This article examines the role of empathy as a key psychological mechanism in creating a favorable psychological climate in a preschool educational institution (PEI). Theoretical approaches to defining the concepts of “empathy” and “psychological climate” are analyzed, and the structural components of a teacher’s empathy and their influence on interpersonal relationships within a children’s group are explored. Practical recommendations are presented for developingempathic abilities among preschool teachers and specialists. Theim portance of empathic interaction in the “teacher–child” and “teacher–parent” relationships for the psychological well-being of all participantsin the educational process is substantiated.
| Mualliflar | Bekmanova, Jamila Abdulayevna, Бекманова, Жамиля Абдулаевна, Бекманова, Жамиля Абдуллаевна |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2026-06-30 |
| Son | 4-3 |
| Betlar | 25-27 |
| Til | Rus |
эмпатия, психологический климат, дошкольная образовательная организация, педагог-психолог, эмоциональный интеллект, межличностные отношения, психологическое благополучие, эмпатия, психологик иқлим, мактабгача таълим муассасаси, педагог-психолог, эмоционал интеллект, шахслараро муносабатлар, психологик фаровонлик, empathy, psychological climate, preschool educational institution, educator-psychologist, emotional intelligence, interpersonal relationships, psychological well-being
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