ESTABLISHING DIAGNOSTICS AND THE STATE OF FORMATION OF SOCIO-EMOTIONAL SKILLS OF JUNIOR SCHOOLCHILDREN OF SUMY DISTRICT

In this article, the author investigates the level of development of socio-emotional skills among younger schoolchildren in the Sumy United Territorial Community. A diagnostic experiment was conducted involving 28 educational institutions and 494 students in grades 3-4. An author-developed methodology was used to assess the level of development of 17 socio-emotional skills, grouped into five main dimensions and one additional dimension. The main focus was on skills such as self-regulation, emotional literacy, cooperation, and empathy, which are critical for successful student adaptation to school life and further social development. The results of the study demonstrate a high level of engagement and openness to new experiences among students, however, some skills, such as responsibility and self-control, require additional attention. The author also emphasizes the importance of developing programs to develop these skills in children, taking into account individual needs and involving parents in the educational process.