KIMOCHIS AS AN INNOVATIVE TECHNOLOGY FOR WORKING WITH EARLY AND PRESCHOOL AGE CHILDREN

The modern educational process in preschool education requires the use of innovative approaches in working with children of early and preschool age. One of the effective technologies that promote emotional development is the Kimochis technology, which helps children become aware of their own emotions, form communication skills and social interaction, which is extremely important in difficult times for Ukraine. The purpose of the article is to analyze the essence and content of the “Kimochis” technology, the possibilities of its implementation in Ukrainian preschool education institutions (PEI) to support the emotional development of children, especially those who have experienced the traumatic experience of war. The authors used mainly theoretical research methods, namely analysis, synthesis, generalization, and classification. The article considers the Kimochis method as an innovative technology for developing emotional intelligence in children of early and preschool age. The relevance of using this method in the educational process, its impact on the formation of communicative and social skills in children is determined. The authors define the essence of the technology, its guiding principles (learning through play; working with children of different ages; implementation in various social institutions, including in preschool education; systematic training of educators; support and guidance for children in experiencing difficult emotional states; adaptability to different cultures and languages), areas of work, characterize toy characters, which are an important component of the implementation of the technology. The implementation of the technology occurs through interconnected stages: familiarization, interaction, and practical. The main advantages of integrating Kimochis into the preschool education system are outlined, in particular, its role in the development of empathy, self-regulation and interaction with peers. The potential possibilities of implementing this technology in pedagogical practice are explored, and the prospects for further scientific exploration in this area are outlined.