У статті аналізуються сучасні підходи до формування емоційної культури дітей старшого дошкільного віку, розкрито прояви особистісної культури та компоненти емоційного розвитку дитини. На основі аналізу наукових джерел окреслено проблему формування емоційної культури у педагогічному та психологічному аспектах.
The article analyzes current approaches of forming senior preschoolers’ emotional culture and reveals the signs of personal culture and the components of children’s emotional development. The analysis of scientific sources allowed outlining pedagogical and psychological aspects of emotional culture formation. On the basis of practical experience the author highlights pedagogical possibilities of theatrical games in developing emotional culture taking into account specific selection of pedagogical means. The necessity to improve the quality of emotional culture formation causes the need for substantiation of the scientific and theoretical aspects and development of methodological means of forming children’s emotional culture in the process of theatrical and game activities. The author concentrates on the question of emotional culture development as the problem requires special attention in preschool age, because it’s a period of active experience of social interaction with the environment, adults and peers. The number of controversies regarding senior preschoolers’ formed emotional culture has been determined. The paper justifies the scientific-theoretical characteristics of theatrical game activity and gives the structure of children’s emotional development in the form of affective, cognitive and reactive components. The author characterizes the principles of pedagogical technology of senior preschoolers’ emotional culture development through dramatization and proposes methodological bases for its formation. The analysis of scientific sources shows that the problem was studied as a psychological aspect of the culture of feelings and emotions. The practical value of the work is in developing of the system (programmes) and methodological recommendations to organize theatrical and educational activity promoting the formation of aesthetic consciousness and emotional culture of preschoolers.
