Emotional and personal development of preschool children (from work experience).

The emotional sphere of a person is usually understood not only as emotions, but as a complex complex of emotions and other emotional phenomena: tone, emotional properties of a person. Thanks to them, the concept of emotional personality types and emotionally stable relationships (feelings) appears, each of which has its own clear characteristics and differences from each other.

Emotions are of great importance in the life of every person. But for a child, emotions also become a determinant of the value of objects and phenomena, a kind of standard of their quality. It is with the help of feelings that a preschooler perceives the small world around him, thanks to them he can show adults what he feels and senses.

In Russian psychology, starting with the works of L.S. Vygotsky, the opinion about the multi-level nature of emotions was established as the main fundamental pattern of their manifestation and development. This idea is most clearly manifested when considering the age stages of the development of emotions, in particular at the stages of infancy, early and preschool childhood.

The main changes in the emotional sphere in children at the stage of preschool childhood are due to the establishment of a hierarchy of motives and the emergence of new interests and needs.

The feelings of a preschool child gradually lose their impulsiveness and become deeper in semantic content. However, emotions associated with organic needs, such as hunger, thirst, etc. remain difficult to control. The role of emotions in the activities of a preschooler also changes. If at the previous stages of ontogenesis the main guideline for him was the assessment of an adult, now he can experience joy, anticipating the positive result of his activities and the good mood of those around him.

Gradually, a preschool child masters expressive forms of expressing emotions - intonation, facial expressions, pantomime. Mastering these expressive means, in addition, helps him to better understand the experiences of another.

Emotional development is influenced by the development of the cognitive sphere of the individual, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization.

Throughout preschool childhood, the characteristics of emotions appear as a result of changes in the general nature of the child’s activities and the complication of his relationships with the outside world. The physical and speech development of a child is accompanied by changes in the emotional sphere. His views on the world and relationships with others change. A child's ability to recognize and control their emotions increases as does their understanding of behavior, for example in areas where adults' opinions about what constitutes “bad” and “good” behavior are important. Adults need to have a good idea of ​​what to expect from children, otherwise incorrect assessments will appear that do not take into account the age characteristics of the child. The ideal attitude of an adult towards a child is a gradual adjustment to the emotional development and formation of the child’s personality. By the age of three, a child’s emotional development reaches such a level that he can behave in an exemplary manner. Just because children are capable of so-called “good” behavior does not mean that it will always be that way. Children often display dissatisfaction in the form of tears, hysterics and screaming. Although tantrums are not as common for older people as for younger ones, their sense of self and desire for independence are strong. If a four-year-old child argues using speech, there is no need for him to become hysterical. But if the adult does not answer the child’s question: “Why should I?” - then a breakdown may occur. If a four-year-old child is very tired or has had a stressful day, his behavior is more likely to resemble that of a younger child. This is a signal to the adult that at the moment the child has too much to bear. He needs affection, comfort and the opportunity to act for a while as if he were younger. A preschooler's feelings are involuntary. They flare up quickly, are brightly expressed and quickly fade away. Stormy fun often gives way to tears. The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his experiences. Therefore, children are much more susceptible to mood swings than adults. They are easy to amuse, but even easier to upset or offend, since they have almost no self-knowledge and do not know how to control themselves. That is why they are able to experience a whole range of feelings and emotions in an unusually short period of time. A child who is rolling on the floor laughing may suddenly burst into tears or despair, and a minute later, with still wet eyes, laugh contagiously again. This kind of behavior in children is completely normal. Plus, they have good days and bad days. A child can be calm and thoughtful today or capricious and whining, and the next day he can be lively and cheerful. Sometimes we can explain his bad mood by fatigue, disappointments in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by an anxious state due to some specific circumstance, and although we try our best to help the child get rid of it, it often happens that the baby’s feelings cause complete bewilderment. If the bad mood does not last long - for example, for several days - and does not cross any boundaries, there is no need to worry. But if a child is in a depressed mood for a very long time or sudden and unexpected changes occur, a consultation with a psychologist is needed. But in most cases, it is better not to attach too much importance to the child’s mood changes, which will allow him to independently gain emotional stability. A child’s mood largely depends on relationships with adults and peers. If adults are attentive to the child and respect him as an individual, then he experiences emotional well-being. The child’s positive qualities and friendly attitude towards other people are revealed and reinforced. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, a negative attitude to the people around him and his toys. With the development of the emotional sphere of a preschooler, the subjective attitude is gradually separated from the object of experience. The development of a child’s emotions and feelings is associated with certain social situations. A disruption to the usual situation (a change in the child’s routine or way of life) can lead to the appearance of affective reactions, as well as fear. Failure to satisfy (suppress) new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, desire to attack the enemy) or depression (passive state). Around 4-5 years old, a child begins to develop a sense of duty. Moral consciousness, being the basis of this feeling, contributes to the child’s understanding of the demands placed on him, which he correlates with his actions and the actions of surrounding peers and adults. The sense of duty is most clearly demonstrated by children aged 6-7 years.

The intensive development of curiosity contributes to the development of surprise and the joy of discovery. Aesthetic feelings also receive their further development in connection with the child’s own artistic and creative activity. The key points in the emotional development of a preschool child are:

mastering social forms of expressing emotions; - a sense of duty is formed, aesthetic, intellectual and moral feelings are further developed;

thanks to speech development, emotions become conscious;

emotions are an indicator of the child’s general condition, his mental and physical well-being.

To clearly understand the differences in emotional development at different stages of ontogenesis, we can consider their comparative characteristics.

Communication as a factor in the development of the child’s emotional sphere.

Communication is one of the most important factors in the overall mental development of a child.

Communication, like any activity, is objective. The subject, as well as the object, of communication activity is another person, a partner in joint activity.

A preschool child is an emotional being: feelings dominate all aspects of his life, giving them a special coloring. He is full of expression - his feelings flare up quickly and brightly. A child of six or seven years old, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens when it is very, very necessary. The strongest and most important source of a child’s experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the child’s behavior. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc. When close adults love a child, treat him well, recognize his rights, and are constantly attentive to him, he experiences emotional well-being - a feeling of confidence and security. In these conditions, a cheerful, physically and mentally active child develops. Emotional well-being contributes to the normal development of a child’s personality, the development of positive qualities, and a friendly attitude towards other people. It is in conditions of mutual love in the family that the child begins to learn love himself. A feeling of love and tenderness for loved ones, primarily for parents, brothers, sisters, grandparents, shapes the child as a psychologically healthy person. If we evaluate the peculiarities of the feelings of a six-year-old child, then it must be said that at this age he is not protected from the whole variety of experiences that he directly experiences in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joy, shameful envy, fear, despair, subtle understanding of another and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up, there are worries. Emotions shape a child's personality. Emotions tire him to the point of complete exhaustion. When he gets tired, he stops understanding, stops following the rules, stops being the good boy (or girl), the good kid he can be. He needs a break from his own feelings. With all the mobility of emotions and feelings, a six-year-old child is characterized by an increase in “reasonableness.” This is related to the mental development of the child. He can already regulate his behavior. At the same time, the ability to reflect can lead not to the development of spiritual qualities, but to their demonstration in order to receive unique dividends from this - the admiration and praise of others.

Six years is the age when a child begins to recognize himself among other people, when he selects the position from which he will proceed when choosing behavior. This position can be built by good feelings, an understanding of the need to behave one way and not another, and the associated conscience and sense of duty. But a position can also be built by egoism, selfishness, and calculation. A six-year-old child is not as naive, inexperienced, or spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his reason. But at the same time, he has already taken a certain position in relation to adults, towards understanding how to live and what to follow. A child’s internal attitude towards people, towards life is, first of all, the result of the influence of the adults raising him.

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Russian State Social University

Course work

EMOTIONAL AND PERSONAL DEVELOPMENT OF CHILDREN

PRESCHOOL AGE

Scientific adviser:

Senior Lecturer

E.A. Maksudova

« » 2006

Executor:

2nd year student

E.N.Galkina

« » 2006

Moscow 2006

1. Introduction……………………………………………………3

2. Raising emotions and feelings in a preschooler:

1) Emotions and the educational process……………………………………5

2) Development of emotions in activities……………………………………8

3) The meaning of emotions……………………………………………………….13

3. Development of the motivational sphere of preschool children:

1) Conditions for the formation of social motives of a child’s behavior………………………………………………………………………………18

2) The influence of emotions on the emergence of social motives in a child…………………………………………………………………………………...23

4. The role of the family in nurturing the child’s emotional responsiveness………………………………………………………….27

5. The importance of play for overcoming the emotional difficulties of a preschooler………………………………………………………………...31

6. Conclusion……………………………………………………..37

7. References……………………………………………………….39

Introduction.

Preschool education, as the first link in the general system of public education, plays an important role in the life of our society, taking care of the protection and promotion of children's health, creating conditions for their comprehensive development in early and preschool age.

The leading role in the mental development and formation of a child’s personality is played by education in the broad sense of the word, which consists in the assimilation of social experience accumulated by previous generations, in mastering the material and spiritual culture created by humanity.

The process of upbringing involves not only the active influence of an adult on a child, but also the activity of the child himself (play, study, work), which has its own goals, direction, and motives. The task of harmonious development of preschool children also necessarily presupposes a sufficiently high level of development of their emotional sphere, social orientation and moral position.

Child development is a complex, holistic formation, consisting of a number of interconnected levels of behavior regulation and characterized by a systemic subordination of the child’s motives for activity. The question of the motives for the activity and behavior of a preschooler is the question of what specifically motivates this or that activity or behavior of the child.

The development of motives is closely related to the development of emotions. Emotions play a certain role both in the implementation of specific motives for certain types of activities that already exist in the child, and in the formation of new motives of a higher level, such as cognitive, moral, labor, etc. Emotions largely determine the effectiveness of learning in the narrow sense of the word (as assimilation), and also take part in the development of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the development of socially significant traits in a person: humanity, responsiveness, humanity, etc.

The problem of the development of emotions, their role in the emergence of motives as regulators of a child’s activity and behavior is one of the most important and complex problems of psychology and pedagogy, since it gives an idea not only of the general patterns of development of the children’s psyche and its individual aspects, but also of the peculiarities of the formation of the personality of a preschooler .

However, as a rule, parents and teachers do not pay much attention to going through the stages of emotional development.

Object of study: socio-psychological development of preschool children.

Subject of study: emotional and personal development of preschool children.

Purpose of the study: show the formation of the necessary mechanisms of emotional regulation of behavior in preschool age.

In accordance with the purpose, object and subject of the study, its main tasks:

1. Study of psychological and pedagogical literature on the research topic;

2. study of the education of emotions and feelings in a preschooler;

3. study of the development of the motivational sphere of preschool children;

4. studying the role of the family in nurturing the child’s emotional responsiveness;

5. studying the importance of play for overcoming the emotional difficulties of a preschooler.

Nurturing emotions and feelings

at a preschooler.

Emotions and the educational process.

From the first years of life, a child, under the influence of adults, as well as in the process of games, hard work, learning, actively masters the experience of previous generations, assimilates the norms and ideals of our society, which leads not only to the accumulation of a certain amount of knowledge, but also to the development of abilities, the formation of the necessary qualities of a child's personality. For the full development of a preschooler, the purposefulness of the pedagogical process is especially important.

In the preschool years, the foundations of human health and physical development are laid. A serious disadvantage of preschool education is the lack of mobility of children: if they do a lot of sitting, move little and play in the fresh air, then this has a bad effect not only on their physical, but also on their spiritual development, reduces the tone of their nervous system, and depresses mental activity. In physically weakened children who are prone to fatigue, emotional tone and mood are reduced. This, in turn, negatively affects the nature of children’s mental performance.

Umental education is designed to ensure not only the assimilation of the sum of knowledge and skills, but also the systematic formation of the child’s cognitive abilities.

The mental education of children of senior preschool age is closely related to the problem of preparing for school. Modern research shows that the intellectual capabilities of a preschool child are much higher than previously thought.

The effectiveness of teaching itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task he proposes, what feelings the current situation evokes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of intellectual development of the child, but also more broadly - on his mental activity and even creative abilities.

Therefore, when considering the level of a child’s preparedness for schooling, first of all, we mean his personal readiness as the unity of his intellectual qualities with an active emotional attitude towards others.

An important place in preschool pedagogy is occupied by artistic education, influencing not only the aesthetic, but also the mental and moral education of the child.

Children's participation in various types of artistic activities begins from early childhood. Children listen and tell fairy tales, read poetry, sing and dance. Even in young children, this kind of performance causes emotional experiences of varying degrees of severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: the nature of the images that arise in the child (musical, literary, graphic), and the attitude towards the characters of fairy tales and stories, and the performing activity itself (dance, song, storytelling) - everything is imbued with childhood experiences, reflects their own social experience and develops it.

Problem moral education for preschool children - significant and at the same time difficult.

A child is born neither evil nor good, neither moral nor immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they raise him. Correct ideas about a person’s moral character, his attitude towards other people, towards himself, towards his work and civil responsibilities should become role models for the child. At the same time, he must have a formed understanding of what is good and what is bad; why some actions are bad, while others deserve approval.

However, just knowledge of moral requirements is not enough for a child to behave morally. If parents and educators, with the help of moralizing conversations, pay attention only to the formation of moral ideas, without caring about the practice of relationships between children and people around them, cases of “moral formalism” may arise when children know moral norms well and even talk about them correctly, but they themselves violate them, regardless of the interests of others.

To prevent such a discrepancy between knowledge and real behavior, it is necessary that the child’s moral ideas become the driving motives of his behavior. It is important that he develops not only an understanding, but also a positive emotional attitude towards his moral responsibilities. He knows that he needs to help kids and actively does this; he understands that it is bad to be rude and he himself rebels against the rudeness of others, etc.

To ensure truly comprehensive and harmonious development of a child’s personality, it is necessary to more closely, more organically link the child’s physical education with mental education, mental education with moral education, moral education with aesthetic education, etc. The central link of this entire system is moral and labor education of preschool children, which is designed to lay in the first years of a child’s life the foundations of an active life position, understanding of one’s responsibilities and readiness to fulfill these responsibilities, unity of word and deed.

There is no doubt that labor education should begin in preschool childhood.

It is important that any practical task offered to a preschooler is not an end in itself, but contributes to the development in children of hard work, respect for the work of adults, and the willingness and ability to do something themselves. In order to cultivate such qualities in a child, one should influence not only knowledge and skills, but also his emotional sphere.

Development of emotions in activity.

Educating a child’s feelings, starting from the first years of his life, is the most important pedagogical task, no less, and in some sense even more important, than educating his mind. For how new knowledge and skills will be acquired, and to achieve what goals they will be used in the future, decisively depends on the nature of the child’s attitude towards people and the surrounding reality.

The formation of higher human feelings occurs in the process of the child’s assimilation of social values, social requirements, norms and ideals, which, under certain conditions, become the internal property of the child’s personality, the content of the incentive motives of his behavior. As a result of such assimilation, the child acquires a unique system of standards of values, with which he compares observed phenomena and evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly.

In order for a child not only to understand the objective meaning of norms and requirements, but also to imbue them with an appropriate emotional attitude, so that they become criteria for his emotional assessments of his own and others’ actions, explanations and instructions from the teacher and other adults are not enough. These explanations must find support in the child’s own practical experience, in the experience of his activities. Moreover, the decisive role here is played by the inclusion of the preschooler in meaningful activities, joint with other children and adults. It allows him to directly experience and feel the need to comply with certain norms and rules in order to achieve important and interesting goals.

So, a child’s emotions develop through activity and depend on the content and structure of this activity.

As the child develops, new needs and interests are formed. He begins to be interested not only in a narrow range of things that are directly related to the satisfaction of his organic needs for food, warmth, and physical care. His interests extend to the wider world of surrounding objects, phenomena and events, and at the same time his emotional manifestations become more complex and meaningful.

Gradually, the child develops the simplest moral experiences. Another naive satisfaction appears when fulfilling the demands of others. “I didn’t eat the candy that you didn’t allow me to eat,” a two-and-a-half-year-old child proudly declares to his mother.

Thus, emotional experiences begin to be caused not only by what is simply pleasant or unpleasant, but also by what is good or bad, what corresponds to or contradicts the requirements of the people around us.

By the beginning of preschool age, a child arrives with a relatively rich emotional experience. He usually reacts quite vividly to joyful and sad events, and is easily imbued with the mood of the people around him. His expression of emotions is very spontaneous; they are violently manifested in his facial expressions, words, and movements.

Of particular importance for a small child is the establishment of a warm, affectionate relationship with the teacher.

The teacher’s assessment of his actions has a significant, but not always sufficiently taken into account, influence on the child’s emotional state. For most children, positive assessments from the teacher increase the tone of the nervous system and increase the effectiveness of the activities performed. At the same time, negative assessments, especially if they are repeated, create a depressed mood and inhibit physical and mental activity.

To understand children's emotions, the teacher needs to identify the sources of their origin, which lie in the child's meaningful activity, under the influence of which he begins to not only understand in a new way, but also experience this world.

Musical classes, listening to fairy tales and artistic stories, getting to know native nature, dramatized games, modeling, and drawing develop aesthetic experiences in a preschooler and teach him to feel the beauty in the surrounding life and in works of art.

Activities and didactic games that enrich him with new knowledge, forcing him to strain his mind to solve any cognitive problem, develop various intellectual emotions in preschoolers. Surprise when encountering something new, unknown, curiosity and inquisitiveness, confidence or doubt in one’s judgments, joy from a solution found - all these emotions are a necessary component of mental activity.

Finally, and this is the most important thing, moral education, acquaintance with people’s lives, performing feasible work tasks, practical mastery of the norms of behavior in the family and in the kindergarten team form the sphere of emotional manifestations in preschoolers.

Moral feelings develop in a child in the process of activity, as a result of the practical fulfillment of the moral requirements that the people around him make of him.

In the fourth or fifth year of life, the beginnings of a sense of duty first appear in a child. This is associated with the formation of the simplest moral ideas regarding what is good and what is bad. Experiences of pleasure arise, joy when successfully fulfilling one’s duties, and grief when established requirements are violated. This kind of emotional experience arises mainly in the child’s relationship with a person close to him and gradually spreads to a wider circle of people.

The beginnings of a sense of duty in a preschooler are inseparable from his actions and deeds performed in fulfilling the moral requirements that are presented to the child in the family and in kindergarten. Moreover, at first they appear only in the process of actions and only later - before they are committed, as if emotionally anticipating subsequent behavior.

The nature of the development of higher specifically human emotions (empathy and sympathy) is one of the essential conditions for the fact that in some cases moral norms and principles are acquired by children and regulate their behavior, while in others they remain only knowledge that does not encourage action.

What conditions of life and activity of children contribute to the emergence of an active, effective emotional relationship with other people?

At all levels of public education, starting from kindergarten, issues of teaching itself, i.e. acquiring knowledge and skills, as a rule, take priority over issues of education. Issues of a moral nature - sensitivity and humanity, attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to issues of acquiring knowledge.

This tendency towards a certain one-sidedness of the pedagogical process is sometimes aggravated by the family living conditions of children. Many families currently raise primarily one child, who is looked after and cared for by family members for a long time. An abundance of toys, entertainment items, etc. in the absence of daily care for another person, it also contributes to the fact that teaching children kindness and sensitivity is sometimes reduced to a minimum.

In preschool children, the formation of moral feelings and knowledge depends on the types and tasks of activity.

For example, work activity was organized in such a way that it required joint efforts and mutual assistance, and for this, favorable conditions were created that contributed to the emergence of a community of emotional experiences and mutual sympathy between group members. If such work was not carried out by the teacher and the activities of the children's group in their content were devoid of a unifying principle, and the goals of one group member objectively came into conflict with the goals of another, then under these conditions negative relationships began to develop between the children, and quarrels easily arose. The conditions for the emergence of moral emotions and their qualitative features (strength, duration, stability) are different in each of the situations, differing in tasks, structure and content of the activity.

Thus, the conditions of individual performance of tasks, when the child acted next to a peer, and each of them had everything necessary to complete the task, did not contribute to unification and mutual assistance. It is characteristic that in this case, the generally positive emotional background of the activity was often disturbed by quarrels, resentments, and discontent that arose in response to the successful action of a peer, to its successful result.

At the same time, when producing a common product, the first actions also led to negative emotions: intransigence, inconsistency, and resentment. However, as each of the children understood the meaning of the overall activity and their place in it, the children’s emotions acquired a different character. Unsuccessful actions were experienced more intensely and vividly, and the experiences encouraged the children to jointly look for ways to overcome difficulties.

Under the influence of the child’s activities, he develops a new attitude not only towards people, but also towards things. For example, in young children, emotional preference arises for those toys that they have learned to use and which have become necessary for play.

Based on the above, we can conclude that the child’s internal emotional attitude to the surrounding reality seems to grow out of his practical interactions with this reality and that new emotions arise and develop in the process of his sensory-objective activity.

At the same time, a significant contribution to the development of the motivational and emotional sphere of children is made by such types of children's activities as play and familiarity with works of art.

So, throughout childhood, emotions go through a path of progressive development, acquiring increasingly rich content and increasingly complex forms under the influence of social conditions of life and upbringing.

The meaning of emotions.

Emotions play a unique guiding and regulating role in the activities in which they are formed.

When an adult offers a child a task, he explains why it is being done, i.e. motivates the need for activity. However, what an adult puts forward as a motive does not immediately become the motive for a child’s action.

From the first days of life, a child is faced with the diversity of the surrounding world (people, objects, events). Adults, first of all parents, not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude towards things, actions, phenomena with the help of intonations, facial expressions, gestures, and speech.

The result of such cognitive activity is the child’s pronounced, subjective, selective attitude towards the objects that are around him, observed already in early childhood. The baby clearly distinguishes from the environment, first of all, people close to him. He starts looking for his mother, crying if she is not around. The child's attitude towards other objects gradually changes. In early and preschool age, children develop especially favorite toys, books, dishes, clothes, individual words, and movements.

Simultaneously with the acquaintance with the various properties and qualities of things, a small child receives some standards of relationships and human values: some objects, actions, and actions acquire the sign of being desirable, pleasant; others, on the contrary, are “marked” as rejected. Often already here, the motive for activity given by an adult can be replaced by another, one’s own motive, and can be shifted to other objects or actions.

Throughout childhood, along with experiences of pleasure and displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child develops more complex feelings caused by how well he has fulfilled his duties, what significance his actions have for other people and to what extent certain norms and rules of behavior are observed by himself and those around him.

As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the interconnection and interdependence of emotional and cognitive processes - the two most important areas of his mental development - are revealed.

The education of feelings in a child should serve, first of all, the formation of a harmoniously developed personality, and one of the indicators of this harmony is a certain ratio of intellectual and emotional development. Underestimation of this requirement, as a rule, leads to an exaggerated, one-sided development of one quality, most often intelligence, which, firstly, does not make it possible to deeply understand the features of thinking itself and the management of its development, and secondly, does not allow Finally, understand the role of such powerful regulators of child behavior as motives and emotions.

It can be assumed that in the course of any activity the child is equally ready to reveal his intellectual capabilities and show an emotional attitude. However, the information a child receives can take on completely different meanings. Therefore, in some cases he is faced with purely cognitive tasks, and in others - tasks of a motivational-emotional nature that require an understanding of the meaning of this situation.

The main role in the development of a child’s feelings is played by his practical activities, during which he enters into real relationships with the outside world and assimilates the values ​​​​created by society, masters social norms and rules of behavior. Attaching decisive importance to practical activity in the development of children's feelings, it should be borne in mind that already in the first years of life, on its basis, special forms of indicative and exploratory actions begin to take shape, aimed at finding out what (positive or negative) meaning certain objects have for the child himself, to satisfy his material and spiritual needs.

The simplest types of this kind of orientation, called motivational-semantic, are carried out using a system of testing actions. The child, as it were, first tests the perceived object from the point of view of his needs and capabilities, imbued with a correspondingly positive or negative attitude towards it, which largely determines the nature and direction of subsequent child activity.

It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. However, this does not provide grounds for their identification: with the same needs, depending on the circumstances, different emotions can arise and, conversely, with different needs, similar emotional experiences sometimes arise. All this suggests that emotions are peculiar mental processes, arising in the course of satisfying needs and regulating behavior in accordance with the subject’s motives, which are realized in complex and changeable conditions.

The role of emotions is most clearly revealed in the implementation of the child’s existing motives of behavior. There is reason to believe that emotions play a significant role not only in regulating activities in accordance with the child’s already established needs, but also contribute to the formation, development and activation of motives.

Usually, new forms of a child’s activity are organized in such a way that this activity leads to a certain socially significant result (work, education, etc.), but at first, such results in a number of cases are not the content of the motives of behavior. The child initially acts under the influence of other, previously developed motives (the desire to use this activity as a reason to communicate with an adult, the desire to earn his praise, to avoid his censure). The final socially significant result in these circumstances appears for the child as an intermediate goal, which is achieved in order to satisfy other types of incentives.

In order for motives to acquire motivating power, it is necessary for the child to acquire appropriate emotional experience. With a certain organization, socially significant activities can bring the child emotional satisfaction that can outgrow his initial impulses.

There is reason to assume that this kind of new emotional experiences that arise in new conditions of activity are, as it were, fixed on its intermediate goals and objectives and give them a motivating force that contributes to their transformation into driving motives of behavior.

This special process of transforming goals into motives for activity is the most important feature of the assimilation of social norms, requirements and ideals. Knowledge of the conditions and patterns of this process, which plays a significant role in the formation of a child’s personality and in the development of its leading motives, will make it possible to more purposefully and effectively educate the emotions and feelings of preschool children.

Development of the motivational sphere of children

preschool age.

The process of forming a child’s personality is characterized not only by intellectual development, i.e. the acquisition of new knowledge and skills, but also the emergence of new needs and interests. In a certain sense, these changes are fundamental, since achievements in the mental development of children largely depend on what motives motivate them to act, what they strive for, how they emotionally relate to the people around them and the tasks facing them.

Preschool childhood is the age period when high social motives and noble feelings begin to form. How they are raised in the first years of a child’s life largely determines his subsequent development.

Russian psychologists (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein) believe that motives and emotions, like mental and volitional processes, are formed throughout childhood, as a result of the child’s mastery of the experience of previous generations and the assimilation of those developed by society moral norms and ideals.

This complex process of increasingly correct and complete reflection in the child’s mind of social goals and objectives, turning them into beliefs that regulate his behavior, is the most important content of the development of the social orientation of needs and motives in childhood.

The question of organizing the life and activities of children, contributing to the emergence of stable moral and labor motives of behavior in them, is currently acquiring paramount importance.

Conditions for the formation of social motives of a child’s behavior.

Clarification of motives as sources of children's activity, as factors motivating and directing it, is important for organizing targeted educational influences on a preschooler.

Concepts motive And motivation closely related to the concept need. It is customary to distinguish between two types of needs: biological and social (characteristic only for humans: the need for communication with another person, for social recognition, spiritual needs, etc.).

It is very important, when talking about needs, to highlight two moments of their formation: 1) the emergence of a need in the absence of a specific subject for its satisfaction. The child’s behavior in this state is characterized by undirected activity and the general search nature of this activity; 2) the appearance of an object that can satisfy the need.

Along with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to others. Using the example of the behavior of adolescent children, one often has to be convinced that these children’s need for another person, a close friend, under certain conditions can be realized in an undesirable way, if the object of fulfillment of this need is an adult or peer with a bad reputation, with negative behavior.

Consequently, the child’s materialized need is already a specific motive for his behavior, prompting the preschooler to purposeful activity.

To identify the motives that motivate a child’s activity, you can offer children a series of tasks at certain intervals; technically these are the same tasks, but presented with different motivations (for example, you need to make a napkin or a flag). The technique for making such items is quite simple and does not take much time.

By offering similar tasks to children of different ages, they are explained what they must do, why and who needs it. In one case, the results of the work are needed for the upcoming game, in another - the labor activity itself is carried out in the form of a game of “workshop”, where the child imitates the work of adults, in the third - a gift is prepared for mother or children of the younger group of kindergarten, in the fourth - the child can do it himself choose any job that is attractive to him. Thus, the same work task is carried out with different motivations.

The work of making a napkin and a flag turns out to be the most organized both in its nature and in the quality of the product where the motives for productive activity were least expressed.

At the same time, the activity of children in the manufacture of the same objects for the upcoming game, when the dominant motives of productive activity are set, is at a significantly lower level.

This situation can be explained as follows. In the latter case, children make an object for the upcoming game. But an object can be suitable for a game only if it is similar to a real object. Moreover, the requirements for the external similarity of a game item with the item it depicts are minimal. Something else is important here - the ability to handle a game object in the same way as an adult does with a real object. Because of this, the child’s attitude towards the product of labor and the requirement for its quality change significantly: the process of making an object does not have the character of an extensive labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappears.

The situation is completely different when playing “workshop”. Here children take on the role of workers carrying out an important order. A child can perform the role he has taken on well only if the process of his work is similar to the details of real work. The attitude towards the product, the desire to make it as good as possible are determined in this case by the child’s attitude towards the role of the worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is played by the child, explains that the process takes on the character of an extensive and responsible work activity.

Children don't play with what they practically own. In games, children strive to reflect phenomena that go beyond their capabilities. They play “drivers, builders, machinists, ship captains, pilots,” i.e. reflect those professions and events that they are told about, read about in the family and in kindergarten, or which they themselves partially observe.

Based on this, it becomes clear why children who have not seen workshops making flags and napkins are so willing to take on the role of workers and carry out the “order” with a sense of responsibility.

Along with the “workshop” game, there is a significant increase in work efficiency when making a napkin as a gift for mother or a flag as a gift for younger children. In these cases, for the child, a connection is clearly established between the What do and For what do. The flags are really suitable as a gift for babies, and the napkins are suitable as a gift for mom. Therefore, children complete the work and strive to do it well. The idea of ​​how mother and kids will be delighted with their gift supports the children’s mood and evokes a feeling of pleasure from the work done.

But not all children participate in such work. Cases when children do not complete the task proposed to them are explained by the fact that for the child the connection between the motive of labor and its product is unconvincing. For example, the task of making a flag as a gift for mom is not completed only because the generally accepted purpose of this item applies not to mothers, but to children; and for toddlers, children willingly complete this task.

Consequently, when receiving a work task, the child, first of all, evaluates the real-life truthfulness of the task: “does it happen” or “doesn’t”? The more real for a child the connection between What he does, and so For what he does this, the more systematic and purposeful the work process becomes and the more complete the product of his labor becomes.

The presented facts give reason to say that a preschooler is able to perform rather complex productive work, which is attractive to him not only from the technical side, but also from higher moral motives. The latter also raise the level of activity itself. This is only possible if parents or educators set broader, truly motivated goals for the child, in which the connection between What do and For what do, is based on the life experience of the preschooler himself. Only then does the motive, social in its content, really guide the child’s work and make it purposeful.

When familiarizing a child with the work of adults, with what they work for, the child’s own activities must be organized, in which the motives realized by him would be embodied. The most convenient form for preschoolers to learn labor relations between people is creative play, in which the child can understand the attitude of adults to work.

Social motives for work in their simplest form, in the form of the desire to do something useful for others, begin to take shape in a child very early and can acquire significant motivating force for a preschooler, greater than motives of personal benefit or interest in the external, procedural side of activity.

But in some cases, the motives offered by adults are not accepted by the child, and the work is either not done at all, or is performed under the influence of other motives, which in these circumstances turn out to be more effective for the child.

These facts indicate that behavioral motives do not develop and function in isolation, but in close connection with the general development of the content of children's activities.

The influence of emotions on the emergence of social motives in a child.

A motive, as a specific object located outside the child and motivating him to activity, may not be recognized by him. At the same time, the emergence of such a motive is determined by the appearance of emotional experiences in the child. Motives and emotions, thus, are phenomena of different natures, but dynamically interrelated.

Emotions express the special significance of objects and situations for the child in terms of his needs and motives. Emotions are the link with which and through which motives become relevant and are often recognized by a preschooler. The formation of new motives in a child or a change in existing ones is also associated with the emergence of experiences in him.

The emotional reactions and states of children can be extremely varied in strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, pain), difficult conditions of a particular type of activity (understanding of the task, the nature of the material, features of the product, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in their depth and consequences. So, a child can feel severe physical pain and yet he will quickly forget it. At the same time, he may experience humiliation or insult inflicted on him by his peers; the experience of such an attitude will be very stable and will influence subsequent relationships with peers.

Based on the fact that man and human life occupy the highest place in the system of material and spiritual values, it should be assumed that emotions associated with another person occupy a special place in the child’s emotional experience.

But it happens that children are brought up in such an atmosphere when a cult of the material environment is created in the family (the so-called “materialism”), to which adults show a particularly emotional, caring and caring attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , elegant jewelry, fashion collections, etc.

This kind of expressed “materialism” is accompanied by a belittlement of a person, his feelings, his relationships. Moreover, in children it manifests itself in a very unique way. For example, a child brought up in an atmosphere of the cult of external beauty (clothes, jewelry), who knows how to protect and maintain this beauty, shows an undisguised feeling of disgust when he sees a stain on a peer’s dress, a darned sleeve of a blouse or shirt. In situations of establishing children's relationships, such a preschooler is completely indifferent to the experiences of other children.

In the emotional manifestations of one child, there may be significant differences in the ability to experience a variety of emotions and the nature of the manifestation of emotional responsiveness. Emotionality is associated with the characteristics of the elementary reactions of the human body (to sound, light, etc.), and emotional responsiveness to the state of another person is an emotion of a higher order that has moral content.

A child’s emotionality as a behavioral feature is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, appearing in various forms: excessive vulnerability, increased sensitivity, tearfulness, etc.

Under the right conditions of training and education, excessive sensitivity can be restructured and subordinated to higher-level emotional behavior. But sometimes it is necessary to create special situations that would be significant for the child and which, by touching the inner “strings” of his personality, could reveal the possibilities of the preschooler’s emotional response.

The ability to distinguish between manifestations of sensitivity and emotional responsiveness of children, as well as the development and education of higher, human emotions in them, is one of the important educational tasks facing parents and teachers.

The process of formation of the simplest social motives of activity, consisting of the desire to do something useful not only for oneself, but also for others, can be observed in the example of the collective work activity of duty officers (on duty in the canteen, in the play corner, etc.).

First, the teacher explains the meaning of the work, trying to develop in children a unique orientation towards the upcoming activity and form in them preliminary ideas about the social significance of these actions.

In the future, the teacher regularly evaluates the work of the duty officers together with the children. Thus, a rather rigid system of group requirements and expectations is created.

Initially, some children refuse to go on duty, trying to shift their responsibilities to someone else, and the remaining children, although they accept the task, do not always perform it well.

Then, in the created conditions of collective activity, the children’s behavior begins to be streamlined, and the performance of the duties of the duty officer acquires a more organized character.

Subsequently, children - some earlier, others later - move to a higher level of formation of social motives of behavior. What is characteristic here is that the child begins to fulfill his small duties not for the sake of an adult’s praise or for the sake of achieving leadership, but for the sake of results, trying to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of internalized social norms and requirements into internal motives for activity.

During the formation of new motives of behavior, the nature of the child’s emotional manifestations changes significantly, i.e. changes in the emotional sphere directly reflect changes in the motives of work.

As this kind of motives develops, an indifferent attitude towards work responsibilities is replaced by a very great sensitivity towards the assessment of others. Then these worries associated with the assessment seem to be pushed into the background and replaced by completely different experiences related to how well the useful task was accomplished, how well the results achieved correspond to the interests of other people, which have now become the interests of the child himself.

The role of the family in raising emotional

preschooler's responsiveness.

A significant role in the development and education of emotions of empathy and sympathy in a preschool child belongs to the family.

In a family environment, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. By preferring one or another system of assessments and standards of values ​​(material and spiritual), the family largely determines the level and content of the child’s emotional, social and moral development.

A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from a large and friendly family, where parents and children are connected by deep relationships of responsibility and mutual dependence. In these families, the range of affirmed values ​​is quite wide, but the key place in them is occupied by the person and the attitude towards him.

Emotional experience can be significantly limited in a child from an incomplete family (in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participating in the lives of other children and elderly people who need to be taken care of is an important factor that narrows the scope of emotional experience.

The experience gained in a family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in conditions where family members are concerned with the development of certain qualities in the child that seem exclusively significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time no significant attention is paid to other qualities necessary for the child as a future citizen.

Finally, a child's emotional experience can be heterogeneous and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities to be a relic and “cultivates” only strength in the child, elevating this quality to the rank of paramount ones.

There are parents who are firmly convinced that in our time - a time of scientific and technological achievements and progress - many moral standards of behavior have exhausted themselves and are not necessary for children; some people instill in a child such qualities as the ability to stand up for himself, not to be offended, and to fight back. “They pushed you, and why can’t you respond in kind?” - they ask children in these cases. In contrast to kindness, sensitivity, and understanding of others, children often develop the ability to thoughtlessly use force, resolve conflicts by suppressing others, and have a disdainful attitude towards other people.

In raising the emotional responsiveness of a child in the family, it is very important:

The emotional microclimate of the family, determined to a large extent by the nature of the relationships between family members, and primarily parents. In case of negative relationships, parental discord causes enormous harm to the child’s mood, performance, and relationships with peers;

Parents' idea of ​​the ideal qualities that they would like to see in their child in the near future. Most parents consider ideal qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. Less often you hear about such ideal qualities as kindness, attention to other people;

Intimate experiences of parents about certain qualities found in their own child. What parents like, what makes their child happy and what upsets and worries him. The answers indicate that parents are aware of the need to educate their child not just one, isolated quality, but a system of qualities that are correlated and interconnected: intellectual and physical, intellectual and moral;

It is important that parents notice some selectivity of the child in relation to classes, to different types of activities and how pronounced this selectivity is. Does he like to play and what games, how long can he do this; does he like to tinker, glue, cut, build from construction sets; whether he keeps his crafts and buildings or immediately throws them away and breaks them;

Involve the child in the everyday affairs of the family: cleaning the apartment, preparing food, doing laundry, etc. It is necessary to constantly draw the attention of parents to the fact that by encouraging the child even for minor help, emphasizing his involvement in the general problems and concerns of the family, parents thereby cause positive emotions in a child strengthen his self-confidence and awaken socially necessary personality traits;

Understand for parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on equal terms in performing feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to others, the ability to listen and understand another, to respond to his requests, state.

Children should constantly feel that their parents are concerned not only about their success in acquiring various skills and abilities. Parents' sustained attention to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special sphere - the sphere of emotional relationships with other people.

The importance of the game for overcoming

emotional difficulties

preschooler.

In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Reflecting life, the child relies on known patterns: on the actions, deeds and relationships of the people around him. However, the child’s play is not an exact copy of what he observes.

It is known that a child’s attitude to the world around him is influenced by the assessments of adults and their emotionally expressive attitude towards events, phenomena, and people. The attitude of an adult and his example largely determine the development of the child’s needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of the people around him and empathize with them. And this determines the content of his inner world and the content of gaming activity.

In play, like in no other activity, a child’s desire to join the life of adults at a certain age is realized. It fulfills his desire to be like a dad, like a doctor, like a driver.

The influence of play on children's feelings is great. It has the attractive ability to fascinate a person, cause excitement, excitement and delight. The game is truly realized only when its content is given in an acute emotional form.

Didactic games are used with great success to master knowledge and skills, mobile games are used to develop physical perfection, and games with rules and role-playing games are used to develop social emotions and social qualities of the individual. That is why the inability of children to play can mean a delay in the development of the child’s social qualities, his social consciousness.

Among the various ways to correct emotional difficulties, play occupies a significant place. Play is especially loved by young children; it occurs without coercion from adults; it is a leading activity. This means that the most important changes are in the child’s psyche, in the development of his social feelings, in behavior, etc. happen in the game.

Emotionally dysfunctional children experience various difficulties in play. They show, for example, a cruel attitude towards dolls, which they offend, torture or punish. The games of such children may have the character of monotonously repeating processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain actions, despite the normal mental development of preschoolers. The listed features of abnormal development of the emotional sphere require a special educational approach and special pedagogical correction. Otherwise, these disorders can lead to deficiencies in mental development, a delay in the formation of social qualities and the child’s personality as a whole.

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Organization: Primary school - kindergarten No. 63 “Solnyshko”

Locality: Moscow region, Pushkino

Preschool age is the time of a child’s active entry into the wide social world, the establishment of various relationships with adults and peers, and the awakening of humane feelings. The main task is to give the right direction to the emotional development of the child, to awaken in his soul humane feelings, the desire for cooperation and positive self-affirmation.

It is necessary to raise children with an active lifestyle, communicative, active, inquisitive, and proactive. Therefore, the problem of emotional and personal development of children today is becoming particularly relevant.

Scientists such as E.A. have dealt with the study of the emotional and personal sphere of children. Alyabyeva, V.E. Kogan, V.V. Vetrova, A.S. Spivakovskaya, V.G. Semenov, N.I. Dobin and many others.

From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. First of these relates to the age of three to four years and is mainly associated with strengthening emotional self-regulation. Second covers the ages of four to five years and concerns moral self-regulation, and third refers to the age of about six years and includes the formation of the child’s business personal qualities.

The development of the emotional and personal sphere of preschool children should contain the following tasks:

To promote the development of self-knowledge and a positive self-concept of children (children’s awareness of their attitude towards themselves, their own appearance, their characteristics and abilities);

Teach children to understand the emotions and feelings of other people and express their mood and emotions in various ways (verbal and non-verbal);

Contribute to the prevention of negative emotional manifestations;

Develop children's creative abilities;

Develop skills of self-control and self-regulation of activities, arbitrariness of behavior.

An important factor in a child’s development is preschool and kindergarten. This environment represents the primary socio-psychological community, the first “children’s society” in which communication and various types of activities take shape and develop. A new social role is mastered, relationships with peers are formed - the activities of preschool children acquire a collective character (games, activities, work, entertainment, etc.), promoting communicative and intellectual development. Researchers note the following among the criteria for a child’s social-emotional development:

• mastering the basic generalized laws of life, the development of society and man, the formation of a social picture of the world and determining one’s own place in the daily environment (for example, a child has an idea of ​​himself, his gender, the belonging of other people to a certain gender; knows about the composition of the family, family relationships and relationships , distribution of family responsibilities and traditions; about society, cultural values ​​and private values ​​accepted in the kindergarten group and a certain layer of society);
• one’s own positive image, as well as the related concept of “self-esteem”, which is formed on the basis of comparing one’s behavior with ethical standards, the desire to conform to some models and to be different from others;
• emotional responsiveness to the state of loved ones and friends, response to works of fine art, music, works of art and the natural world, which is manifested in the formation of empathy for the characters of fairy tales, stories, stories;
• the formation of a culture of communication and social relations, which includes knowledge, abilities, skills and abilities to build relationships with others in accordance with humanistic norms - social regulators, as well as to use constructive methods of communication with peers and adults (the child knows how to negotiate, exchange objects, distribute actions when cooperation, etc.); in general, all this leads to the formation of such a group-wide norm of emotional relationships as the friendliness of the requests and responses of children in the kindergarten group;
• the ability to apply independently acquired knowledge and methods of activity to solve new emotional problems, personal and social tasks set by both an adult and the child himself, the ability to transform methods of solving problems and offer one’s own options through drawing, construction, storytelling, etc.

Since all the activities of a preschooler are emotionally intense, everything that the child is involved in - playing, drawing, modeling, designing, preparing for school, helping his mother with household chores, etc. - must have an emotional connotation, otherwise the activity will not take place or will quickly collapse.

Even before a preschooler begins to act, he has an emotional image that reflects both the future result and its assessment by adults. If he foresees a result that does not meet accepted standards of upbringing, possible disapproval or punishment, he develops anxiety - an emotional state that can inhibit actions that are undesirable for others. Anticipation of the useful result of actions and the resulting high assessment from significant adults is associated with positive emotions, which additionally stimulate behavior.

Thus, in preschool age there is a shift in affect from the end to the beginning of activity. The emotional image becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of an activity underlies the emotional regulation of a child’s actions.

The most important personal mechanism formed during this period is considered to be the subordination of motives. All the desires of a young child were equally strong. If different desires arose simultaneously, the child found himself in a situation of choice that was almost insoluble for him.

In older preschool age, motives acquire different strength and significance. The strongest motive is encouragement, receiving a reward. A weaker one is punishment (in dealing with children this is, first of all, exclusion from the game), even weaker is the child’s own promise. Demanding promises from children is not only useless, but also harmful, since they are not fulfilled, and a number of unfulfilled assurances reinforce such personality traits as lack of commitment and carelessness. The weakest is a direct prohibition of some actions of the child, not reinforced by other additional motives.

In older preschool age, communication motives are further developed, due to which the child strives to establish and expand contacts with people around him. Success remains a strong incentive, but failure also motivates many of them to action. After a failure, children try to overcome the difficulties that have arisen, achieve the desired result and are not going to “give up.”

In older preschool age, the motive for interpersonal communication becomes the desire for recognition and approval from others. From this quality grow the need to achieve success, determination, a sense of self-confidence, independence and many others.

Another equally important motive is the desire for self-affirmation. Preschoolers develop the need to be treated well by the people around them, the desire to be understood and accepted by them.

The development of a child’s personality in preschool age occurs on the basis of direct imitation of people around him, especially significant adults and peers. Imitation is accompanied by the consolidation of observed forms of behavior, initially in the form of external imitative reactions, and then in the form of demonstrated personality qualities.

In the second half of preschool childhood, the child acquires the ability to evaluate his behavior and tries to act in accordance with the moral standards that he learns.

For the competent emotional and personal development of preschool children, it is important to conduct trainings and workshops for parents and educators that will help solve the following problems:

To form the emotional perception of preschoolers;

Improve the ability of preschool children to indicate emotional states in speech;

They will help children navigate the area of ​​understanding their own emotions, i.e. to form children’s ideas about the causes of emotions and their consequences;

Teach and consolidate skills in socially acceptable ways of expressing strong feelings;

Contribute to the strengthening of positive social values ​​in the children's team;

Cultivate kindness, responsiveness, tolerance;

Develop a child's positive self-image.

When conducting workshops, teachers learn techniques for the emotional and personal development of preschool children by playing sketches, games, and play exercises that can be used in working with preschoolers. Recommended for use in working with preschool children methods relate:

• games to develop communication skills (or socially oriented games);
• kinesitherapy;
• games - dramatization;
• unfinished sentences;
• writing stories and fairy tales;
• drawing, while not only visual creativity with felt-tip pens, crayons and pencils is possible, but also the use of coloring books from the book by E.A. Osipova “Educational and educational tales”;
• sign-symbolic encoding and decoding (pictograms depicting emotions, gestures-signs, for example during the game “Understand Me”, symbols, etc.).

Parents are also trained in practical techniques for the emotional and personal development of preschool children. These meetings are held either together with the children, or only parents are present. At such meetings with parents, the following tasks are resolved:

• introduce and emotionally bring participants together;
• improve communication between parents and children, including communication skills, introduce forms of effective communication, including non-verbal;
• develop the skills of coordinated actions of all participants in joint play and productive activities related to the coordination of gross and fine motor skills, speech breathing, speech with movement;
• to form, in conditions of joint activity, emotionally mediated attention and perception, thinking and imagination;
• promote parents’ understanding of the developmental characteristics of children;
• to cultivate the moral qualities of the individual, to emotionally encourage the formation of positive character traits in the context of the manifestation of social emotions of the meeting participants.

The role of gaming activity in this process is invaluable. This is how adults and children master those vectors of human relationships that were not taken into account earlier or were deformed due to a number of socially unstable or unconstructively resolved communication situations. The game makes it possible to form new meanings of joint activity, first of all - emotional empathy, sympathy, and learn to accept each other with all the advantages and disadvantages. This involves both emotional (“I wonder what you feel?”) and intellectual (“I wonder what you think?”) decentration. All of the above contributes to the understanding and acceptance by parents of the inner subjective world of their child and helps to harmonize emotional relationships in the family.

However, given that in our kindergarten there are children with visual impairments, there are differences in their emotional and personal development. Visual impairments significantly narrow the scope of sensory cognition, affect the general qualities of emotions and feelings, and their significance for life. Visual impairment also affects the formation of a person’s personal qualities. Children often feel doomed and worthless, and this depressed state leads to slower intellectual and emotional growth. Typhlopsychologists emphasize that one of the main reasons for the development of negative emotions and feelings (lack of a sense of duty, selfishness, lack of a sense of the new, a sense of hostility, negativism) lies in inadequate upbringing (overprotection) and attitudes towards a blind child.

Children have an increased personal level of anxiety, children have a poorly developed emotional-volitional sphere, poorly correlate emotions with facial expressions, are insufficiently competent in expressing emotions, and poorly understand the facial expressions of other people's emotions.

Features of the emotional sphere of children with visual impairments:

1. The understanding of gestures is at a low level. Due to decreased visual acuity, they use gestures in cases of clarifying information, indicating the direction of action, that is, as an auxiliary means. Spontaneously, based on imitation, gestures without verbal designations are acquired and used by children very slowly and poorly, which indicates the possibility and necessity of teaching children gestures.

2. Children with visual impairments have poor facial expressions. The expression of emotions and the identification of their modalities in such children are at a lower level than in their peers with normal vision. This indicates that they have little sensory experience of emotional states. They have an amicable face and a lack of sensations of expressive movements.

3. Preschoolers with impaired vision, poorly oriented in the elements of expressive body movements and unable to use gross motor skills to express their mood and their desires, do not pay attention to the pantomime of other people. They see in movements and postures only practical actions aimed at performing some activity.

Considering the above, we can conclude that children with visual impairments are emotionally dysfunctional.

A significant reason that causes emotional distress is the individual characteristics of the child, the specifics of his inner world: impressionability, susceptibility, leading to the emergence of fears, anxiety and self-doubt.

The development of the emotional and personal sphere is carried out through exercises, games and sketches that are compiled differently for each age.

It is necessary to explain to children what the emotions they experience mean. It is necessary to teach the child to look at himself from the outside, and since all children are egocentric, this is extremely important.

When working with preschoolers with visual impairments, you can use the following games and exercises for emotional and personal development.

Game “I rejoice when...”;

Exercise “Mirror”;

Game “Drive away the anger”;

Game "Cube of Emotions";

Game “Guess the Emotion”;

Sketches for the expression of emotional states;

Game "Volcano";

Game “I can”, etc.

(Description of games, exercises and studies in the appendix).

The emotional and personal sphere of children is formed from childhood. This involves the family, preschool, peers and society as a whole. That is why we have the power to do everything to ensure that children with visual impairments feel needed, wanted and loved in our world. Our task is to help them develop both in the intellectual and emotional-personal spheres.

Bibliography:

1. Aburakhmanov R.A. History of psychology: ideas, concepts, directions. M.: MPSI, 2008.

2. Biomedical Journal - article 23. Malinovskaya N.D. Article “Psychology of development of blind and visually impaired people”, June, 2001.

3. Budai N.N. Features of correction of the emotional-volitional sphere of children with visual impairments. -Ufa, publishing house IRO RB, 2012

4. Ignatieva A.V. Emotional sphere of children with visual impairments/A.V. Ignatieva//Psychological and pedagogical support for children with disabilities: Proceedings of the International Scientific and Practical Conference (May 24-25, 2012, Ufa). – Ufa: Publishing House IRO RB, 2012.

5. Kulagina I.Yu. Developmental psychology: child development from birth to 17 years. M.: Publishing house URAO, 1999.

6. Kuraev G.A., Pozharskaya E.N. Developmental psychology: Course of lectures. Rostov-on-Don: UNNI Valeology RSU, 2002.

7. Litvak A.G. Psychology of the blind and visually impaired - textbook. St. Petersburg: ed. RGPU, 1998.

8. Methods of physical education and child development: textbook. manual / ed. N.N. Kozhukhova, L.A. Ryzhkova, M.M. Borisova. M.: 2008.

9. Osipova E.A. Educational and educational fairy tales. Coloring pages - outlines. Part 2. M., 2004

10. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.”

11. Social and emotional development of preschool children / ed. Miklyaeva N.V. M., 2013

12. Turevskaya E.I. Age-related psychology. Tula, 2002.

13. Uruntaeva G.A. Preschool psychology. Tutorial. M.: Academy, 2001.

14. Yakobson P.M. Studying feelings in children and adolescents. M., 1961

Application

Game "I'm happy when..."

Adult: “Now I will call one of you by name, throw him a ball and ask, for example: “Petya, please tell us when you are happy?” Petya will have to catch the ball and say: “I am happy when...”

Petya tells when he is happy, and then throws the ball to the next child and, calling him by name, in turn asks: “(child’s name), please tell us when you are happy?”

This game can be diversified by inviting children to tell when they are upset, surprised, or afraid. Such games can tell you about the child’s inner world, about his relationships with both parents and peers.

Exercise "Mirror"

An adult passes a mirror around and invites each child to look at themselves, smile and say: “Hello, it’s me!”

After completing the exercise, attention is drawn to the fact that when a person smiles, the corners of his mouth are directed upward, his cheeks can prop up his eyes so much that they turn into small slits.

Some children pretend to smile. You need to pay special attention to them.

If the child finds it difficult to turn to himself the first time, there is no need to insist on this. In this case, it is better to immediately pass the mirror to the next group member. Such a child also requires special attention from adults.

This exercise can be varied by asking children to show sadness, surprise, fear, etc. Before performing, you can show children a pictogram depicting a given emotion, paying attention to the position of the eyebrows, eyes, and mouth.

Game "Drive away the anger"

Adult: “And now I will teach you some techniques that will help you drive away your anger in the future. Take a newspaper and imagine that you are very angry with someone (pauses). Now crumple up the newspaper with force and throw it to the side.”

The children complete the task, and the teacher makes sure that they present their anger as naturally as possible by crumpling the newspaper. Children should not throw lumps at each other. This game will help aggressive children relieve tension in the future.

Game "Guess the Emotion"

There are pictograms of various emotions on the table. Each child takes a card for himself without showing it to the others. After this, the children take turns trying to show the emotions drawn on the cards. Viewers must guess what emotion is being shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game. This game will help determine how well children can correctly express their emotions and “see” the emotions of other people.

Baba Yaga (study for the expression of anger)

Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl, and she fell asleep. I woke up, but Alyonushka was not there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomping his feet, waving his fists.

Focus (study on expression of surprise)

The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.

The fox eavesdrops (study on expression of interest)

The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.

Salty tea (study on the expression of disgust)

The boy watched TV while eating. He poured tea into a cup and, without looking, mistakenly poured two tablespoons of salt instead of sugar. He stirred and took the first sip. What a disgusting taste!

New girl (study on expression of contempt)

A new girl has joined the group. She was wearing an elegant dress, holding a beautiful doll in her hands, and had a large bow tied on her head. She considered herself the most beautiful, and the other children unworthy of her attention. She looked down on everyone, pursing her lips contemptuously...

Psychological game “Volcano” for children from four years old.

“Volcano” helps release negative emotions and improve communication with peers.

This game is for a group of children. Children stand in a circle and hold hands.

One of the children will be a volcano. He goes to the center of the circle, squats down and pretends to be asleep. For a while he sits quietly, and everyone else waits for the volcano to wake up.

Then the volcano begins to awaken. At first he begins to hum quietly, gradually gets up from his haunches and increases the volume of the hum. The other children help him and also hum. The higher the child stands, the louder he hums, and having straightened up completely, he jumps sharply and throws his arms up. Having straightened out, the volcano can make several jumps until it throws out all the unnecessary things that have accumulated in it.

After the volcano has thrown out everything negative, it begins to fade, squats down again and falls asleep. Then he calmly gets up and returns to the circle. When the child takes his place in the circle, he says that he threw away the negative and bad things. For example: “I threw out my grudge against Seryozha. He didn’t share his toy with me today.” It is best if the first volcano is an adult.

Psychological game “I can” for children from 5 years old.

The game can be played either in a group or with one child.

To play you will need a ball.

I can do well...

After catching the ball, you need to say loudly: “I can do well...” and name what works well. Usually, children call: draw, sculpt, cut, glue, swim, etc. The main thing is the child’s confidence that he can do it.

The facilitator also participates and suggests ideas, giving direction: “I can put the dishes on the shelf.”

When the game is played in a group, the child, listening to other children, tries on their skills, and for a shy child this is a lifesaver. He can choose the one that suits him from a large number of answers.

The more “I can” a child says, the more interesting it will be for him to play and the more pride he feels in himself, because he can do so much. This game helps develop self-esteem.

Russian State Social University

Course work

EMOTIONAL AND PERSONAL DEVELOPMENT OF CHILDREN

PRESCHOOL AGE

Scientific adviser:

Senior Lecturer

E.A. Maksudova

Executor:

2nd year student

E.N.Galkina

Moscow 2006

1. Introduction……………………………………………………3

2. Raising emotions and feelings in a preschooler:

1) Emotions and the educational process……………………………………5

2) Development of emotions in activities……………………………………8

3) The meaning of emotions……………………………………………………….13

3. Development of the motivational sphere of preschool children:

1) Conditions for the formation of social motives of a child’s behavior………………………………………………………………………………18

2) The influence of emotions on the emergence of social motives in a child…………………………………………………………………………………...23

4. The role of the family in nurturing the child’s emotional responsiveness………………………………………………………….27

5. The importance of play for overcoming the emotional difficulties of a preschooler………………………………………………………………...31

6. Conclusion……………………………………………………..37

7. References……………………………………………………….39

Introduction.

Preschool education, as the first link in the general system of public education, plays an important role in the life of our society, taking care of the protection and promotion of children's health, creating conditions for their comprehensive development in early and preschool age.

The leading role in the mental development and formation of a child’s personality is played by education in the broad sense of the word, which consists in the assimilation of social experience accumulated by previous generations, in mastering the material and spiritual culture created by humanity.

The process of upbringing involves not only the active influence of an adult on a child, but also the activity of the child himself (play, study, work), which has its own goals, direction, and motives. The task of harmonious development of preschool children also necessarily presupposes a sufficiently high level of development of their emotional sphere, social orientation and moral position.

Child development is a complex, holistic formation, consisting of a number of interconnected levels of behavior regulation and characterized by a systemic subordination of the child’s motives for activity. The question of the motives for the activity and behavior of a preschooler is the question of what specifically motivates this or that activity or behavior of the child.

The development of motives is closely related to the development of emotions. Emotions play a certain role both in the implementation of specific motives for certain types of activities that already exist in the child, and in the formation of new motives of a higher level, such as cognitive, moral, labor, etc. Emotions largely determine the effectiveness of learning in the narrow sense of the word (as assimilation), and also take part in the development of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the development of socially significant traits in a person: humanity, responsiveness, humanity, etc.

The problem of the development of emotions, their role in the emergence of motives as regulators of a child’s activity and behavior is one of the most important and complex problems of psychology and pedagogy, since it gives an idea not only of the general patterns of development of the children’s psyche and its individual aspects, but also of the peculiarities of the formation of the personality of a preschooler .

However, as a rule, parents and teachers do not pay much attention to going through the stages of emotional development.

Object of study: socio-psychological development of preschool children.

Subject of study: emotional and personal development of preschool children.

Purpose of the study: show the formation of the necessary mechanisms of emotional regulation of behavior in preschool age.

In accordance with the purpose, object and subject of the study, its main tasks:

1. Study of psychological and pedagogical literature on the research topic;

2. study of the education of emotions and feelings in a preschooler;

3. study of the development of the motivational sphere of preschool children;

4. studying the role of the family in nurturing the child’s emotional responsiveness;

5. studying the importance of play for overcoming the emotional difficulties of a preschooler.

Nurturing emotions and feelings

at a preschooler.

Emotions and the educational process.

From the first years of life, a child, under the influence of adults, as well as in the process of games, hard work, learning, actively masters the experience of previous generations, assimilates the norms and ideals of our society, which leads not only to the accumulation of a certain amount of knowledge, but also to the development of abilities, the formation of the necessary qualities of a child's personality. For the full development of a preschooler, the purposefulness of the pedagogical process is especially important.

In the preschool years, the foundations of human health and physical development are laid. A serious disadvantage of preschool education is the lack of mobility of children: if they do a lot of sitting, move little and play in the fresh air, then this has a bad effect not only on their physical, but also on their spiritual development, reduces the tone of their nervous system, and depresses mental activity. In physically weakened children who are prone to fatigue, emotional tone and mood are reduced. This, in turn, negatively affects the nature of children’s mental performance.

Umental education is designed to ensure not only the assimilation of the sum of knowledge and skills, but also the systematic formation of the child’s cognitive abilities.

The mental education of children of senior preschool age is closely related to the problem of preparing for school. Modern research shows that the intellectual capabilities of a preschool child are much higher than previously thought.

The effectiveness of teaching itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task he proposes, what feelings the current situation evokes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of intellectual development of the child, but also more broadly - on his mental activity and even creative abilities.

Therefore, when considering the level of a child’s preparedness for schooling, first of all, we mean his personal readiness as the unity of his intellectual qualities with an active emotional attitude towards others.

An important place in preschool pedagogy is occupied by artistic education, influencing not only the aesthetic, but also the mental and moral education of the child.

Children's participation in various types of artistic activities begins from early childhood. Children listen and tell fairy tales, read poetry, sing and dance. Even in young children, this kind of performance causes emotional experiences of varying degrees of severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: the nature of the images that arise in the child (musical, literary, graphic), and the attitude towards the characters of fairy tales and stories, and the performing activity itself (dance, song, storytelling) - everything is imbued with childhood experiences, reflects their own social experience and develops it.

Problem moral education for preschool children - significant and at the same time difficult.

A child is born neither evil nor good, neither moral nor immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they raise him. Correct ideas about a person’s moral character, his attitude towards other people, towards himself, towards his work and civil responsibilities should become role models for the child. At the same time, he must have a formed understanding of what is good and what is bad; why some actions are bad, while others deserve approval.

However, just knowledge of moral requirements is not enough for a child to behave morally. If parents and educators, with the help of moralizing conversations, pay attention only to the formation of moral ideas, without caring about the practice of relationships between children and people around them, cases of “moral formalism” may arise when children know moral norms well and even talk about them correctly, but they themselves violate them, regardless of the interests of others.

To prevent such a discrepancy between knowledge and real behavior, it is necessary that the child’s moral ideas become the driving motives of his behavior. It is important that he develops not only an understanding, but also a positive emotional attitude towards his moral responsibilities. He knows that he needs to help kids and actively does this; he understands that it is bad to be rude and he himself rebels against the rudeness of others, etc.

To ensure truly comprehensive and harmonious development of a child’s personality, it is necessary to more closely, more organically link the child’s physical education with mental education, mental education with moral education, moral education with aesthetic education, etc. The central link of this entire system is moral and labor education of preschool children, which is designed to lay in the first years of a child’s life the foundations of an active life position, understanding of one’s responsibilities and readiness to fulfill these responsibilities, unity of word and deed.

There is no doubt that labor education should begin in preschool childhood.

It is important that any practical task offered to a preschooler is not an end in itself, but contributes to the development in children of hard work, respect for the work of adults, and the willingness and ability to do something themselves. In order to cultivate such qualities in a child, one should influence not only knowledge and skills, but also his emotional sphere.

Development of emotions in activity.

Educating a child’s feelings, starting from the first years of his life, is the most important pedagogical task, no less, and in some sense even more important, than educating his mind. For how new knowledge and skills will be acquired, and to achieve what goals they will be used in the future, decisively depends on the nature of the child’s attitude towards people and the surrounding reality.

The formation of higher human feelings occurs in the process of the child’s assimilation of social values, social requirements, norms and ideals, which, under certain conditions, become the internal property of the child’s personality, the content of the incentive motives of his behavior. As a result of such assimilation, the child acquires a unique system of standards of values, with which he compares observed phenomena and evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly.

In order for a child not only to understand the objective meaning of norms and requirements, but also to imbue them with an appropriate emotional attitude, so that they become criteria for his emotional assessments of his own and others’ actions, explanations and instructions from the teacher and other adults are not enough. These explanations must find support in the child’s own practical experience, in the experience of his activities. Moreover, the decisive role here is played by the inclusion of the preschooler in meaningful activities, joint with other children and adults. It allows him to directly experience and feel the need to comply with certain norms and rules in order to achieve important and interesting goals.

So, a child’s emotions develop through activity and depend on the content and structure of this activity.

As the child develops, new needs and interests are formed. He begins to be interested not only in a narrow range of things that are directly related to the satisfaction of his organic needs for food, warmth, and physical care. His interests extend to the wider world of surrounding objects, phenomena and events, and at the same time his emotional manifestations become more complex and meaningful.

Gradually, the child develops the simplest moral experiences. Another naive satisfaction appears when fulfilling the demands of others. “I didn’t eat the candy that you didn’t allow me to eat,” a two-and-a-half-year-old child proudly declares to his mother.

Thus, emotional experiences begin to be caused not only by what is simply pleasant or unpleasant, but also by what is good or bad, what corresponds to or contradicts the requirements of the people around us.

By the beginning of preschool age, a child arrives with a relatively rich emotional experience. He usually reacts quite vividly to joyful and sad events, and is easily imbued with the mood of the people around him. His expression of emotions is very spontaneous; they are violently manifested in his facial expressions, words, and movements.

Of particular importance for a small child is the establishment of a warm, affectionate relationship with the teacher.

The teacher’s assessment of his actions has a significant, but not always sufficiently taken into account, influence on the child’s emotional state. For most children, positive assessments from the teacher increase the tone of the nervous system and increase the effectiveness of the activities performed. At the same time, negative assessments, especially if they are repeated, create a depressed mood and inhibit physical and mental activity.

To understand children's emotions, the teacher needs to identify the sources of their origin, which lie in the child's meaningful activity, under the influence of which he begins to not only understand in a new way, but also experience this world.

Musical classes, listening to fairy tales and artistic stories, getting to know native nature, dramatized games, modeling, and drawing develop aesthetic experiences in a preschooler and teach him to feel the beauty in the surrounding life and in works of art.

Activities and didactic games that enrich him with new knowledge, forcing him to strain his mind to solve any cognitive problem, develop various intellectual emotions in preschoolers. Surprise when encountering something new, unknown, curiosity and inquisitiveness, confidence or doubt in one’s judgments, joy from a solution found - all these emotions are a necessary component of mental activity.

Finally, and this is the most important thing, moral education, acquaintance with people’s lives, performing feasible work tasks, practical mastery of the norms of behavior in the family and in the kindergarten team form the sphere of emotional manifestations in preschoolers.

Moral feelings develop in a child in the process of activity, as a result of the practical fulfillment of the moral requirements that the people around him make of him.

In the fourth or fifth year of life, the beginnings of a sense of duty first appear in a child. This is associated with the formation of the simplest moral ideas regarding what is good and what is bad. Experiences of pleasure arise, joy when successfully fulfilling one’s duties, and grief when established requirements are violated. This kind of emotional experience arises mainly in the child’s relationship with a person close to him and gradually spreads to a wider circle of people.

The beginnings of a sense of duty in a preschooler are inseparable from his actions and deeds performed in fulfilling the moral requirements that are presented to the child in the family and in kindergarten. Moreover, at first they appear only in the process of actions and only later - before they are committed, as if emotionally anticipating subsequent behavior.

The nature of the development of higher specifically human emotions (empathy and sympathy) is one of the essential conditions for the fact that in some cases moral norms and principles are acquired by children and regulate their behavior, while in others they remain only knowledge that does not encourage action.

What conditions of life and activity of children contribute to the emergence of an active, effective emotional relationship with other people?

At all levels of public education, starting from kindergarten, issues of teaching itself, i.e. acquiring knowledge and skills, as a rule, take priority over issues of education. Issues of a moral nature - sensitivity and humanity, attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to issues of acquiring knowledge.

This tendency towards a certain one-sidedness of the pedagogical process is sometimes aggravated by the family living conditions of children. Many families currently raise primarily one child, who is looked after and cared for by family members for a long time. An abundance of toys, entertainment items, etc. in the absence of daily care for another person, it also contributes to the fact that teaching children kindness and sensitivity is sometimes reduced to a minimum.

In preschool children, the formation of moral feelings and knowledge depends on the types and tasks of activity.

For example, work activity was organized in such a way that it required joint efforts and mutual assistance, and for this, favorable conditions were created that contributed to the emergence of a community of emotional experiences and mutual sympathy between group members. If such work was not carried out by the teacher and the activities of the children's group in their content were devoid of a unifying principle, and the goals of one group member objectively came into conflict with the goals of another, then under these conditions negative relationships began to develop between the children, and quarrels easily arose. The conditions for the emergence of moral emotions and their qualitative features (strength, duration, stability) are different in each of the situations, differing in tasks, structure and content of the activity.

Thus, the conditions of individual performance of tasks, when the child acted next to a peer, and each of them had everything necessary to complete the task, did not contribute to unification and mutual assistance. It is characteristic that in this case, the generally positive emotional background of the activity was often disturbed by quarrels, resentments, and discontent that arose in response to the successful action of a peer, to its successful result.

At the same time, when producing a common product, the first actions also led to negative emotions: intransigence, inconsistency, and resentment. However, as each of the children understood the meaning of the overall activity and their place in it, the children’s emotions acquired a different character. Unsuccessful actions were experienced more intensely and vividly, and the experiences encouraged the children to jointly look for ways to overcome difficulties.

Under the influence of the child’s activities, he develops a new attitude not only towards people, but also towards things. For example, in young children, emotional preference arises for those toys that they have learned to use and which have become necessary for play.

Based on the above, we can conclude that the child’s internal emotional attitude to the surrounding reality seems to grow out of his practical interactions with this reality and that new emotions arise and develop in the process of his sensory-objective activity.

At the same time, a significant contribution to the development of the motivational and emotional sphere of children is made by such types of children's activities as play and familiarity with works of art.

So, throughout childhood, emotions go through a path of progressive development, acquiring increasingly rich content and increasingly complex forms under the influence of social conditions of life and upbringing.

The meaning of emotions.

Emotions play a unique guiding and regulating role in the activities in which they are formed.

When an adult offers a child a task, he explains why it is being done, i.e. motivates the need for activity. However, what an adult puts forward as a motive does not immediately become the motive for a child’s action.

From the first days of life, a child is faced with the diversity of the surrounding world (people, objects, events). Adults, first of all parents, not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude towards things, actions, phenomena with the help of intonations, facial expressions, gestures, and speech.

The result of such cognitive activity is the child’s pronounced, subjective, selective attitude towards the objects that are around him, observed already in early childhood. The baby clearly distinguishes from the environment, first of all, people close to him. He starts looking for his mother, crying if she is not around. The child's attitude towards other objects gradually changes. In early and preschool age, children develop especially favorite toys, books, dishes, clothes, individual words, and movements.

Simultaneously with the acquaintance with the various properties and qualities of things, a small child receives some standards of relationships and human values: some objects, actions, and actions acquire the sign of being desirable, pleasant; others, on the contrary, are “marked” as rejected. Often already here, the motive for activity given by an adult can be replaced by another, one’s own motive, and can be shifted to other objects or actions.

Throughout childhood, along with experiences of pleasure and displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child develops more complex feelings caused by how well he has fulfilled his duties, what significance his actions have for other people and to what extent certain norms and rules of behavior are observed by himself and those around him.

As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the interconnection and interdependence of emotional and cognitive processes - the two most important areas of his mental development - are revealed.

The education of feelings in a child should serve, first of all, the formation of a harmoniously developed personality, and one of the indicators of this harmony is a certain ratio of intellectual and emotional development. Underestimation of this requirement, as a rule, leads to an exaggerated, one-sided development of one quality, most often intelligence, which, firstly, does not make it possible to deeply understand the features of thinking itself and the management of its development, and secondly, does not allow Finally, understand the role of such powerful regulators of child behavior as motives and emotions.

It can be assumed that in the course of any activity the child is equally ready to reveal his intellectual capabilities and show an emotional attitude. However, the information a child receives can take on completely different meanings. Therefore, in some cases he is faced with purely cognitive tasks, and in others - tasks of a motivational-emotional nature that require an understanding of the meaning of this situation.

The main role in the development of a child’s feelings is played by his practical activities, during which he enters into real relationships with the outside world and assimilates the values ​​​​created by society, masters social norms and rules of behavior. Attaching decisive importance to practical activity in the development of children's feelings, it should be borne in mind that already in the first years of life, on its basis, special forms of indicative and exploratory actions begin to take shape, aimed at finding out what (positive or negative) meaning certain objects have for the child himself, to satisfy his material and spiritual needs.

The simplest types of this kind of orientation, called motivational-semantic, are carried out using a system of testing actions. The child, as it were, first tests the perceived object from the point of view of his needs and capabilities, imbued with a correspondingly positive or negative attitude towards it, which largely determines the nature and direction of subsequent child activity.

It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. However, this does not provide grounds for their identification: with the same needs, depending on the circumstances, different emotions can arise and, conversely, with different needs, similar emotional experiences sometimes arise. All this suggests that emotions are peculiar mental processes, arising in the course of satisfying needs and regulating behavior in accordance with the subject’s motives, which are realized in complex and changeable conditions.

The role of emotions is most clearly revealed in the implementation of the child’s existing motives of behavior. There is reason to believe that emotions play a significant role not only in regulating activities in accordance with the child’s already established needs, but also contribute to the formation, development and activation of motives.

Usually, new forms of a child’s activity are organized in such a way that this activity leads to a certain socially significant result (work, education, etc.), but at first, such results in a number of cases are not the content of the motives of behavior. The child initially acts under the influence of other, previously developed motives (the desire to use this activity as a reason to communicate with an adult, the desire to earn his praise, to avoid his censure). The final socially significant result in these circumstances appears for the child as an intermediate goal, which is achieved in order to satisfy other types of incentives.

In order for motives to acquire motivating power, it is necessary for the child to acquire appropriate emotional experience. With a certain organization, socially significant activities can bring the child emotional satisfaction that can outgrow his initial impulses.

There is reason to assume that this kind of new emotional experiences that arise in new conditions of activity are, as it were, fixed on its intermediate goals and objectives and give them a motivating force that contributes to their transformation into driving motives of behavior.

This special process of transforming goals into motives for activity is the most important feature of the assimilation of social norms, requirements and ideals. Knowledge of the conditions and patterns of this process, which plays a significant role in the formation of a child’s personality and in the development of its leading motives, will make it possible to more purposefully and effectively educate the emotions and feelings of preschool children.

Development of the motivational sphere of children

preschool age.

The process of forming a child’s personality is characterized not only by intellectual development, i.e. the acquisition of new knowledge and skills, but also the emergence of new needs and interests. In a certain sense, these changes are fundamental, since achievements in the mental development of children largely depend on what motives motivate them to act, what they strive for, how they emotionally relate to the people around them and the tasks facing them.

Preschool childhood is the age period when high social motives and noble feelings begin to form. How they are raised in the first years of a child’s life largely determines his subsequent development.

Russian psychologists (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein) believe that motives and emotions, like mental and volitional processes, are formed throughout childhood, as a result of the child’s mastery of the experience of previous generations and the assimilation of those developed by society moral norms and ideals.

This complex process of increasingly correct and complete reflection in the child’s mind of social goals and objectives, turning them into beliefs that regulate his behavior, is the most important content of the development of the social orientation of needs and motives in childhood.

The question of organizing the life and activities of children, contributing to the emergence of stable moral and labor motives of behavior in them, is currently acquiring paramount importance.

Conditions for the formation of social motives of a child’s behavior.

Clarification of motives as sources of children's activity, as factors motivating and directing it, is important for organizing targeted educational influences on a preschooler.

Concepts motive And motivation closely related to the concept need. It is customary to distinguish between two types of needs: biological and social (characteristic only for humans: the need for communication with another person, for social recognition, spiritual needs, etc.).

It is very important, when talking about needs, to highlight two moments of their formation: 1) the emergence of a need in the absence of a specific subject for its satisfaction. The child’s behavior in this state is characterized by undirected activity and the general search nature of this activity; 2) the appearance of an object that can satisfy the need.

Along with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to others. Using the example of the behavior of adolescent children, one often has to be convinced that these children’s need for another person, a close friend, under certain conditions can be realized in an undesirable way, if the object of fulfillment of this need is an adult or peer with a bad reputation, with negative behavior.

Consequently, the child’s materialized need is already a specific motive for his behavior, prompting the preschooler to purposeful activity.

To identify the motives that motivate a child’s activity, you can offer children a series of tasks at certain intervals; technically these are the same tasks, but presented with different motivations (for example, you need to make a napkin or a flag). The technique for making such items is quite simple and does not take much time.

By offering similar tasks to children of different ages, they are explained what they must do, why and who needs it. In one case, the results of the work are needed for the upcoming game, in another - the labor activity itself is carried out in the form of a game of “workshop”, where the child imitates the work of adults, in the third - a gift is prepared for mother or children of the younger group of kindergarten, in the fourth - the child can do it himself choose any job that is attractive to him. Thus, the same work task is carried out with different motivations.

The work of making a napkin and a flag turns out to be the most organized both in its nature and in the quality of the product where the motives for productive activity were least expressed.

At the same time, the activity of children in the manufacture of the same objects for the upcoming game, when the dominant motives of productive activity are set, is at a significantly lower level.

This situation can be explained as follows. In the latter case, children make an object for the upcoming game. But an object can be suitable for a game only if it is similar to a real object. Moreover, the requirements for the external similarity of a game item with the item it depicts are minimal. Something else is important here - the ability to handle a game object in the same way as an adult does with a real object. Because of this, the child’s attitude towards the product of labor and the requirement for its quality change significantly: the process of making an object does not have the character of an extensive labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappears.

The situation is completely different when playing “workshop”. Here children take on the role of workers carrying out an important order. A child can perform the role he has taken on well only if the process of his work is similar to the details of real work. The attitude towards the product, the desire to make it as good as possible are determined in this case by the child’s attitude towards the role of the worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is played by the child, explains that the process takes on the character of an extensive and responsible work activity.

Children don't play with what they practically own. In games, children strive to reflect phenomena that go beyond their capabilities. They play “drivers, builders, machinists, ship captains, pilots,” i.e. reflect those professions and events that they are told about, read about in the family and in kindergarten, or which they themselves partially observe.

Based on this, it becomes clear why children who have not seen workshops making flags and napkins are so willing to take on the role of workers and carry out the “order” with a sense of responsibility.

Along with the “workshop” game, there is a significant increase in work efficiency when making a napkin as a gift for mother or a flag as a gift for younger children. In these cases, for the child, a connection is clearly established between the What do and For what do. The flags are really suitable as a gift for babies, and the napkins are suitable as a gift for mom. Therefore, children complete the work and strive to do it well. The idea of ​​how mother and kids will be delighted with their gift supports the children’s mood and evokes a feeling of pleasure from the work done.

But not all children participate in such work. Cases when children do not complete the task proposed to them are explained by the fact that for the child the connection between the motive of labor and its product is unconvincing. For example, the task of making a flag as a gift for mom is not completed only because the generally accepted purpose of this item applies not to mothers, but to children; and for toddlers, children willingly complete this task.

Consequently, when receiving a work task, the child, first of all, evaluates the real-life truthfulness of the task: “does it happen” or “doesn’t”? The more real for a child the connection between What he does, and so For what he does this, the more systematic and purposeful the work process becomes and the more complete the product of his labor becomes.

The presented facts give reason to say that a preschooler is able to perform rather complex productive work, which is attractive to him not only from the technical side, but also from higher moral motives. The latter also raise the level of activity itself. This is only possible if parents or educators set broader, truly motivated goals for the child, in which the connection between What do and For what do, is based on the life experience of the preschooler himself. Only then does the motive, social in its content, really guide the child’s work and make it purposeful.

When familiarizing a child with the work of adults, with what they work for, the child’s own activities must be organized, in which the motives realized by him would be embodied. The most convenient form for preschoolers to learn labor relations between people is creative play, in which the child can understand the attitude of adults to work.

Social motives for work in their simplest form, in the form of the desire to do something useful for others, begin to take shape in a child very early and can acquire significant motivating force for a preschooler, greater than motives of personal benefit or interest in the external, procedural side of activity.

But in some cases, the motives offered by adults are not accepted by the child, and the work is either not done at all, or is performed under the influence of other motives, which in these circumstances turn out to be more effective for the child.

These facts indicate that behavioral motives do not develop and function in isolation, but in close connection with the general development of the content of children's activities.

The influence of emotions on the emergence of social motives in a child.

A motive, as a specific object located outside the child and motivating him to activity, may not be recognized by him. At the same time, the emergence of such a motive is determined by the appearance of emotional experiences in the child. Motives and emotions, thus, are phenomena of different natures, but dynamically interrelated.

Emotions express the special significance of objects and situations for the child in terms of his needs and motives. Emotions are the link with which and through which motives become relevant and are often recognized by a preschooler. The formation of new motives in a child or a change in existing ones is also associated with the emergence of experiences in him.

The emotional reactions and states of children can be extremely varied in strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, pain), difficult conditions of a particular type of activity (understanding of the task, the nature of the material, features of the product, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in their depth and consequences. So, a child can feel severe physical pain and yet he will quickly forget it. At the same time, he may experience humiliation or insult inflicted on him by his peers; the experience of such an attitude will be very stable and will influence subsequent relationships with peers.

Based on the fact that man and human life occupy the highest place in the system of material and spiritual values, it should be assumed that emotions associated with another person occupy a special place in the child’s emotional experience.

But it happens that children are brought up in such an atmosphere when a cult of the material environment is created in the family (the so-called “materialism”), to which adults show a particularly emotional, caring and caring attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , elegant jewelry, fashion collections, etc.

This kind of expressed “materialism” is accompanied by a belittlement of a person, his feelings, his relationships. Moreover, in children it manifests itself in a very unique way. For example, a child brought up in an atmosphere of the cult of external beauty (clothes, jewelry), who knows how to protect and maintain this beauty, shows an undisguised feeling of disgust when he sees a stain on a peer’s dress, a darned sleeve of a blouse or shirt. In situations of establishing children's relationships, such a preschooler is completely indifferent to the experiences of other children.

In the emotional manifestations of one child, there may be significant differences in the ability to experience a variety of emotions and the nature of the manifestation of emotional responsiveness. Emotionality is associated with the characteristics of the elementary reactions of the human body (to sound, light, etc.), and emotional responsiveness to the state of another person is an emotion of a higher order that has moral content.

A child’s emotionality as a behavioral feature is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, appearing in various forms: excessive vulnerability, increased sensitivity, tearfulness, etc.

Under the right conditions of training and education, excessive sensitivity can be restructured and subordinated to higher-level emotional behavior. But sometimes it is necessary to create special situations that would be significant for the child and which, by touching the inner “strings” of his personality, could reveal the possibilities of the preschooler’s emotional response.

The ability to distinguish between manifestations of sensitivity and emotional responsiveness of children, as well as the development and education of higher, human emotions in them, is one of the important educational tasks facing parents and teachers.

The process of formation of the simplest social motives of activity, consisting of the desire to do something useful not only for oneself, but also for others, can be observed in the example of the collective work activity of duty officers (on duty in the canteen, in the play corner, etc.).

First, the teacher explains the meaning of the work, trying to develop in children a unique orientation towards the upcoming activity and form in them preliminary ideas about the social significance of these actions.

In the future, the teacher regularly evaluates the work of the duty officers together with the children. Thus, a rather rigid system of group requirements and expectations is created.

Initially, some children refuse to go on duty, trying to shift their responsibilities to someone else, and the remaining children, although they accept the task, do not always perform it well.

Then, in the created conditions of collective activity, the children’s behavior begins to be streamlined, and the performance of the duties of the duty officer acquires a more organized character.

Subsequently, children - some earlier, others later - move to a higher level of formation of social motives of behavior. What is characteristic here is that the child begins to fulfill his small duties not for the sake of an adult’s praise or for the sake of achieving leadership, but for the sake of results, trying to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of internalized social norms and requirements into internal motives for activity.

During the formation of new motives of behavior, the nature of the child’s emotional manifestations changes significantly, i.e. changes in the emotional sphere directly reflect changes in the motives of work.

As this kind of motives develops, an indifferent attitude towards work responsibilities is replaced by a very great sensitivity towards the assessment of others. Then these worries associated with the assessment seem to be pushed into the background and replaced by completely different experiences related to how well the useful task was accomplished, how well the results achieved correspond to the interests of other people, which have now become the interests of the child himself.

The role of the family in raising emotional

preschooler's responsiveness.

A significant role in the development and education of emotions of empathy and sympathy in a preschool child belongs to the family.

In a family environment, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. By preferring one or another system of assessments and standards of values ​​(material and spiritual), the family largely determines the level and content of the child’s emotional, social and moral development.

A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from a large and friendly family, where parents and children are connected by deep relationships of responsibility and mutual dependence. In these families, the range of affirmed values ​​is quite wide, but the key place in them is occupied by the person and the attitude towards him.

Emotional experience can be significantly limited in a child from an incomplete family (in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participating in the lives of other children and elderly people who need to be taken care of is an important factor that narrows the scope of emotional experience.

The experience gained in a family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in conditions where family members are concerned with the development of certain qualities in the child that seem exclusively significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time no significant attention is paid to other qualities necessary for the child as a future citizen.

Finally, a child's emotional experience can be heterogeneous and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities to be a relic and “cultivates” only strength in the child, elevating this quality to the rank of paramount ones.

There are parents who are firmly convinced that in our time - a time of scientific and technological achievements and progress - many moral standards of behavior have exhausted themselves and are not necessary for children; some people instill in a child such qualities as the ability to stand up for himself, not to be offended, and to fight back. “They pushed you, and why can’t you respond in kind?” - they ask children in these cases. In contrast to kindness, sensitivity, and understanding of others, children often develop the ability to thoughtlessly use force, resolve conflicts by suppressing others, and have a disdainful attitude towards other people.

In raising the emotional responsiveness of a child in the family, it is very important:

The emotional microclimate of the family, determined to a large extent by the nature of the relationships between family members, and primarily parents. In case of negative relationships, parental discord causes enormous harm to the child’s mood, performance, and relationships with peers;

Parents' idea of ​​the ideal qualities that they would like to see in their child in the near future. Most parents consider ideal qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. Less often you hear about such ideal qualities as kindness, attention to other people;

Intimate experiences of parents about certain qualities found in their own child. What parents like, what makes their child happy and what upsets and worries him. The answers indicate that parents are aware of the need to educate their child not just one, isolated quality, but a system of qualities that are correlated and interconnected: intellectual and physical, intellectual and moral;

It is important that parents notice some selectivity of the child in relation to classes, to different types of activities and how pronounced this selectivity is. Does he like to play and what games, how long can he do this; does he like to tinker, glue, cut, build from construction sets; whether he keeps his crafts and buildings or immediately throws them away and breaks them;

Involve the child in the everyday affairs of the family: cleaning the apartment, preparing food, doing laundry, etc. It is necessary to constantly draw the attention of parents to the fact that by encouraging the child even for minor help, emphasizing his involvement in the general problems and concerns of the family, parents thereby cause positive emotions in a child strengthen his self-confidence and awaken socially necessary personality traits;

Understand for parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on equal terms in performing feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to others, the ability to listen and understand another, to respond to his requests, state.

Children should constantly feel that their parents are concerned not only about their success in acquiring various skills and abilities. Parents' sustained attention to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special sphere - the sphere of emotional relationships with other people.

The importance of the game for overcoming

emotional difficulties

preschooler.

In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Reflecting life, the child relies on known patterns: on the actions, deeds and relationships of the people around him. However, the child’s play is not an exact copy of what he observes.

It is known that a child’s attitude to the world around him is influenced by the assessments of adults and their emotionally expressive attitude towards events, phenomena, and people. The attitude of an adult and his example largely determine the development of the child’s needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of the people around him and empathize with them. And this determines the content of his inner world and the content of gaming activity.

In play, like in no other activity, a child’s desire to join the life of adults at a certain age is realized. It fulfills his desire to be like a dad, like a doctor, like a driver.

The influence of play on children's feelings is great. It has the attractive ability to fascinate a person, cause excitement, excitement and delight. The game is truly realized only when its content is given in an acute emotional form.

Didactic games are used with great success to master knowledge and skills, mobile games are used to develop physical perfection, and games with rules and role-playing games are used to develop social emotions and social qualities of the individual. That is why the inability of children to play can mean a delay in the development of the child’s social qualities, his social consciousness.

Among the various ways to correct emotional difficulties, play occupies a significant place. Play is especially loved by young children; it occurs without coercion from adults; it is a leading activity. This means that the most important changes are in the child’s psyche, in the development of his social feelings, in behavior, etc. happen in the game.

Emotionally dysfunctional children experience various difficulties in play. They show, for example, a cruel attitude towards dolls, which they offend, torture or punish. The games of such children may have the character of monotonously repeating processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain actions, despite the normal mental development of preschoolers. The listed features of abnormal development of the emotional sphere require a special educational approach and special pedagogical correction. Otherwise, these disorders can lead to deficiencies in mental development, a delay in the formation of social qualities and the child’s personality as a whole.

This close connection between the emotional development of children and the development of play indicates that psychological and pedagogical techniques implemented during the game should normalize the emotional sphere, remove emotional barriers and lead to the emergence of more highly developed, progressive forms of emotional behavior.

Taking into account the specifics of emotional behavior, various types of games should be used: role-playing games, dramatization games, games with rules, and the game should be managed in such a way that the child’s undesirable personality traits or negative emotions are successfully overcome.

However, some preschool children do not know how to play. One of the reasons for this is that no one in the family plays with these children, since parents prefer other types of activities (most often these are different types of intellectual development, which the child learns to the detriment of play). Another reason is that these children at an early age, for various reasons, are deprived of communication with peers and have not learned to establish relationships with them. The play of such children is individual. The content of their games is rarely human relationships.

At a low level of play, children only manipulate objects. These objective actions are mainly the object of children’s positive emotional attitude. In this regard, some children choose the same familiar games (kindergarten, mother-daughter games, etc.) and play them according to a pattern.

Each doll is a character in the game, with which the child is associated with various emotions. And care must be taken so that the child not only performs some duties, but also deeply experiences the role.

It is also necessary to develop the child’s emotional attitude towards the content of the game as a whole. It is necessary that children not only know the content of a particular game, but that they relate to this content in a certain way, so that they have the need to master the corresponding role.

No less important in the game is the setting of tasks, which are the basis for emotional and moral development. These tasks direct the child’s attention to the position of the character, his condition, teach him to express sympathy and provide assistance. By setting game tasks, the adult supports the preschooler’s cooperation with other children. The role behavior of an adult is the core on which the child’s business interaction with peers rests.

The child receives great pleasure from successful play. He asserts himself in his role and feels genuine pride. The realization of creative possibilities in the game, improvisation, and the implementation of plans evoke emotional inspiration in children, their intense joy, and the demand for repetition of the game, acquiring more and more new details. Emotional uplift in play helps a preschooler overcome negativism towards other children and accept them as partners.

Role-playing games have different effects on the emotional manifestations of children in cases where the roles are distributed, but the qualities of the partner characters are not named. In these cases, the child interprets the norms and rules of human relationships depending on his life experience.

Children with a narrow, one-sided social experience or younger children often find themselves helpless in the conditions of role-playing games, since they have little idea of ​​what to do under certain circumstances, what qualities this or that character should have. So, telling a small child, pointing to a peer playing the role of a rabbit: “Here is a rabbit, look how soft he is, what long ears he has, what a white skin he has” - and the child, who had not previously paid attention to his peer, begins to look at him with tenderness, stroking the “ears” and “fur”. Often, in this case, the child develops a persistent emotional manifestation of sympathy, which persists not only in role relationships, but also outside of them.

The role can also be used to change the qualities of the child himself. For example, if an aggressive boy was told: “You are a big, strong goose, you can fly fast, you are not afraid of the wolf, you can protect little goslings from danger!” - and the child, who was trying to overtake everyone and was proud of it, began to block the gosling and almost carried him away from the wolf in his arms. He no longer offends this kid as before, and becomes his protector even outside the game. From this example it is clear that the role helped the child radically change his behavior and his attitude towards the baby.

When restructuring the emotional experience of children with a negative attitude towards peers, which is based on their social passivity and lack of creativity in relationships with people, it is useful to turn to dramatization games based on fairy tale themes. In them, good and evil are differentiated, clear assessments are given to the actions of the heroes, and positive and negative characters are identified. Therefore, in a game based on a fairy tale, it is easier for a child to enter into a role, create an image, and accept convention. After all, creating an imaginary situation necessarily requires connection with life and the preschooler’s initial ideas about it.

For these games, you can, for example, use folk tales. The fairy tale “Hare Hut”, the fairy tale “Cat, Rooster, Fox”. If in the first fairy tale the features of the main characters are given clearly and unambiguously (the fox is a negative character, and the rooster - the hare's savior - is positive), then in the second fairy tale the characteristics of the already familiar positive and negative characters who interact in an imaginary situation are somewhat different. The character of the characters in this fairy tale is more complex and richer than in the previous one, so the child, relying on his experience, receives a new, enriched, playful and emotional experience in reproducing the plot of the fairy tale.

As the story is told, you can see how children's interest in the characters and their lives grows. Animation, laughter, and anxiety indicate anticipation of events, an emotional attitude toward emerging conflicts, and anticipation of a happy ending.

One form of play common in preschool is playing with rules. Its specificity lies in the fact that relationships are no longer determined by roles, but by rules and norms. Often, a child, without noticing it, begins to act in a game with rules, especially in an outdoor game, in a way that he cannot do either in real conditions or in a role-playing game. It should be emphasized that the contacts that arose under the influence of playing with the rules do not disappear with the end of the actions.

When conducting active plot games with rules, it is possible to create conditions under which the child’s qualities such as determination or indecisiveness, resourcefulness, ingenuity, etc. clearly appear; under these conditions, children learn to act amicably, together.

Games with rules require specific forms of communication that differ from the forms of communication in role-playing games. Thus, if in plot-role-playing games each role has an opposite form in meaning and action (mother - children, doctor - patient, driver - passenger, etc.), then in games with rules, along with this type of relationship (opposite commands), there also arises Another very important type of relationship is the relationship of equals within the team.

Thus, playing with rules involves going beyond role relationships to personal relationships, develops a collectivist orientation in children, and serves as the foundation for the development of genuine human emotions. This is especially important due to the fact that the relationships that arise within games with rules begin to be transferred later into real life. Games with rules help relieve the child’s existing difficulties in emotional development.

To obtain a sustainable effect from the games, the participation of parents in these games is very important. This helps parents develop a different point of view on relationships with their children. In playing together, they seem to rediscover children, get to know their inner world, and relationships with children become warmer and more meaningful. What is important here is the reversal of roles, the parent taking on the role of the child, and the child taking on the role of the parent. This helps them better understand and accept each other.

Only in the close unity of parents and educators can the emotional sphere of children be rebuilt.

Conclusion.

Based on the work done, the following conclusions can be drawn:

The emotional development of a preschooler is one of the essential conditions that ensures the effectiveness of the learning and education process and its various aspects. Those high moral, aesthetic and intellectual feelings that characterize a developed adult and which are capable of inspiring him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop throughout childhood under the influence of social conditions of life and upbringing.

It is necessary to use specially organized different types of children's activities. Creating in this activity conditions for relationships with others (adults, peers, characters), as well as including the child in various life situations that are significant and genuine for him, in which the child’s already acquired emotional experience would be revealed and a new emotional experience would be formed - all this can ensure significant educational effect, develop the moral motives of the child. The most important result of such purposeful, organized activity in a certain way is the improvement of the emotional climate in children’s relationships with adults and peers, as well as the enrichment, expansion and correction (if necessary) of the emotional experience of a preschooler.

The development of social motives and emotions is a central link in the complex and lengthy process of formation of a child’s personality. Parents and teachers must understand the main motives of the child’s behavior and the methods of their implementation, know how these motives and methods relate to the social and moral norms of his life and activities, and imagine a wide range of children’s emotional experiences that arise in each specific situation.

A significant role in the development and education of the emotional responsiveness of a preschooler belongs to the family. In the family, conditions are naturally created for confidential communication, which opens up great opportunities for influencing the internal, hidden aspects of the child’s mental life. Knowing them well, parents can purposefully and most painlessly direct the actions and actions of the child in the direction of nurturing his responsiveness, humanity, generosity, sensitivity - qualities that are socially important and relevant.

Play in preschool age is an emotionally rich activity that requires a certain mood and inspiration from the child. In the game, on the one hand, the methods and habits of emotional response already developed in children are revealed, on the other hand, new qualities of the child’s behavior are formed, his emotional experience develops and is enriched.

Children's play activities can be used to identify some features of the emotional distress of a preschooler.

The game serves as an effective means for identifying the objective relationships in which the child lives: by entering into real relationships with his partners in the game, he demonstrates his inherent personal qualities and reveals emotional experiences. At the same time, introducing new emotional experiences into the game (experiences of joy from communicating with peers or from transforming into roles, etc.) helps to neutralize negative emotional manifestations in children, leads to the formation of new positive qualities and aspirations, new motivations and needs.

Everything that was written about in our work is subordinated to the task of educating an active and harmoniously developed person, the purposeful formation of his social emotions and feelings.

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Scientific and methodological development

Target: the formation of friendly behavior in children of senior preschool age, the ability to constructively build relationships with others, skills to manage negative emotions, and a conscious attitude towards the norms of social behavior.

Introduction

1.Relevance of the topic
2. Contents of the work:
- problem
- goal, objectives
- methods
- work results
- perspective for the future
3. References

Application

1.Diagnostics
2. Long-term plan
3. Lesson notes
4. Exercises
5. Tips for parents

Introduction

The emotional sphere is an important component in the development of children, since no communication or interaction will be effective if its participants are not able to “read” the emotional state of another and manage their emotions. Equally important in the development of a growing person’s personality is understanding one’s emotions and feelings.
Therefore, the task of preschool institutions and schools is the emotional and personal development of children: the formation of friendly behavior, the ability to constructively build relationships with others, skills to manage negative emotions, and a conscious attitude towards the norms of social behavior.
Researchers dealing with problems related to the upbringing and development of children: S.I. Semenaka, I.Yu. Kulagina, V.S. Mukhina, V.N. Myasishchev, D.B. Elkonin – note that many of the difficulties that children face are largely due to the inadequacy of family education. Consequently, in the conditions of a preschool educational institution and school, a child has a unique opportunity, based on the assessments of others, experiences, his own experience, successes and failures in activities and communication with peers, to build his image, the structure of “I”.
Self-awareness manifests itself in desires, the desire for self-knowledge, and activity. The emotional and affective sphere, recorded in memory and reflected in speech, is the basis for the awareness and development of the “I-concept” of the child’s personality. Self-awareness, self-expression, self-esteem, self-realization are based on conscious and meaningful emotional-expressive activities organized by specialists.
Preschool age is the best time to launch human abilities, when the formation of a child’s personality occurs most quickly. L.N. Tolstoy wrote: “From a five-year-old child to me is one step, but from a newborn to a five-year-old is a terrible distance.”
The preschool period is one of the periods of personality formation, which includes a hierarchy of motives and primary ethical standards. The activity of an individual is regulated by subordinate motives and ethical norms and rules. It is during preschool age that voluntary behavior arises and develops in children. Arbitrariness - the presence of not only a goal, but also means and ways of achieving it - is an important psychological support for the development of a child’s personality.
Relevance of the topic:
The emotional sphere is an important component in the development of children. The emotions of preschool children, although intense, are very situational and unstable. The child is not yet capable of long-term sympathy and care for others, even very beloved people. Emotions of younger preschoolers towards peers who are not family members usually do not last at all.
Throughout preschool childhood, the child’s emotions acquire depth and stability. In older preschoolers, one can already observe genuine care for loved ones, altruistic actions aimed at protecting them from anxiety and grief.
One of the main directions of development of emotions in preschool age is an increase in their “reasonableness”, associated with the mental development of the child. The child begins to explore the world around him, become familiar with the consequences of his actions, and understand what is good and what is bad. “Reasonableness” also extends to feelings associated with the child’s own behavior. A three-year-old child already enjoys praise from adults; he is upset by reproach.
External manifestations of emotions also change significantly in preschool childhood. The child gradually masters the ability to restrain violent, harsh expressions of feelings to a certain extent. Unlike a three-year-old, a five- to six-year-old preschooler can hold back tears, hide fear, etc. He learns the “language of emotions” - the forms accepted in society for expressing the subtlest shades of experiences with the help of glances, facial expressions, gestures, postures, movements, and voice intonations.
In preschool age, pronounced constitutional and facial changes occur in the child’s face, which is associated with the growth of the facial skull, transformation of the jaws and changes in the structure of the cheeks. During this period, the child more fully masters facial expressions and bodily expression. Communication with adults and peers teaches the child to master facial expressions through his identification with the emotions of those with whom he communicates. By the age of five, some consciously controlled expressions are formed, for example, a demonstratively “honest” facial expression with an open gaze directed into the eyes of an adult, when in reality the child is hiding something. However, in general, the facial reactions of a child under six years of age are very spontaneous and his face is readable like an open book.
The need for recognition in preschool age is expressed in the child’s desire to establish his moral qualities. The child tries to anticipate the reaction of other people to his action, while he wants people to be grateful to him and recognize his good deeds. Having arisen in the process of communication with adults, the need for recognition is subsequently transferred to relationships with peers. Since play is the leading activity in preschool age, claims are primarily worked out in the game itself and in real relationships regarding the game. In the game, the need for recognition manifests itself in two ways: on the one hand, the child wants to “be like everyone else,” and on the other, “to be the best.” Children are guided by the achievements and behaviors of their peers.
Mastering social space - the conditions of human development and existence, which are determined by the values ​​and meanings of his rights and obligations, accumulating certain knowledge about them, the child does not realize their significance for a long time. The behavior of a preschooler changes depending on situations in which one or another motive governs. The subordination of motives is the most important new formation in the development of the personality of a preschooler. The emerging hierarchy of motives gives a certain direction to the child’s entire behavior. As it develops, it becomes possible to evaluate not only certain actions of the child, but also his behavior as a whole.
In the conditions of a preschool educational institution, a child has a unique opportunity, based on the assessments of others and experiences, his own experience, successes and failures in activities and in communication with peers, to build his image, the structure of “I”. This process is accompanied by separation of oneself and one’s activities from adults and children.
Self-awareness manifests itself in desires, the desire for self-knowledge, and activity.
From all of the above, it is clear how important it is to organize activities aimed at the emotional and personal development of a child in the preschool period. On the one hand, this directly affects the formation of an adequate self-esteem of the child, develops his emotional voluntariness, on the other hand, it teaches constructive ways to manage his own behavior, which largely determines the degree of readiness of the child for learning at school.
Problem, goal and objectives.
One of the main aspirations of a child in preschool age is the desire to master the body, mental functions, and social ways of interacting with others. His speech is rapidly developing, which here has not only the function of exchanging information, but also expressive. The child learns accepted positive forms of communication. Communication with adults can be divided into a number of categories according to its parameters.
Content of communication needs:
1. need for attention, cooperation and respect (4-5 years)
2. the need for benevolent attention, cooperation, respect from an adult with the leading role of the desire for empathy and mutual understanding (5-6 years)
Leading motive of communication:
1. cognitive - an adult as an erudite, a source of knowledge about extra-situational objects, a partner in discussing the reason for the connection (4-5 years)
2. personal – an adult as a holistic person with knowledge, skills and standards (5-6 years).
The importance of this form of communication in the overall development of a child:
1. primary insight into the essence of the phenomena of the surrounding world, development of visual forms of thinking (4-5 years)
2. familiarization with the moral and ethical values ​​of society, transition to discursive thinking (5-6 years).
Communication with peers is a special area of ​​a child’s social life, which has both similarities with his communication with adults and its own differences. It develops later than communication with adults, and is largely determined by how the child interacts with older partners, because the laws of communication are the same for all people, regardless of their age.
Relationships between boys and girls begin to occupy a special place in the communication of preschool children. The communication of children during this period shows their biased involvement in the social roles of men and women.
Nowadays, when people so lack emotional contact and understanding, you can often meet aggressive children. Anger and malice as forms of manifestation of aggressiveness destroy society. Analysis of the main reasons leading to the manifestation and consolidation of aggressive tendencies in behavior allows us to identify a common component - violence. The task of adults is to promote the formation of a position of non-violence in children, which, according to V.A. Sitarov and V.G. Maralov, is expressed in non-violent actions that strengthen the positive intentions of the other side.
Modern family education of preschool children often causes neuroticism, which, according to V.N. Myasishchev, “emotional illness” of the individual. Emotions are the first manifestation of the psyche in ontogenesis, the basis of psychosomatic health, the foundation of motivation and creative activity. Connecting with the development of the will, emotional characteristics highlight the individuality and uniqueness of the individual. With the help of emotions and feelings, the child signals to adults about his well-being, desires, and needs.
Parents often care about the physical and cognitive development of the child, and emotional and volitional development seems to them not so important. Family literature on the psychosomatics of child development speaks about the mistakes of family upbringing. The body (soma) becomes ill under the influence of emotional overload. Directive actions of adults from an early age block emotional self-expression in a child, which leads to the emergence of neuroses, phobias, and maladaptive forms of behavior.
I began working on the emotional and personal development of my children when they attended the middle group of kindergarten. Before starting work, I observed the behavior and communication of children in the group and found that some children do not always react adequately to situations, there are aggressive tendencies in communication, and an inability to restrain unwanted emotions. Then I set a goal for myself - the development of friendly relationships among children. This work on child development has yielded good results. The children felt confident in themselves, began to communicate freely with peers and adults, and learned to express their thoughts, feelings, and impressions using verbal means. But we didn’t stop there; every year we tried our best to develop with different types of activities and exercises. After all, the most difficult task awaits them - preparing for school, where they will need to develop voluntary attention and voluntary memorization.
Working with children of senior preschool age, I decided to tackle this problem and set myself a goal - the emotional and personal development of children of senior preschool age in communication with peers. To achieve my goal, I identified the following tasks:



Techniques and methods
Based on these tasks, a long-term plan has been drawn up (see Appendix).
To work on the emotional and personal development of children aged 5-7 years in conditions of socially approved forms of behavior, I used a correctional and developmental program called “Lessons of Goodness” by S.I. Semenak. Currently, 21 lessons have been developed, during which a number of important tasks were solved:
? revealing the essence of polar concepts - “good” and “evil” and the emotions that correspond to them;
? introducing children to the characteristics of emotional states inherent in humans;
? learn to see the emotional state of another and your own emotional image, correlating it with a specific situation;
? teach constructive ways to manage one’s own behavior (relieve tension, get rid of anger, irritability, resolve conflict situations;

In accordance with the objectives, the classes are structured in an interesting and entertaining form for children. In the content of the classes, I used games, exercises, developments available in domestic (M.I. Chistyakova, N.L. Kryazheva, N.V. Klyueva, Yu.V. Kasatkina) and foreign literature, as well as the author’s findings. The main methods and techniques I used:
Imitation games;
Social-behavioral training;
Psycho-gymnastics;
Reading and discussion of works of fiction;
Viewing and analysis of fragments of animated films with subsequent modeling of new versions;
discussions
Playing out conflict situations and modeling ways out of them
Examples of expressing your emotional state in drawing and music.

I carried out the processing of the necessary behavioral skills through the active participation of each child in training exercises, which is understood as a system of methods, techniques, and forms that allow for correctional and developmental influence on children.
The entire series of classes can be divided into three groups:
1. The first group of classes provides for the formation in children of knowledge about the emotional world of a person and ways to manage it. The adult creates a situation for applying the acquired knowledge, encourages children to help fairy-tale characters, loved ones, and peers.
2. The second group of classes is aimed at developing friendly behavior in children: an adult creates various problematic situations in classes, by participating in which children acquire the necessary skills to manage negative emotions. Much attention is paid to teaching children constructive ways to resolve conflict situations, developing the ability to empathize and sympathize.
3. In the third group of classes, the emphasis is on the formation of a conscious attitude of children to social norms of behavior. An adult encourages children to show kindness in everyday life. In solving this problem, using a “Magic Book” in class will help, in which an adult, after discussion, writes down the good deeds of children both in class and in everyday life.

To maintain interest in the lessons, I used fairy-tale plots: wizards come to visit the children - good and evil, who are possessed by “dragons” (anger, anger, resentment); the wizards give the children a fairy-tale plate, with the help of which various objects suddenly appear.
I processed behavioral skills using the various techniques mentioned earlier. Every child has the right to express their opinion and attitude to a particular situation, therefore negative assessments of children’s opinions by adults in the classroom are not allowed. Each lesson is built on respect, trust, mutual understanding, and mutual assistance.
To express the child’s self-expression at each lesson, I used drawing techniques, which are based on modeling a situation of success and a feeling of pleasure. Solving this problem is facilitated by the use of techniques available to every child: for example, drawing pictograms, drawing along a contour, “blotography”, etc. I ended each lesson by either listening to pleasant music or singing funny children's songs, which in turn helps to capture positive emotions and maintain interest to classes.
Work results
The emotional and personal development of children is a very complex and lengthy work. A successful solution to this problem is possible only with a systematic approach. Under no circumstances should you jump over several steps at once if you strive for joyful, successful work. Having studied the program of S.I. Semenak, comparing your personal experience, you come to the conclusion: you need to work on the development of the child’s emotions and personality as a whole not only in the Lessons of Good classes, but also in other classes, in normal communication with children. We must remember that the main principles of our pedagogy are built on three pillars: love, understanding, explanation.
Parents are concerned with the question of how to ensure the full development of a child in preschool age, how to understand their children and their actions. At the next parent meeting, I noted that one of the indicators of a child’s emotional development is the understanding and support of children by their parents, in which communication and interaction are especially helpful. I proposed various activities and exercises for joint activities of parents and children, using plasticine, paper, cereals, natural materials... They became interested and, together with the children, began to create miracles, took part in the exhibitions “These funny twigs and twigs”, “Funny snowmen”, “The Life of Buttons”...After the activities and games, both me and the parents noticed improvements in mutual understanding between adults and children, which had a beneficial effect on communication between children. If, conducted in October 2007, a survey of communication between peers showed the following results: there are aggressive tendencies in the behavior of children, an inability to restrain unwanted emotions; then a recent observation showed the disappearance of aggressiveness and the predominance of goodwill in communication, the manifestation of the ability to restrain unwanted emotions, a change in the nature of children's drawings (the predominance of bright, light colors, a confident outline of the drawing, the expression of positive emotions through the drawing), the formation of empathic behavior of children. If the diagnosis carried out in October 2007 revealed a predominance of average behavioral activity (92%), which showed the following results: 44% - (+D-positive dominance), 12% - (-P - negative dominance), 32% - ( +P – positive submission), 12% - (-P – negative submission); then, after some time, I conducted a second diagnosis, the results speak for themselves: a high level of behavioral activity - 52%, and an average level - 48%. (+D) - 52%; (-D) - 0%; (+P) – 40%; (-P) – 8%.
Conclusion: work on the emotional and personal development of children of senior preschool age has yielded good results. The children felt confident in themselves, began to communicate freely with peers and adults, and learned to express their thoughts, feelings, and impressions using verbal means. The children felt confident in their abilities, fine motor skills improved, accuracy, imagination were formed, spontaneous attention, imaginative thinking were formed...
Through the classes and exercises I conducted, I solved several problems at once:
1. creating conditions that ensure free expression of emotional states and feelings;
2. awareness of one’s own worth, the ability to accept oneself as one is;
3. development of skills for joint activities and communication;
I love my job and consider it very necessary. Needed primarily for children. Because a person receives the largest amount of information on mastering social space, determining his place and position in it, and self-knowledge precisely in childhood. Therefore, I feel responsible for the upbringing and development of my children and try to help them contact and interact with each other and others.
Future perspective
The emotional and personal development of children is one of the components of the activities of a preschool institution, aimed at ensuring the continuity of the educational process of the preschool institution and school and facilitating the transition of children to perform an important social function - the function of a student. In the future, I plan to continue working in the same direction, helping, through games and activities, to prepare children for the next step in a big life - for better adaptation at school. I have plans to hold parent meetings and consultations for colleagues about the importance of the topic I have chosen, “Emotional and personal development of children of senior preschool age”; prepare exercises for the development of the emotional-volitional sphere, increase your level of professional training by studying new publications, recommendations, developments, systematically filling out your methodological material.

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Department of Education of Usinsk MDOU No. 22
Odnoshivkina O.A.