| Abstract [eng] |
Emotions can be understood as universal and one-size-fits-all, or as subjective and rich in emotional and experiential overtones. One view is well-established, rooted in different cultures, traditions and even the legal system, while the other is newly developed according to the latest research and is represented as the theory of constructed emotions (Barrett, 2017). In this paper, the differences between the two approaches are presented. The new theory and its rationale are discussed in more detail. Next, the concept of emotional intelligence (EI) is reviewed and it is formulated that in this thesis EI will be treated as a combination of skills and personal attributes, which include: the ability to recognise emotional change, emotional regulation of self and others, the use of emotions to motivate, self-expression and self-awareness, reasoning about emotions and empathy. The importance of developing EI is argued. The potential of dance movement therapy (DMT) for EI development is analysed. Finally, an interpretation of the empirical data is presented. Aim of the study: based on the theory of constructed emotions and the theoretical assumptions of the concept of emotional intelligence, to investigate the possibilities of applying dance movement therapy for the development of emotional intelligence in preschool children with developmental disorders in an institutional environment. Objectives: 1. To analyse, on the basis of the scientific literature, the concepts of constructed emotions and emotional intelligence and their implications. 2. To analyse the relationship between dance movement therapy and the development of emotional intelligence and the specifics of the application of dance movement therapy for children with developmental disorders. 3. Based on the results of qualitative ethnographic observation, to assess the possibilities of applying dance movement therapy methods to groups of preschool children with developmental disorders in order to develop emotional intelligence. 4. To present a dance movement therapy programme and to propose practical recommendations for specialists working in institutions on the application of dance movement therapy methods for the development of emotional intelligence in children with developmental disorders. The results of the study showed that the DMT methods are suitable for EI education. Experiential training of adults working with children is important for their integration into institutional settings. The paper concludes with a presentation of a DMT programme based on the results of the study, which could be used for joint EI enhancement of children and personnel. |
