АКСІОЛОГІЧНІ ОСНОВИ ЕМОЦІЙНОГО ІНТЕЛЕКТУ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

In the article, the author focuses on revealing the essence of the axiological approach in the development of emotional intelligence of future specialists of primary school. Values are considered as the main orientations that direct thinking, and as the main directions that determine and coordinate the behavior of the personality of the future teacher. The concept of "value", "value system" as a category of philosophy, sociology, psychology, pedagogy is analyzed. The main scientific concepts of emotional intelligence are listed and the essence of the concept of "emotional intelligence" is clarified. It has been established that in relation to values, emotional intelligence has a dual nature: on the one hand, an individual in his own manifestations of emotions is guided by the system of values formed in him; on the other hand, emotional intelligence affects the formation of values and worldview of an individual. It is noted that values contain an irrational component in their composition, as they become a spiritual asset, a personal formation thanks to the combination of rational and emotional. At the same time, the emotional side takes a dominant and anticipatory position. The views of foreign and domestic scientists (M. Rokich, Sh. Schwartz, A. Maslow, V. Frankl, I. Bech, T. Motuz) on the content of values and pedagogical values and different approaches to their classification are considered. Emotional intelligence based on one's own system of values and value orientations helps a primary school teacher to identify and understand one's own emotions and the emotions of pupils, to subject them to an ethical assessment in accordance with one's own value system of coordinates, to manage feelings and emotions, to restrain their intensity depending on the situation, to prevent and in case of their appearance - to settle conflicts, to make the right decisions in a choice situation. At the same time, healthy relations with the participants of the educational process are maintained and there is no divergence with the system of personal values. Focusing on the values of truth, goodness, beauty, justice, conscience, sensitivity and others help students become real humane teachers for whom the child is the highest value.