No 2 (2025)

This study aims to provide the academic community with appropriate pedagogical tools and educational strategies to promote social competence in preschool children. The authors have identified various pedagogical approaches promoting preschool children’s social competence. The importance of this study lies in its theoretical and practical contribution. The results can be used to assess and promote preschool children’s social competence so that they can integrate into society successfully. In addition, the results can be used in teacher training. In the practical part of the experimental study, the authors focused on three main objectives: developing social awareness in preschool children, promoting group-based learning among peers, and teaching socially acceptable behavior. The authors suggested using problem-based learning, modeling real-life situations, and case studies to promote social competence. They also presented a framework for social competence that includes four components: cognitive, personal-regulatory, emotional, and behavioral. These components were defined according to preschool children’s level of social awareness, with a focus on developing reflective competence and utilizing their sensory experiences. The study shows the importance of practicing new knowledge and transferring skills to new contexts. The results of using pedagogical tools to develop the individual components of preschool children’s social competence are presented.

The study examines the essence, definition, principles, and methods of vocal (voice) pedagogy as a vast area of music pedagogy, rapidly growing and developing, taking shape in the mainstream of the pedagogy of culture and art and, at the same time, general pedagogy. Contemporary trends and problems existing in vocal pedagogy are summarized. The topics studied within the framework of this pedagogy concern the theory of vocal pedagogy, its history, methodology, and the education of vocalists. The historical stages of its development are outlined. It is determined that this development is specific to each country. At the same time, often the influence of some musical and vocal traditions of some countries (for example, of European countries) on others (for example, Russia, China), their mutual influence at various historical stages. The focus of vocal pedagogy as a scientific direction also includes its phenomena, approaches, principles of implementation, and outstanding representatives. The problems of vocal pedagogy include insufficient unity in understanding and using its terminology, difficulties in implementing an individual approach to training vocalists, insufficiently effective use of healthsaving and digital teaching technologies, and low efficiency of some teaching methods. Comparative vocal pedagogy, which examines the features of vocal schools, systems, and traditions of training vocalists in different countries, has been rapidly developing recently. In recent years, the number of comparative scientific papers devoted to the training of vocalists in China has increased in Russian science; even more such works are published by Chinese researchers studying Russian vocal pedagogy.

The implementation of the Federal State Educational Standard for primary education emphasizes the central importance of moral development and highlights the cultivation of ethical foundations, kindness, emotional intelligence, and empathy. As psychologist Lev Vygotsky noted, learning and emotions are closely linked. Such holistic development enhances children’s cognitive abilities and social adaptation. Today’s socio-economic and educational changes have led to increasingly complex interpersonal dynamics and greater demands on emotional competence. Therefore, it is particularly important to understand the predictors of emotional intelligence development in primary school students. Mother-child interactions characterized by emotional connectedness, acceptance, and support promote emotional initiative, empathy, and self-regulation in children. This process is not a mere transfer of knowledge but a dynamic collaboration – mothers share emotional experiences while children actively develop new ways of responding. This study aims to examine the development of emotional intelligence in primary school children concerning the mothers’ emotional background, focusing on maternal sensitivity, emotional acceptance, and emotional expressions of emotional interaction. Diagnostic instruments included: ‘Emotional identification Method’ by E. Izotova; ‘Emotional pictogram Method’ (modified by M. Kuzmischeva); ‘What – Why – How?’ projective method by M. Nguyen; ‘Child-Parent Emotional Interaction Questionnaire’ by E. Zakharova. The results indicate that maternal emotional sensitivity, warm physical affection, and consistent emotional support positively influence children’s ability to recognize emotions, the development of empathy, and the ability to selfregulate. Low maternal attention to the child’s emotional state and lack of empathy may contribute to children’s emotional development difficulties, emphasizing the importance of mindful and attentive parenting. The study results have practical implications for the design of psychological and educational family support programs aimed at improving parents’ emotional competence and fostering an environment conducive to balanced emotional development in primary school children.