Key Aspects of the Problem of Interconnectionemotional Well-Being of Younger School Studentsand Emotional Intelligence of the Primary Schoolteacher

The article is devoted to the consideration of the problem of the relationship between the emotional well-being of younger schoolchildren and the emotional intelligence of an elementary school teacher. The role of the first teacher in the life of a junior high school student, his influence on the comprehensive development of the child and, in particular, on thedevelopment and formation of the emotional sphere, are revealed. An overview of scientific approaches to revealing the essence and structure of the concept of "psychological well-being" is presented. Among them: axiological, functional, psychophysiological, emotional, systemic,environmental. A separate component of psychological well-being is "emotional well-being". In scientific sources, the emotional well-being of younger schoolchildren is interpreted as a stable positive emotional state, which manifests itself in a sense of security and emotional comfort, a positive sense of well-being during interaction with society, and is the basis for the formation of high cognitive activity, peacefulness and the development of all spheres of a growing personality. The main signs of an emotionally healthy personality of a junior high school student are highlighted. It was established that the feeling of emotional well-being of children of primary school age directly depends on the level of development of the emotional intelligence of the primary school teacher. The peculiarities of the emotional sphere of younger schoolchildren in interaction with the teacher are given: excessive emotionality, emotional dependence on theemotional state and emotional reactions of the teacher, the need for positive emotions of the teacher, imperfection in perceiving and understanding the emotions of one's own and others, a pronounced ability to imitate the teacher's emotions. It has been proven that the inadequacy ofthe teacher's emotional reactions is accompanied by a violation of ethical and pedagogical behavior. The main cause of violation of tact and pedagogical ethics is recognized as a low level of emotional intelligence development, which manifests itself in the inability to cope withone's own emotional state, destructive communication with students, inability to self-control and self-regulation. The results of such behavior are emotional intemperance, shouting, insulting and humiliating comments, intimidation, humiliation, sarcasm of the teacher. The teacher bears full responsibility for the manifestation of his own emotions and the consequences of his behavior and its impact on students. An important condition for solving the problem of developing the emotional intelligence of future primary school teachers is emotional education.It includes theoretical and practical aspects. The content of D. Siegel's concept "window of tolerance" and the importance of emotional intelligence in the normalization of emotional states are revealed. Effective tools for the development of emotional intelligence are presented, whichare used in the educational process of the institution of higher pedagogical education.