There are many studies about the values and ways to develop a child’s understanding of emotions. This led to the design of a number of programs aimed at developing an understanding of emotions. Such programs have different content, often contradictory in comparison with each other. Therefore, the purpose of the study was to identify the possibilities and limitations of the content of programs aimed at developing an understanding of emotions. The method in this study was a comparative analysis of programs. The programs were compared using the components of understanding emotions highlighted in the F. model. Pons and P.L. Harris. Eight educational programs for developing preschoolers’ understanding of emotions presented in peer-reviewed publications were selected. As a result of the conducted research, the possibilities of the content of programs based on various approaches to the child’s understanding of emotion were highlighted. The limitations of programs determined by such approaches were also highlighted. In addition, the features of the topic of understanding emotions were highlighted, which make it possible to deepen the content of programs when designing.
Keyword(s) : emotional competence
Organizational-pedagogical model of the formation of emotional competence in educational psychology
The article explains the importance of the educational psychologists’emotional competence formation problem. On the basis of theoretical analysis of scientific literature, the concept of educational psychologists’ emotional competencies is introduced, and its components are offered: cognitive (awareness of their feelings and emotions, awareness of feelings and emotions of others); personality (a high level of empathy, a high level of harmonious communicative orientations); behavioral (their feelings and emo-tions control, managing the others feelings and emotions; a high level of communicative control; noninterference in establishing emotional contacts). The author believes that the educational psychologists’ emotional competence formation can be carried out within the framework of a specially developed organizational and pedagogical model. Special attention is devoted to a summary of the components of the model. Organizational and pedagogical model of the educational psychologists’ emotional competence formation includes the following components: a target (goal, objectives, principles), content and procedure (content, forms, meth-ods, pedagogical conditions) and assessment and results components (criteria, levels and results).