified, substantiated and structured in their work the pedagogical conditions for the use of game modeling as a way of developing social competence and correlated its stages and methods with being formed social competences of primary school students. The practical significance of the study is due to the development of teaching materials, description of the practical use of the game constructor in the primary school classroom, compiled in accordance with the level of student involvement in the modeling process. The research results are of practical interest: primary school teachers can use in their work such materials as a technological map of a lesson based on game modeling; a set of lessons using game modeling on the topic “Surrounding world” ( grade 2, A.A. Pleshakov FSES EMC “School of Russia”), card index of games, game constructor, compiled in accordance with the level of student involvement in the process of modeling the game. The results obtained in the course of the research can be used in the development of teaching aids and didactic materials for primary school.

The problem of emotional intelligence development is determined by special requirements of modern society to increase the level of social competence of an individual, including high school students. This quality helps them to cope with negative experience in learning activities and successfully adapt to new conditions of social interaction. The purpose of the work is to study the development of emotional intelligence in high school students, the main directions and methods of its development. When choosing methods and techniques for developing emotional intelligence in high school students, the authors took into account the theoretical positions b O.O. Andronnikova on the effectiveness of using art therapy methods in developing the skills of self-learning of their emotions, and the theoretical positions by D.I. Ponomareva on the effectiveness of using active teaching methods. When selecting methods for developing emotional intelligence, the authors relied on the theoretical provisions of L.V. Vasilevskaya, E.I. Baraeva, who recommended to develop indicators of emotional and social intelligence. The study of the problem allowed us to describe productive methods in developing emotional intelligence in students: developing awareness of emotions and emotional states (auto-training techniques); methods of analyzing emotional reactions (reflection and verbalization of emotions); methods of developing empathy (for example, educational games, role-playing games), methods of teaching active listening; methods of developing self-control of emotions and emotional states (psychogymnastics, gaming methods). In the course of the empirical study, it was revealed that the majority of high school students have an average level of emotional intelligence (diagnostics of emotional intelligence by N. Hall), 48% of respondents had an average level of the indicator according to the questionnaire of emotional intelligence by D.V. Lyusin, 40% of high school students had an average level of empathy development, 28% had a low level of empathy development, which indicates that their emotional response is insufficiently developed (method of diagnosing the level of empathic abilities by V.V. Boyko). Theoretical significance of the study: the work examines and classifies scientific ideas about emotional intelligence by foreign and domestic scientists; describes the leading models of the structure of emotional intelligence by S. Hall, L.B. Simonova and others. The authors analyzed the main approaches to the formation of the concept of "emotional intelligence" in foreign and domestic literature. Practical significance: diagnostic tools for the study were selected; the main directions and methods for developing emotional intelligence in high school students in the context of modern education were described; recommendations for educational psychologists on the development of emotional intelligence in high school students in the context of modern society were developed.