DEVELOPMENT OF EMPATHY IN PRIMARY SCHOOL-AGE CHILDREN IN THE CONTEXT OF THE EDUCATIONAL PROCESS

Abstract

The article is devoted to the current problem of modern psychological and pedagogical science - the development of empathy in children of primary school age as a basis for the development of emotional and sensory sphere, the ability to understand and control their feelings and experiences, and the ability and desire to understand emotions, feelings, the mood of another person. The publication substantiates the scientific and practical significance of the problem of empathy development in children of primary school age. The article considers the approaches to the definition of "empathy" in psychological science, gives certain points of view of scientists on nature and ontogenetic features of this socio-psychological phenomenon. The main types and forms of empathy are identified, its main functions are clarified. The article analyses the main levels of empathy. The main patterns of development of empathy among younger pupils in the context of the educational activities at school are examined. The role of teachers in the successful development of empathy of primary school-age children is determined. The publication analyzes the main stages, methods, forms and directions of psychological and pedagogical support for the development of empathy in primary school children. It is concluded that the development of empathy in children of primary school age is a relevant and popular problem in modern education.