Musical Communication as a Factor in the Formation of Emotional Intelligence in Children

Introduction. The article examines musical communication as a factor in the development of emotional intelligence in children. The purpose of the article is a theoretical analysis of the possibilities of musical communication in the development of components of emotional intelligence in children of primary school age, as well as a description of the practical implementation of this process, based on the recognition and use of intonation-semantic elements of musical language in all types of musical activity. Methodology. The methodological basis of the study was the conceptual provisions of general and musical pedagogy and psychology – systemic, subject-activity, individual-creative approaches, theory of general communication, theory of musical and intonational perception. To achieve the goal, general scientific theoretical methods were used – analysis of scientific sources, generalization, synthesis, systematization, as well as empirical methods – observation, conversation. Results. Features of the formation of emotional intelligence in children of primary school age are associated with activities that allow you to directly address a variety of emotions, gives the opportunity to recognize and interpret both your own and the emotions of others. Theoretical analysis of the literature allowed us to determine that musical communication, functioning as an emotiogenic stimulus and involving age-related capabilities of primary school children to perceive music at the level of associative recognition of specific musical and linguistic carriers of emotional information, is an effective factor in the formation of all components of emotional intelligence. The practical implementation of this process is based on the use of musical-intonation models in all types of musical activity – figurative-semantic signs that make up a kind of psychomusical vocabulary of perception. Practical classes built in stages using musical-intonation models demonstrated a certain influence on the development of emotional intelligence in children of primary school age. Conclusions. The communicative potential of musical art is an incentive to understand the states and feelings of other people and oneself, contributes to the formation of adequate emotional expression and adaptive emotional regulation.