The article deals with the problem of diagnosing the level of formation of emotional intelligence of older preschool children. The author conducts such methods as "diagnostic technique of emotional identification" (E. I. Izotova), "behavior assessment" (T.B. Marcinkovskaya, M. Mitr) and a differentiated assessment of a child's emotional intelligence during observation in order to identify the features of emo-tional intelligence of older preschool children and analyzes the results of a diagnostic study. The results of an empirical study showed that the level of development of emotional intelligence in older preschool children was medium and low. A program of correctional and developmental classes is being created and conducted, which shows a positive result. For the formation of the emotional intel-ligence of older preschool children, recommendations are given on the expression of various emotional states, the identification and understanding of the emotions of others, as well as the systematic conduct of specially organized classes on the development of facial expressions, the development of pantomime skills and expressiveness of movements, coherent speech. Key words: emotion, emotional intelligence, older preschool children, the level of development of emotional intelligence.

This study aims to examine the impact of university students’ motivations for social media use (information seeking, socialization, entertainment, and identity formation) on their intentions to use artificial intelligence (AI)-powered learning tools such as ChatGPT, Gemini, and Copilot. Designed within the framework of the technology acceptance model (TAM), the research addresses the mediating role of perceived utility and the moderating role of digital literacy. The study aims to contribute to the literature by understanding how social media habits evolve into academic technology adoption processes. This research, based on a sample of 370 university students, investigates the relationship between various social media motivations (social connection/FOMO, popularity/identity formation, appearance/impression management, and civic/advocacy) and behavioral intention (BI) to use AI learning tools. Perceived usefulness (PU) is included as a mediating variable in this relationship. Results from regression-based mediation analyses (PROCESS Model 4 equivalent) indicate that social media use motivations significantly predict both PU and BI. The indirect effect through PU was statistically significant (ab = 0.248, SE = 0.062, z = 3.988, p < .001), supporting a partial mediation model. Civic/advocacy motivations demonstrated the strongest relationship with PU and BI among subscales. These findings advance understanding of technology adoption in educational contexts and highlight the role of social media usage patterns in shaping AI tool adoption.

The purpose of this study was to examine the impact of an innovative university–school collaboration model on leadership development (LD), operationalized through leadership competencies (LCs), among pre-service teachers (PTs) enrolled in teacher education programs (TEPs), and to explore the relationship between LCs and teaching self-efficacy. Specifically, the study investigated whether participation in the university–school collaboration model led to statistically significant improvements in key LCs within the Kazakhstani teacher education context. A quantitative quasi-experimental pretest–posttest control group design was employed, involving 120 PTs from Abai Kazakh National Pedagogical University in Almaty, Kazakhstan. The findings indicate that participation in the university–school collaboration model was associated with significant improvements in LCs across multiple dimensions. In addition, strong positive relationships were observed between LCs and teaching self-efficacy, suggesting that leadership-oriented learning experiences support broader aspects of professional confidence among PTs. No subject-specific differences in LD outcomes were identified, indicating the discipline-general applicability of the model. Overall, the study provides empirical evidence supporting multidimensional LD through structured university–school collaboration. The findings extend existing research on teacher leadership and offer practical guidance for designing scalable, experiential leadership components within initial TEPs.

The article presents an empirical study of the emotional intelligence formation of preschool children. Currently, there are not many studies devoted to the emotional intelligence of preschooler children. Researchers often limit themselves only to determining the presence of this concept of emotional intelligence, which clearly does not reflect its structural components. It is also noted that some researchers focus on studying the features of the emotional sphere in preschool children, and some study the development of understanding emotions in preschool children. The most interesting and significant studies in the emotional sphere in preschool children are considered. We made conclusions on the level of development of emotional intelligence of preschoolers using the following methods: questionnaire for educators, projective methods of M. A. Nguyen: "completion: the world of things - the world of people - the world of emotions", "three wishes", "what - why - how". With the help of these techniques, we determined the indicators of emotions of preschool children. Having organized educational classes, we found that it is possible to see the positive dynamics of the emotional intelligence of preschool children.

It is widely believed that a mother’s emotional intelligence has a significant impact on a child’s emotional well‑being. The aim of the study was to establish significant relationships and identify differences in maternal emotional intelligence and children’s emotional well‑being.The study involved preschool children from senior kindergarten groups (n = 150), including 78 boys and 72 girls, as well as their mothers (n = 150). Valid, reliable, and representative instruments adapted for Kazakhstani samples were used.Positive correlations were identified between emotional well‑being and parent–child relationship parameters (p ≤ .050): “autonomy–control,” “emotional distance–closeness,”and “satisfaction with relations with the child,” along with one inverse correlation for “anxiety about the child.” The positive correlations reflect balance in the specified dimensions of parent–child relationships, whereas the inverse correlation indicates consequences of overprotection and excessive control over adherence to social norms.It was also found that emotional well‑being has two direct relationships with parameters of maternal emotional intelligence: “using emotions to achieve goals” and “emotion regulation” (p ≤ .010; p ≤ .050). The significant superiority in the “rejection–acceptance” parameter (p ≤ .050) indicates that this scale reflects the fundamental attitude toward the child — either acceptance or denial of personal qualities and behavioural manifestations. Balance on this scale is crucial for emotional well‑being, and accepting the child as an individual is a key condition for positive psycho‑emotional development and the formation of self‑esteem.In summary, these characteristics demonstrate the child’s ability to exhibit an adequate and socially appropriate level of psychological development.