Adaptation of terminology and diagnostic tools for the social and emotional development of schoolchildren in Kyrgyzstan

The relevance of this article is conditioned by the need to integrate social and emotional development (SED) into educational practice in Kyrgyzstan, taking into account the socio-cultural characteristics of the country. In modern education, SED is recognised as a key component of harmonious personality development, contributing to academic success and social adaptation. However, Kyrgyzstan lacks a systematic approach to SER diagnosis, which requires the adaptation of international tools to the local context. The aim of this work was to adapt a thesaurus and diagnostic tools for assessing the SED of schoolchildren in the context of the Kyrgyz educational system. The study used methods of theoretical analysis, comparative review, expert assessment and pilot testing. International approaches to diagnosing SEDs were analysed and relevant tools were selected. Adapted the thesaurus and content of existing questionnaires to fit the cultural and linguistic context of Kyrgyzstan. There was carried out a pilot launch of the tools among 333 primary school pupils from schools sponsored by the J. Balasagyn Kyrgyz National University, with monitoring of the personal potential of 94 teachers. The results showed a baseline level of SED among most pupils (50-59% for key skills), with areas for development identified, such as goal achievement. A positive correlation was established between SED and academic performance, which was more pronounced in the Kyrgyz sample than in the Russian sample. The adapted tools proved to be applicable but require further ethnocultural refinement. The practical value lies in providing psychologists, teachers, methodologists and educational programme developers with tools for introducing SED in schools in the Kyrgyz Republic, contributing to improving the quality of education and personal development