A MODEL OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE EMOTIONAL WELL-BEING OF YOUNGER SCHOOLCHILDREN IN ADDITIONAL EDUCATION ASSOCIATIONS: IMRAD-RESEARCH

Zubkova Irina Vladimirovna

The goal. To theoretically substantiate and construct a model of psychological and pedagogical support for the emotional well-being of younger schoolchildren (7-10 years old) in the context of additional education associations, to determine its components, principles, pedagogical conditions, indicators and tools for evaluating effectiveness. Methods. Theoretical and methodological analysis, fundamentally structural modeling, operationalization of concepts, expert verification of content (competitive validation according to criteria of content completeness and realizability), comparison with existing psychodiagnostic methods (Dembo-Rubinstein modified by A.M. Parishioners; CMAS; A.F. Fiedler's method; modifications of the Bass–Darki tests, etc.). Results. An integral model is presented, which includes four interrelated blocks (conceptual; substantive; organizational and activity; effective) and three components of target competence (cognitive, emotional, behavioral). A bank of support methods (gaming, art therapy, projective, reflexive, etc.) is described with the goals of their application and performance indicators. The diagnostic contour and the logic of the stages (introductory, formative, reflexive) have been clarified. Conclusions. The model has signs of complexity, consistency, interdisciplinarity and adaptability; it ensures coordination of the actions of the teacher, psychologist and family and allows for the introduction of additional education associations into practice. The limits of applicability and the directions of further empirical verification are determined.

Keywords:emotional well-being; primary school students; additional education; psychological and pedagogical support; interdisciplinary, activity-based and integrative approaches.