“Emotional and personal development of the child. The program of emotional and personal development of children of senior preschool age "In the world of emotions
Education of emotions and feelings in a preschooler. Emotions and the educational process. Development of emotions in activity. The meaning of emotions. Development of the motivational sphere of preschool children. The role of the family in the development of emotional responsiveness of the child.
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) The 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 for the child’s behavior……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2) The influence of emotions on the emergence of social motives in a child……………………………………………………………………...23
4. The role of the family in the upbringing of the emotional responsiveness of the child…………………………………………………………….27
5. The value of the game to overcome the emotional difficulties of a preschooler……………………………………………………...31
6. Conclusion……………………………………………………..37
7. Bibliography…………………………………………….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 protecting and strengthening the health of children, creating conditions for their comprehensive development at an 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 mankind.
The process of education involves not only the active influence of an adult on a child, but also the activity of the child himself (playing, educational, labor), which has its own goals, orientation, motives. The task of the harmonious development of preschool children also necessarily implies a sufficiently high level of development of their emotional sphere, social orientation and moral position.
The development of a child is a complex, holistic formation, consisting of a number of interrelated levels of regulation of behavior and characterized by a systemic subordination of the motives of the child's 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 act 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 activity that already exist in the child, and in the formation of new motives for more high level, such as cognitive, moral, labor, etc. Emotions largely determine the effectiveness of learning in the narrow sense of the word (as mastery), and also take part in the formation of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the education 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 the activity and behavior of the child 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 psyche of children and its individual aspects, but also of the features of the formation of the personality of a preschooler .
At the same time, as a rule, parents and teachers do not pay much attention to the passage of 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: to 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. The study of psychological and pedagogical literature on the topic of research;
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. study of the role of the family in the education of the emotional responsiveness of the child;
5. studying the value of the game to overcome the emotional difficulties of a preschooler.
Education of emotions and feelings
at a preschooler.
Emotions and the educational process.
From the first years of life, under the influence of adults, as well as in the process of games, feasible work, and learning, the child actively masters the experience of previous generations, learns 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 child personality traits. 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 immobility 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 inhibits mental activity. In physically weakened children, prone to rapid fatigue, the emotional tone and mood are reduced. This, in turn, negatively affects the nature of the mental performance of children.
Atmental education It is designed to ensure not only the assimilation of the sum of knowledge and skills, but also the systematic formation of the cognitive abilities of the child.
The mental education of children of senior preschool age is closely connected with the problem of preparing for schooling. Modern research shows that the intellectual capabilities of a preschool child are much higher than previously thought.
The effectiveness of learning itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task proposed by him, what feelings the current situation causes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of the child's intellectual development, but also more widely - on his mental activity and even on his creative abilities.
Therefore, considering the level of readiness of the child 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 which influences not only the aesthetic, but also the mental and moral education of the child.
The participation of children 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 severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: both 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 children's experiences, reflects their own social experience and develops it.
Problem moral education children of preschool age - essential and at the same time difficult.
A child is born not evil and not good, not moral, not immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they educate him. Correct ideas about the moral character of a person, about his attitude towards other people, towards himself, towards his labor and civic duties should become role models for the child. At the same time, he must have an understanding of what is good and what is bad; why some actions are bad, while others deserve approval.
At the same time, only 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, not caring about the practice of the relationship of children with other people, there may be cases of “moral formalism”, when children know moral norms well and even reason about them correctly, but they themselves violate, regardless of the interests of others.
In order 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 understanding, but also a positive emotional attitude towards his moral duties. He knows that it is necessary to help the little ones, and actively does this; he understands that it is bad to be rude and he himself rebels against the rudeness of others, and so on.
In order to ensure a 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 the mental one, the intellectual one with the moral one, the moral one with the aesthetic one, and so on. The centerpiece of this entire system is moral and labor education of preschoolers, which is designed to lay the foundations of an active life position, understanding of one's duties and readiness to fulfill these duties, unity of word and deed already in the first years of a child's life.
There is no doubt that labor education should begin already in preschool childhood.
It is important that any practical task offered to a preschooler should not be an end in itself, but should contribute to the formation of industriousness in children, respect for the work of adults, readiness and ability to do something themselves. In order to bring up such qualities in a child, it is necessary to influence not only knowledge and skills, but also his emotional sphere.
Development of emotions in activity.
The education of feelings in a child, starting from the first years of his life, is the most important pedagogical task, no less, and in some sense even more important than the education of his mind. For how new knowledge and skills will be assimilated, and for the sake of achieving what goals they will be used in the future, decisively depends on the nature of the child's relationship to people and to the surrounding reality.
The formation of higher human feelings occurs in the process of assimilation by the child 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 motives of his behavior. As a result of such assimilation, the child acquires a peculiar system of standards of values, comparing with which the observed phenomena, he evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly.
In order for the child not only to understand the objective meaning of norms and requirements, but also to imbue them with an appropriate emotional attitude, in order for them to become criteria for his emotional assessments of his own and other people's actions, explanations and instructions from the educator and other adults are not enough. These explanations must find support in the child's own practical experience, in the experience of his activity. Moreover, the decisive role here is played by the inclusion of a preschooler in meaningful, joint activities with other children and adults. It allows him to directly experience, feel the need to comply with certain norms and rules in order to achieve important and interesting goals.
Thus, the child's emotions develop in 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 circle of things that are directly related to the satisfaction of his organic need for food, warmth, and physical care. His interests extend to a wider world of surrounding objects, phenomena and events, and at the same time, his emotional manifestations become more complex and meaningful.
Gradually, the child has the simplest moral experiences. There is also a naive satisfaction in fulfilling the demands of others. "I didn't eat the sweets you didn't let me 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 meets or contradicts the requirements of the surrounding people.
By the beginning of preschool age, the child comes with a relatively rich emotional experience. He usually reacts quite vividly to joyful and sad events, easily imbued with the mood of the people around him. The expression of emotions is very direct in him, they are violently manifested in his facial expressions, words, movements.
Of particular importance for a small child is the establishment of a warm, affectionate relationship with the teacher.
A significant, but not always sufficiently taken into account, influence is exerted on the emotional state of the child by the teacher's assessment of his actions. In most children, positive assessments of the teacher increase the tone of the nervous system, 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 educator needs to identify the sources of their origin, which lie in the meaningful activity of the child, under the influence of which he begins to not only understand, but also experience this world in a new way.
Musical lessons, listening to fairy tales and artistic stories, acquaintance with native nature, dramatized games, modeling, drawing develop aesthetic experiences in a preschooler, teach them to feel beauty in the surrounding life and in works of art.
Classes and didactic games that enrich him with new knowledge, forcing him to strain his mind to solve some cognitive problem, develop various intellectual emotions in preschoolers. Surprise at a meeting with a new, unknown, curiosity and curiosity, confidence or doubt in one's judgments, joy from a solution found - all these emotions are a necessary part of mental activity.
Finally, and this is the most important, moral education, acquaintance with people's lives, the fulfillment of feasible work tasks, the 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 people around him make of him.
In the fourth or fifth year of life, the child first develops the beginnings of a sense of duty. This is due to the formation of the simplest moral ideas about what is good and what is bad. There are experiences of pleasure, joy in the successful fulfillment of one's duties and grief in violation of established requirements. Such emotional experiences arise mainly in the relationship of the child with a person close to him and gradually spread 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 the fulfillment of those moral requirements that are imposed on 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 performed, 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 assimilated by children and regulate their behavior, while in others they remain only knowledge that does not prompt action.
What conditions of life and activity of children contribute to the emergence in them of an active, effective emotional attitude towards other people?
At all levels of public education, starting from kindergarten, the questions of education proper, i.e. acquisition of knowledge and skills, occupy, as a rule, a priority place over the issues of education. Questions of a moral nature - sensitivity and humanity, an attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to the acquisition of knowledge.
This tendency of a certain one-sidedness of the pedagogical process is sometimes exacerbated by the family conditions of the children's lives. Many families today bring up mainly one child, whom family members take care of and take care of for a long time. An abundance of toys, entertainment items, etc. in the absence of everyday care for another person, it also contributes to the fact that teaching children kindness, 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, labor activity was organized in such a way that it required joint efforts and mutual assistance, and favorable conditions were created for this, conducive to the emergence of a common emotional experience and mutual sympathy between group members. If such work was not carried out by the teacher and the activity of the children's group was devoid of a unifying principle in its content, and the goals of one member of the group objectively came into conflict with the goals of another, then under these conditions negative relations between children began to take shape, 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 that differ in tasks, structure and content of 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 unity and mutual assistance. It is characteristic that with all this, the generally positive emotional background of activity was often disturbed by quarrels, resentments, discontent arising in response to the successful action of a peer, to his successful result.
At the same time, when making a common product, the first actions also led to negative emotions: intransigence, inconsistency, resentment. At the same time, as each of the children clarified the meaning of the common activity and their place in it, the children's emotions acquired a different character. Unsuccessful actions were experienced more intensely and vividly, and experiences encouraged children to jointly look for ways to overcome difficulties.
Under the influence of the activity performed by the child, a new attitude is formed in him not only to people, but also to things. So, for example, in young children, an emotional preference arises for those toys that they have learned to use and that have become necessary for play.
On the basis of what has been said, it can be concluded that the child's inner emotional attitude to the surrounding reality, as it were, grows 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, such types of children's activities as playing and acquaintance with works of art also make a significant contribution to the development of the motivational-emotional sphere of children.
So, throughout childhood, emotions go the way of progressive development, acquiring ever richer content and ever more complex forms under the influence of social conditions of life and upbringing.
The meaning of emotions.
Emotions play a kind of orienting and regulating role in the activity in which they are formed.
When an adult offers a task to a child, he explains why it is being performed, i.e. motivates action. At the same time, what the adult puts forward as a motive does not immediately become the motive of the child's action.
From the first days of life, the child is faced with the diversity of the world around him (people, objects, events). Adults, especially parents, not only introduce the baby to everything that surrounds him, but always express their attitude to things, actions, phenomena in one form or another with the help of intonations, facial expressions, gestures, and speech.
The result of such cognitive activity is a pronounced, subjective, selective attitude of the child to the objects that are around him, already observed in early childhood. The baby clearly distinguishes from environment especially those close to him. He begins to look for his mother, cries if she is not around. Gradually, the child's attitude to other objects changes. At an early and preschool age, children have especially favorite toys, books, dishes, clothes, individual words, movements.
Simultaneously with the acquaintance with the various properties and qualities of things, a small child receives some standards of relations and human values: some objects, actions, deeds acquire the sign of the desired, pleasant; others, on the contrary, are "marked" as rejected. Often already here, the motive of activity, given by an adult, can be replaced by another, own motive, 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 has more complex feelings caused by how well he performed his duties, what significance his actions have for other people and to what extent certain norms and rules of behavior are observed by him and those around him.
As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the relationship and interdependence of emotional and cognitive processes, the two most important areas of his mental development, is revealed.
The upbringing 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 the intellect, which, firstly, does not make it possible to deeply understand the features of thinking itself and manage its development, and secondly, does not allow the end to understand the role of such powerful regulators of the child's 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. At the same time, the information received by the child can acquire completely different meanings. Therefore, in some cases, purely cognitive tasks arise before him, and in others, tasks of a motivational-emotional nature that require clarification of the meaning of this situation.
The main role in the development of the child's feelings is played by his practical activity, 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. Giving 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 orienting research actions begin to take shape, aimed at finding out what (positive or negative) value certain objects have. for the child himself, to meet his material and spiritual needs.
The simplest types of this kind of orientation, called motivational-semantic, are carried out with the help of a system of trying actions. The child, as it were, first experiences the perceived object from the point of view of his needs and capabilities, imbued with a positive or negative attitude towards it, respectively, which determines to a large extent the nature and direction of subsequent children's activities.
It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. At the same time, this does not give grounds for their identification: with the same needs, depending on the circumstances, different emotions can arise, and, conversely, with different needs, sometimes similar emotional experiences arise. All this suggests that emotions are peculiar mental processes, arising in the course of satisfaction of needs and regulating behavior in accordance with the subject's motives, which are realized in complex and changing conditions.
The role of emotions in the realization of the motives of behavior already present in the child is revealed most clearly. There is reason to believe that emotions play a significant role not only in the regulation of activities in accordance with the child's 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 (labor, educational, etc.), but at first, such results in a number of cases do not constitute the content of behavioral motives. The child initially acts under the influence of other, previously developed motives (the desire to use this activity as an excuse 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 for the time being as an intermediate goal, which is achieved in order to satisfy another kind of incentive motives.
In order for motives to acquire motivating force, it is necessary that the child acquires the appropriate emotional experience. With a certain organization, socially significant activities can bring the child that emotional satisfaction that can outgrow his initial impulses.
There is reason to believe that this kind of new emotional experiences that arise in new conditions of activity are, as it were, fixed on its intermediate goals and tasks 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, 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 formation of a child's personality is characterized not only by intellectual development, i.e. 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 encourage them to work, what they strive for, how they emotionally relate to the people around them and the tasks they face.
Preschool childhood is an age period when high social motives and noble feelings begin to form. From how they will be brought up in the first years of a child's life, all his subsequent development largely depends.
Russian psychologists (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein) believe that motives and emotions, like mental and volitional processes, are formed during childhood, as a result of the child’s mastering the experience of previous generations and assimilation of those developed by society. moral standards and ideals.
This most complex process of more and more correct and complete reflection in the mind of the child 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, which contributes to the emergence in them of stable moral and labor motives of behavior, is of paramount importance today.
Conditions for the formation of social motives of the child's behavior.
Finding out motives as sources of children's activity, as factors that encourage and direct 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 of a person: the need for communication with another person, for social recognition, spiritual needs, etc.).
It is very important, speaking of needs, to single out two moments of their formation: 1) the emergence of a need in the absence of a specific object of its satisfaction. The child's behavior in this state is characterized by undirected activity, the general exploratory nature of this activity; 2) the appearance of an object that can satisfy the need.
Together with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to others. On the example of the behavior of adolescent children, one often has to be convinced that in these children the need for another person, a close friend, under certain conditions can be realized in an undesirable way, if the object of realization of this need is an adult or a peer with a bad reputation, with negative behavior.
Consequently, the objectified need of the child is already a specific motive for his behavior, prompting the preschooler to purposeful activity.
To identify the motives that motivate the activity of the child, you can offer the 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.
Offering similar tasks to children of different ages, they are explained what they should do, why and to whom it is necessary. In one case, the results of the work are needed for the upcoming game, in the other, the labor activity itself is carried out in the form of a game in the “workshop”, where the child imitates the work of adults, in the third, a gift is being prepared for the mother or children of the younger group of the kindergarten, in the fourth, the child can choose any job that appeals to him. Thus, the same labor 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 nature and in terms of the quality of the product where the motives for productive activity were the least expressed.
At the same time, the activity of children in the manufacture of the same items for the upcoming game, when the motives of productive activity are given as dominant, is at a significantly lower level.
This position can be explained as follows. In the latter case, the children make an item for the upcoming game. But an object can be suitable for play only when it is similar to a real object. Moreover, the requirements for the external similarity of the game object with the object that it depicts are minimal. Another thing 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 to the product of labor, the requirement for its quality changes significantly: the process of making an object itself does not have the character of an extended labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappear.
The situation is quite different when playing in the "workshop". Here, children take on the role of workers carrying out an important order. A child can perform well the role he has taken on only if the process of his work is similar to real work to the details. The attitude towards the product, the desire to make it as good as possible, is determined in this case by the child's attitude to the role of a worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is performed by the child, and explains that the process takes on the character of an extended and responsible labor activity.
Children do not play what they practically own. In games, children seek to reflect phenomena that are beyond their capabilities. They play "chauffeurs, builders, machinists, ship captains, pilots", i.e. reflect those professions and events that they are told about, read in the family and in kindergarten, or which they partially observe themselves.
Proceeding from this, it becomes clear why children who have not seen the workshops that make flags and napkins take on the role of workers with such a desire and fulfill the “order” with a sense of responsibility.
Along with playing the “workshop”, there is a significant increase in work efficiency when making a napkin as a gift for mom or a flag as a gift for younger children. In these cases, it is quite obvious for the child to establish a connection between what what do and for what make. Flags are really suitable for a gift for kids, and napkins are suitable as a gift for mom. Therefore, children bring the work to the end and strive to do it well. The idea of how mom and kids will be delighted with their gift keeps the mood of the children, causes 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 to mother is not fulfilled only because the generally accepted purpose of this item does not apply to mothers, but to children; and for toddlers, children willingly perform this task.
Consequently, when receiving a work task, the child, first of all, evaluates the veracity of the task in life: “does it happen” or “does not”? The more real for the child is the connection between what he does, and so for what he does this, the more systematic and purposeful the process of work acquires, and the more complete the product of his labor becomes.
The above facts give grounds to say that a preschooler is able to perform rather complex productive work, which is attractive to him not only by the technical side, but also by higher moral motives. The latter also raise the level of activity itself. This is only possible if parents or educators set the child broader, truthfully motivated tasks in which the connection between what do and for what to do is based on the life experience of the preschooler himself. Only then does the motive, social in its content, really direct the work of the child, make it purposeful.
When introducing a child to the work of adults, to what they work for, the child's own activity should be organized, in which the motives he has realized would be embodied. The most convenient form of assimilation of labor relations between people for preschoolers is a creative game in which a child can understand the attitude of adults to work.
Social motives for labor in their simplest form, in the form of a desire to do something useful for others, begin to take shape in a child very early and can acquire a significant motivating force for a preschooler, greater than motives for 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 done 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 overall 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 that is outside the child and encourages 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, therefore, are phenomena of a different nature, but dynamically interconnected.
Emotions express the special significance for the child of objects and situations from the point of view of his needs and motives. Emotions are the link through 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 appearance of experiences in him.
Emotional reactions and states of children can be extremely diverse in strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, pain), complex conditions of a particular type of activity (understanding of the task, the nature of the material, product features, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in the depth of flow 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 caused to him by his peers; the experience of such a relationship will be very stable and will affect subsequent relationships with peers.
Based on the fact that a person and human life occupies 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 emotional experience of a child.
But it happens that children are brought up in such an atmosphere when a cult of the material environment (the so-called “materialism”) is created in the family, to which adults show a particularly emotional, caring and careful attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , fine jewelry, fashion collections, etc.
This kind of pronounced "materialism" is accompanied by a belittling of a person, his feelings, his relationships. And in children, it manifests itself in a very peculiar 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 dress, a darned sleeve of a blouse or shirt in a peer. 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 a moral content.
The emotionality of the child as a feature of behavior is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, speaking in various forms: excessive vulnerability, increased resentment, tearfulness, etc.
Under the right conditions of training and education, excessive sensitivity can be rebuilt 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, having touched the inner "strings" of his personality, could reveal the possibilities of the preschooler's emotional response.
The ability to distinguish manifestations of sensitivity and emotional responsiveness of children, as well as the development and education of their higher, human emotions, is one of the important educational tasks facing parents and teachers.
The process of formation of the simplest social motives of activity, consisting in the desire to do something useful not only for oneself, but also for others, can be observed in the example of the collective labor activity of duty officers (duty in the dining room, in the play area, etc.).
Beforehand, the educator explains the meaning of the work, trying to develop in children a kind of orientation towards the upcoming activity and to 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 be on duty, trying to shift their duties to someone else, and the rest of the children, although they accept the task, do not always perform it well.
Then, under the created conditions of collective activity, the children's behavior begins to be streamlined, the duties of the duty officer become more organized.
Subsequently, children - some earlier, others later - move to a higher level of formation of social motives for behavior. It is characteristic here that the child begins to fulfill his little duties not for the praise of an adult and not for the sake of achieving leadership, but for the sake of the result, trying to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of assimilated social norms and requirements into internal motives of activity.
In the course of the formation of new behavioral motives, the nature of the child's emotional manifestations changes significantly; the change in the emotional sphere directly reflects changes in the motives of labor activity.
As such motives form, an indifferent attitude to work duties is replaced by a very high sensitivity in relation to the assessment of others. Then, these excitements associated with evaluation seem to be relegated to the background and are replaced by completely different feelings related to how well the useful work was done, 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 the education of emotional
responsiveness of the preschooler.
A significant role in the development and upbringing of emotions of empathy and sympathy in a preschool child belongs to the family.
In the conditions of a family, an emotional and moral experience inherent only to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. 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 and socio-moral development.
The experience of a preschooler 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 a deep relationship 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 participation in the lives of other children, the elderly, who need to be taken care of, is an important factor that narrows the scope of emotional experience.
The experience acquired in the family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development in the child of individual qualities that seem exceptionally significant, for example, the development of intelligence (mathematical abilities, etc.), and with all this, no significant attention is paid to other qualities necessary child as a future citizen.
Finally, the child's emotional experience can be heterogeneous and even contradictory. This situation, as a rule, takes place 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 a relic and “cultivates” only strength in the child, elevating this quality to the rank of paramount.
There are parents who are firmly convinced that in our time - the time of scientific and technological achievements and progress - many moral norms of behavior have exhausted themselves and are not necessary for children; some people bring up in a child such qualities as the ability to stand up for themselves, not to let themselves be offended, to give back. “You were pushed, but what, you can’t respond in kind?” - they ask children in these cases. In contrast to kindness, sensitivity, understanding of the other, children often develop the ability to thoughtlessly use force, to resolve conflicts that have arisen by suppressing the other, and a disdainful attitude towards other people.
In raising the emotional responsiveness of a child in a family, it is very important:
The emotional microclimate of the family, which is determined to a large extent by the nature of the relationship between family members, and primarily parents. With negative relationships, the discord of the parents causes great harm to the mood of the child, his performance, relationships with peers;
The idea of parents about the ideal qualities that they would like to see in their child in the near future. Most parents consider ideal those qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. You can rarely 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 pleases in the child and what upsets, worries in him. The answers indicate that parents are aware of the need to educate the 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 a certain selectivity of the child in relation to classes, to different types of activities and how this selectivity is expressed. Does he like to play and what games, how long can he do this; whether he likes to make, glue, cut, build from a designer; whether he keeps his crafts and buildings or immediately throws them away and breaks them;
Involve the child in everyday family activities: cleaning the apartment, cooking, washing, etc. It is necessary to constantly draw the attention of parents to the fact that by encouraging the child even for insignificant help, emphasizing his involvement in the general problems and concerns of the family, parents thereby cause positive emotions in a child, strengthen his faith in his own strength, awaken the socially necessary qualities of a person;
To understand to parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on an equal footing in the performance of feasible deeds and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand another, respond to his requests, state.
Children should constantly feel that parents are not only worried about their success in acquiring various skills and abilities. The steady attention of parents 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 attitude towards other people.
The value of the game to overcome
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 well-known patterns: on the actions, deeds and relationships of the people around him. At the same time, the child's play is not an exact copy of what he observes.
It is known that the child's attitude to the world around him is formed under the influence of adults' assessments and their emotionally expressive attitude to events, phenomena, people. The attitude of an adult, 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 people around him, to empathize with them. And this determines the content of his inner world and the content of play activity.
In the game, as in no other activity, the desire of the child at a certain age to join the life of adults is realized. It fulfills his desire to be like a dad, like a doctor, like a driver.
The influence of the game on the feelings of children is great. She has an attractive ability to fascinate a person, cause excitement, excitement and delight. The game is truly played only when its content is given in a sharp emotional form.
For the assimilation of knowledge and skills, didactic games are used with great success, for the formation of physical perfection - mobile games, and for the development of social emotions and social qualities of a person - games with rules, plot-role-playing. 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 of correcting emotional difficulties, the game occupies a significant place. The game is especially loved by young children, it arises without coercion on the part of adults, it is a leading activity. This means that the most important changes in the child's psyche, in the development of his social feelings, in behavior, etc. take place in the game.
Emotionally disadvantaged children experience various difficulties in the game. They show, for example, a cruel attitude towards dolls, which are offended, tortured or punished. The games of such children can have the character of monotonously repetitive processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain activities, despite the normal mental development of preschoolers. The listed features of the incorrect development of the emotional sphere require a special educational approach, a special pedagogical correction. Otherwise, these violations can lead to mental deficiencies, a delay in the formation of social qualities and the personality of the child as a whole.
The indicated close connection between the emotional development of children and the development of the game indicates that the psychological and pedagogical techniques carried out 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 undesirable qualities of the child’s personality or negative emotions are successfully overcome.
At the same time, some children of preschool age do not know how to play. One of the reasons for this is that no one in the family plays with these children, because parents prefer other types of activities (most often these are different types of intelligence development, which the child learns at the expense of play). Another reason is that these children at an early age, for various reasons, are deprived of communication with their peers and have not learned to establish relationships with them. The game 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 basically the object of a positive emotional attitude of children. In this regard, some children choose the same familiar games (in "kindergarten", "mothers and daughters", etc.) and play them according to the template.
Each doll is a character in the game, with which the child has various emotions associated. And we must take care that the child not only fulfills some duties, but also deeply experiences the role.
It is also necessary to develop the emotional attitude of the child to the content of the game as a whole. It is necessary that children not only know the content of this or that game, but that they relate to this content in a certain way, so that they have a need to master the appropriate role.
Equally important in the game is the setting of tasks that are the basis for emotional and moral development. These tasks direct the child's attention to the position of the character, to his condition, teach him to express sympathy and assist him. By setting game tasks, an adult supports the cooperation of a preschooler with other children. The role behavior of an adult is the core on which the child's business interaction with peers rests.
The child gets great pleasure from successful play. He asserts himself in his role, feels genuine pride. The realization of creative possibilities in the game, improvisation, the implementation of ideas cause the emotional inspiration of children, their stormy joy, the requirement to repeat the game, acquiring more and more new details. Emotional uplift in the game helps the preschooler to overcome negativism in relation to other children, to accept them as partners.
Role-playing games have a different effect on the emotional manifestations of children in cases where the roles are distributed, but the qualities of 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 context of a role-playing game, as they have little idea of how to act under certain circumstances, what qualities this or that character should possess. So, speaking to a small child, pointing to a peer who plays the role of a rabbit: “Here is a rabbit, look how soft he is, what long ears he has, a little white skin” - and the child, who had not previously paid attention to his peer, begins to look at him with tenderness, strokes the "ears", "fur". Often, with all this, the child develops a persistent emotional manifestation of sympathy, which persists not only in role-playing relationships, but also outside 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 a wolf, you can protect little goslings from danger!” - and the child, who tried to overtake everyone and was proud of it, began to block the caterpillar and, almost in his arms, carried him away from the wolf. He no longer offends this kid, as before, and becomes his intercessor even outside the game. From this example, it can be seen 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, lack of creativity in relationships with people, it is useful to turn to dramatization games on the themes of fairy tales. In them, good and evil are delimited, clear assessments are given to the actions of the heroes, positive and negative characters are identified. Therefore, in the conditions of a game on the theme of a fairy tale, it is easier for a child to enter into a role, create an image, and allow convention. After all, the creation of an imaginary situation necessarily requires a connection with life and the preschooler's initial ideas about it.
For these games, you can, for example, use folk tales. Fairy tale "Hare hut", fairy tale "Cat, rooster, fox". If in the first tale the traits of the main characters are given clearly and unambiguously (the fox is a negative character, and the rooster is the savior of the hare is positive), then in the second tale the characteristics of already familiar positive and negative characters that interact in an imaginary situation are somewhat different. The character of the characters in this tale is more complex and richer than in the previous one, so the child, relying on his own experience, also receives a new, enriched, playful and emotional experience in reproducing the plot of the tale.
As the tale is told, one can notice how the children's interest in the characters and their lives grows. Animation, laughter, anxiety testify to the anticipation of events, the emotional attitude to emerging conflicts, the expectation of a prosperous end.
One of the forms of the game, common in preschool age, is a game with rules. Its specificity lies in the fact that relations are no longer determined by roles, but by rules and norms. Often a child, without noticing it himself, 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 plot-role-playing game. It should be emphasized that contacts that have arisen under the influence of playing with the rules do not disappear with the end of actions.
When conducting mobile plot games with rules, it is possible to create conditions under which such qualities of a child as decisiveness or indecision, resourcefulness, ingenuity, etc., clearly appear; under these conditions, children learn to act together, together.
Games with rules involve specific forms of communication that are different from the forms of communication in role-playing games. So, if in role-playing games each role has a form that is opposite in meaning and actions (mother - children, doctor - patient, driver - passenger, etc.), then in games with rules, along with this type of relationship (opposite commands), there is also Another very important type of relationship is peer-to-peer relationships within a team.
Thus, playing with the rules involves going beyond role-playing 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 in connection with the fact that the relationships that arise inside games with rules begin to be transferred by them later on to real life. Games with rules help to remove the child's existing difficulties of emotional development.
Emotional and personal development of a preschooler.
Preschool age is the most important stage in the development of the child. This is the period of his familiarization with the world of universal values, the time of establishing the first relations with people. An important role in the further development of the child as a person is played by the process of knowing oneself, expressing one's emotions, understanding the emotional state of the interlocutor. After all, owning their own gestures and expressive movements, the child is able to subtly understand all the shades and nuances in the expression of the face, gesture and movement of the body of another person. The inability to correctly express their feelings, stiffness, awkwardness or inadequacy of facial expressions and gestures makes it difficult for children to communicate with each other and adults. Misunderstanding of another person is the cause of fear, alienation, hostility. Facial expressions, gestures, pantomime are the first assistants in communication. Mastering the language of gestures and movements helps children not only to be interesting in communication, but also to know themselves and make friends. And thanks to the work of the muscles and the body, an active discharge of emotions and nervous tension is provided. Children's knowledge of themselves, a better understanding of the emotional state and actions of other people leads to a feeling of sympathy, respect and empathy, which is an indispensable condition for live communication with other children. The ability to put oneself in the place of another child helps to better understand a possible communication partner, to highlight individual traits of his character, their manifestation, expressed in actions and actions. Children learn to be tolerant of other people's shortcomings, learn to empathize, and this is a direct path to full communication. Today, there is no doubt that almost all Russian children need some kind of psychological support, since they are under the influence of a number of adverse factors. This is economic, political, and value instability, as a result of which the so-called “fear of growing up” appears in children. This is an unrestrained flow of information that children do not always have time to "digest" and often perceive incorrectly. This is an uncontrolled process of using modern technical devices, such as computers, cell phones. After all, today our children, more than ever before, are experiencing a deficit in full-fledged communication. In the age of technological progress, people communicate less and less with each other, giving preference to watching television, virtual communication, talking on the phone, gradually losing the ability to sincerely express their emotions. Watching children in kindergarten, you can see how the role-playing game has faded, how good fairy-tale heroes have been replaced by heroes from action cartoons, how the concept of “group cohesion”, empathy, sympathy, has noticeably increased among children. the number of anxious and aggressive children. It is known that preschool age is characterized by increased vulnerability and sensitivity. It is at this age that rapid growth in emotional development is observed, the ability of children to control their emotions appears, there is a need for communication, respect for creative activity. Therefore, it is important to start work on the development of the emotional and personal sphere precisely at preschool age, so that in the future our children will grow up to be psychologically healthy individuals who can fully communicate and correctly express their emotions.
I believe that work in this direction should be carried out not only by a specialist psychologist, but also by teachers, educators, and parents. In our kindergarten, children are introduced to fundamental emotions both during the entire educational process and in special classes where children experience emotional states, verbalize their experiences, get acquainted with the experience of peers, as well as with literature, painting, music. The value of such activities lies in the fact that children expand the range of conscious emotions, they begin to understand themselves and others more deeply, they more often develop empathy towards adults and children. With the help of role-playing games, outdoor games and game exercises, elements of psycho-gymnastics, techniques of expressive movements, sketches, trainings, psycho-muscular training, facial expressions and pantomime, literary works and fairy tales (dramatization games), we contribute to the development of the emotional sphere of the child (Appendix No. 1 A variant of a game lesson for the development and correction of basic emotions and feelings of preschool children)
On the basis of our preschool institution, each group has created a "Corner of Trust" or "Corner of Privacy", they have the appropriate design ("Box of good messages", soft toys-relaxants, soft modules, everything you need for drawing, wall panel "My Mood", "Sunshine", poster "ABC of emotions".
Wall panel "My mood"
In the center of each panel there are pockets made of colored ribbons that represent a certain mood. So, blue color - "I'm sad", green - "I'm calm", purple - "I'm angry", red - "I'm happy, joyful." Each color strip is divided into 6 equal parts (pockets). The first pocket contains a schematic representation of the faces of boys and girls with a certain mood. The remaining five pockets represent the days of the week. In order for children to reflect their mood, sketchy images of faces with corresponding emotions are made from colored cardboard. Children choose an image that matches their mood, then each child inserts the selected blank into the pocket according to the color and day of the week (Appendix No. 2)
Wall panel "Sun"
Children, depending on their emotional state, tie ribbons on the rays of the sun. Each ribbon symbolizes a certain mood. (Appendix No. 2)
The panel can be used at the beginning of the day to control the mood with which children come to kindergarten, or during the day, which makes it possible to track the comfort of routine moments. The data obtained with the help of the panel can be entered in the diary of observations of the educator or psychologist.
Panel "I'm angry"
With the help of this panel, the child learns to manage his emotions. Here, in a colorful form, children and their parents are given advice on how to cope with negative emotions: take a bath, play with water, tell a friend or adult about your problems, play outdoor games, etc. (Appendix No. 2)
"Box of Good Messages"
Its use is effective during the child's adaptation to kindergarten. In this box, parents leave good messages and wishes to their children, which the teacher reads to the child during the day as needed, thus calming the child (Appendix No. 2).
Sidorkina Larisa Ivanovna
Ministry of Education Russian Federation
Transbaikal State Pedagogical University named after N.G. Chernyshevsky
Socio-Psychological Faculty
Department of Experimental and Theoretical Psychology
Final qualifying work
Topic: Emotional and personal development of a preschooler
student of the 5th year of the correspondence department
specialty teacher-psychologist
Chita - 2009
Plan
Introduction
I. Emotional and personal development of a preschooler
1.1 Development of ideas about emotions and their role in the formation of personality
2 Age features of preschoolers
3 The problem of child development in an incomplete family
II. Study of the problem of emotional and personal development in preschoolers in complete and single-parent families
2.1 Organization and conduct of the study
2 Research methods and techniques
3 Findings and conclusions
Conclusion
Bibliography
Applications
INTRODUCTION
Relevance of the topic:
The recently increased interest in the study of the emotional and personal sphere of preschool children is largely due to the fact that only the elucidation of the patterns of emotional development makes it possible to form social emotions that lay the foundations for the moral development of the child, his personality.
Understanding these issues is important for further improvement of the educational process in kindergartens and schools.
Using the experience gained in world psychology, and based on the results of their own theoretical and experimental research, Soviet psychologists A.V. Zaporozhets (study of emotions in preschoolers), K. Levina (correction of negative emotional states), A.D. .I.Garbuzov (emotional disorders in preschool children) established a number of important provisions regarding the role of emotions in the development of a child's personality. Family is an important factor in this position.
In my opinion, insufficient attention has been paid to the solution of problems that have arisen as a result of disturbed relations in the family in the domestic literature. The exceptions are individual works - A.I. Zakharov, V.I. Garbuzov, E.G. Eidemiller.
The problem of the emotional development of a preschooler is one of the most important in child psychology and pedagogy. However, this problem is still considered insufficiently developed.
Extensive research on emotional and personal development provides the basis for further understanding of this issue.
Purpose of the study: To study the impact of raising a child in an incomplete family on the emotional and personal development of the child.
The object of the study is the emotional sphere of children.
The subject of the research is the emotional and personal development of a preschooler.
Research Hypothesis:
It is known that an incomplete family affects the characteristics of a child's personal development: his emotional well-being, self-esteem, attitude towards people around him.
We assume that upbringing in an incomplete family will have a more negative impact on the emotional and personal development of boys than girls.
To achieve this goal and test the proposed research hypothesis, the following tasks were identified:
Conduct a theoretical analysis of the available literature. Generalize, systematize theoretical data on the problem of emotional and personal development in preschoolers.
Determine and identify a change in the emotional-affective environment.
To study self-esteem and personality of a preschooler, her feelings and experiences at a given time.
Summarize the results of the survey.
The works of domestic psychologists A.F. Lazursky and G.Ya. Troshin, Ya.Z. Neverovich, A.V. Zaporozhets, in which it is shown that there are deep relationships between the appearance of personality neoplasms and the characteristics of the emotional sphere.
The complex of research methods is represented by the following groups:
analysis and generalization of mental and pedagogical sources on the problem of research using the principles of psychological science, primarily the principles of consistency and development;
to identify the position of the child in the family, his experiences related to family relationships; test "Family Drawing" by V. Hules;
to diagnose the child's attitude to others, the technique "I'm in kindergarten";
to study the personality of a preschooler, her feelings and experiences at the moment - the Luscher test;
to determine the self-esteem of a child - a preschooler - the technique "What am I".
Scientific novelty of research: carefully studying, generalizing theoretical data on the problem of emotional and personal development of a preschooler, we tried to compare complete and incomplete families to identify patterns of emotional development of a child.
Practical significance: the data obtained can be used by psychologists and educators in working with children and their parents.
Empirical basis of the study: the experiment involved preschoolers of the preschool group of preschool educational institution "Rodnichek", p.g.t. Novokruchininsky, in the amount of 50 people (25 children from a complete family and 25 children from an incomplete family).
Chapter I. EMOTIONAL AND PERSONAL DEVELOPMENT OF A PRESCHOOL CHILD
.1 Development of ideas about emotions and their role in shaping personality
Emotions are a special class of subjective psychological states, reflecting in the form of direct experiences, sensations of pleasant or unpleasant, a person's attitude to the world and people, the process and results of his practical activity. The class of emotions includes moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in all mental processes and human states. Any manifestations of his activity are accompanied by emotional experiences.
In humans, the main function of emotions is that, thanks to emotions, we better understand each other and better prepare ourselves for joint activities and communication. Remarkable, for example, is the fact that people belonging to different cultures are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise. This, in particular, applies to those peoples who have never been in contact with each other at all.
This fact not only convincingly proves the innate nature of the main emotions and their expression on the face, but also the presence of a genotypically determined ability to understand them in living beings. This refers to the communication of living beings not only of the same species with each other, but also of different species among themselves. It is well known that higher animals and humans are capable of perceiving and evaluating each other's emotional states by facial expressions.
Not all emotionally expressive expressions are innate. Some of them have been found to be acquired in a lifetime as a result of training and education.
Emotional and expressive movements of a person - facial expressions, gestures, pantomime - perform the function of communication, that is, reporting to a person information about the state of the speaker and his attitude to what is currently happening, as well as the function of influence - exerting a certain influence on who is the subject perception of emotional and expressive movements.
In higher animals, and especially in humans, expressive movements have become a finely differentiated language with which living beings exchange information about their states and about what is happening around. These are expressive and communicative functions of emotions. They are also the most important factor in the regulation of cognitive processes.
Emotions act as an internal language, as a system of signals through which the subject learns about the needs of the significance of what is happening. The peculiarity of emotions is that they directly reflect the relationship between motives and the implementation of activities that correspond to these motives. Emotions in human activity perform the function of evaluating its course and results. They organize activity, stimulating and directing it.
The main emotional states that a person experiences are divided into the actual emotions, feelings and affects. Emotions and feelings express the meaning of the situation for a person from the point of view of the current need at the moment, the significance of the upcoming action or activity for its satisfaction. Emotions can be triggered by both real and imagined situations. They, like feelings, are perceived by a person as his own inner experiences, transferred to other people, empathize.
Emotions and feelings are personal formations. They characterize a person socio-psychologically.
Emotions usually follow the actualization of the motive and up to a rational assessment of the adequacy of the subject's activity to it. They are a direct reflection, an experience of existing relationships, and not their reflection. Emotions are able to anticipate situations and events that have not yet actually occurred, and arise in connection with ideas about previously experienced or imagined situations.
Feelings, on the other hand, are of an objective nature, associated with a representation or idea about some object. Another feature of the senses is that they improve and, developing, form a number of levels, ranging from direct feelings to the highest feelings related to spiritual values and ideals.
Affects are especially pronounced emotional states, accompanied by visible changes in the behavior of the person who experiences them.
One of the most common types of affects these days is stress. It is a state of excessively strong and prolonged psychological stress that occurs in a person when his nervous system receives an emotional overload.
Passion is another type of complex, qualitatively peculiar and found only in humans emotional states. Passion is a fusion of emotions, motives and feelings centered around a particular activity or subject. A person can become an object of passion.
Psychological theories of emotion
Purely psychological theories of emotion that do not address physiological and other related issues do not really exist, and ideas drawn from different areas of scientific research usually coexist in theories of emotion. This is not accidental, since emotion as a psychological phenomenon is difficult to determine from the processes occurring in the body, and often the psychological and physiological characteristics of emotional states not only accompany each other, but serve as an explanation for each other. In addition, a number of theoretical questions, such as the question of the classification and basic parameters of emotional states, cannot be resolved without referring to the physiological correlates of emotions.
Numerous physiological changes in the body are accompanied by any emotional state. Throughout the history of the development of this area of psychological knowledge, attempts have been made more than once to link physiological changes in the body with certain emotions and to show that the complexes of organic signs accompanying various emotional processes are indeed different.
In 1872, Ch. Darwin published the book Expression of Emotions in Man and Animals, which was a turning point in understanding the relationship between biological and psychological phenomena, in particular, the body and emotions. It proved that the evolutionary principle is applicable not only to the biophysical, but also to the psychological and behavioral development of the living, that there is no impassable abyss between the behavior of an animal and a person. Darwin showed that in the external expression of different emotional states, in expressive bodily movements, there is much in common between anthropoids and blind children. These observations formed the basis of the theory of emotions, which was called evolutionary. Emotions, according to this theory, appeared in the process of evolution of living beings as vital adaptive mechanisms that contribute to the adaptation of the organism to the conditions and situations of its life. According to Darwin, bodily changes, in particular those associated with the corresponding emotions of movement, are nothing but the vestiges of the body's real adaptive reactions.
Charles Darwin's ideas were accepted and developed in another theory, which became widely known in psychology. Its authors were W. James and K. Lange. James believed that certain physical states are characteristic of different emotions - curiosity, delight, fear, anger and excitement. Corresponding bodily changes were called organic changes according to the James-Lange theory are the root causes of emotions. Being reflected in a person's head through a feedback system, they generate an emotional experience of the corresponding modality. First, under the influence of external stimuli, the changes characteristic of emotions occur in the body, and only then, as their consequence, does the emotion itself arise.
An alternative point of view on the correlation of organic and emotional processes was proposed by W. Kennon. He was one of the first to note the fact that the bodily changes observed during the occurrence of different emotional states are very similar to each other and, in terms of diversity, are insufficient for this to completely satisfactorily explain the qualitative differences in the highest emotional experiences of a person. The internal organs, with changes in the states of which James and Lange associated the emergence of emotional states, in addition, are rather insensitive structures that very slowly come into a state of excitation. Emotions usually arise and develop quite quickly.
Cannon's strongest counterargument to the James-Lange theory turned out to be the following: an artificially induced cessation of the flow of organic signals to the brain does not prevent the emergence of emotions.
Cannon's provisions were developed by P. Bard, who showed that in fact both bodily changes and emotional experiences associated with them occur almost simultaneously.
In later studies, it was found that of all the structures of the brain, the most functionally connected with emotions is not even the thalamus itself, but the hypothalamus and the central parts of the limbic system. In experiments conducted on animals, it was found that electrical effects on these structures can control emotional states, such as anger, fear.
The psychoorganic theory of emotions was further developed under the influence of electrophysiological studies of the brain. On its basis, the activation theory of Lindsay-Hebb arose. According to this theory, emotional states are determined by the influence of the reticular formation of the lower part of the brain stem. Emotions arise as a result of disturbance and restoration of balance in the corresponding structures of the central nervous system. The activation theory is based on the following main provisions:
The electroencephalographic picture of the brain that occurs with emotions is an expression of the so-called "activation complex" associated with the activity of the reticular formation.
The work of the reticular formation determines many dynamic parameters of emotional states: their strength, duration, variability, and a number of others.
Following the theories explaining the relationship between emotional and organic processes, there appeared theories describing the influence of emotions on the psyche and human behavior. Emotions, as it turned out, regulate activity, revealing a quite definite influence on it, depending on the nature and intensity of the emotional experience.
DO Hebb managed to experimentally obtain a curve expressing the relationship between the level of emotional arousal of a person and the success of his practical activity.
The curve shown in this figure shows that there is a curvilinear, "bell-shaped" relationship between emotional arousal and the effectiveness of a person's activity. To achieve the highest result in activity, both too weak and very strong emotional arousal are undesirable. For each person there is an optimum of emotional excitability, which ensures maximum efficiency in work. The optimal level of emotional arousal, in turn, depends on many factors, on the characteristics of the activity performed, on the conditions in which it takes place, on the individuality of the person included in it, and on many other things. Too weak emotional arousal does not provide the proper motivation for activity, and too strong one destroys it, disorganizes and makes it practically uncontrollable.
In humans, in the dynamics of emotional processes and states, cognitive-psychological factors play no less a role than organic and physical influences. In this regard, new concepts have been proposed that explain human emotions by the dynamic features of cognitive processes.
One of the first such theories was L. Festinger's theory of cognitive dissonance. According to it, a person has a positive emotional experience when his expectations are confirmed, and cognitive ideas are realized, that is, when the real results of the activity correspond to the intended ones, are consistent with them, or, what is the same, are in consonance. Negative emotions arise and intensify in cases where there is a discrepancy, inconsistency or dissonance between the expected and actual results of the activity.
Subjectively, the state of cognitive dissonance is usually experienced by a person as discomfort, and he seeks to get rid of it as soon as possible. The way out of the state of cognitive dissonance can be twofold: either change cognitive expectations and plans in such a way that they correspond to the actual result obtained, or try to get a new result that would be consistent with previous expectations.
In modern psychology, the theory of cognitive dissonance is often used to explain the actions of a person, his actions in various social situations. Emotions are considered as the main motive for the corresponding actions and deeds. The underlying cognitive factors are given a much greater role in determining human behavior than organic changes.
The dominant cognitivist orientation of modern psychological research has led to the fact that conscious assessments that a person gives to situations are also considered as emotiogenic factors. It is believed that such assessments directly affect the nature of emotional experience.
In addition to what was said about the conditions and factors for the emergence of emotions and their dynamics. W. James, K. Lange, W. Kennon, P. Bard, D. Hebb, L. Festinger, S. Schechter made his contribution. He showed that a person's memory and motivation make a significant contribution to emotional processes. The concept of emotions proposed by S. Shekhter was called cognitive-physiological.
According to this theory, in addition to the perceived stimuli and the bodily changes generated by them, the emerging emotional state is influenced by a person’s past experience and his assessment of the current situation from the point of view of his interests and needs. An indirect confirmation of the validity of the cognitive theory of emotions is the influence of verbal instructions on human experiences, as well as that additional emotional information that is intended to change a person’s assessment of the situation that has arisen.
In one of the experiments aimed at proving the stated provisions of the cognitive theory of emotions, people were given a physiologically neutral solution as a “medicine”, accompanied by various instructions. V this case they were told that this "medicine" should cause them a state of euphoria, in another - a state of anger. After taking the corresponding “medicine”, the subjects after some time, when it was supposed to start acting according to the instructions, were asked what they felt. It turned out that the emotional experiences that they were talking about corresponded to what was expected from the instructions given to them.
It was also shown that the nature and intensity of a person's emotional experiences in a given situation depend on how they are experienced by other nearby people. This means that emotional states can be transmitted from person to person, and in a person, unlike animals, the quality of communicated emotional experiences depends on his personal relationship to the one with whom he empathizes.
Domestic physiologist P.V. Simonov tried to present in a brief symbolic form his totality of factors influencing the emergence and nature of emotion. He proposed the following formula for this:
E \u003d F (P, (I N - I WITH ,….)),
emotional anxiety age preschooler
Where E is emotion, its strength and quality;
P - the magnitude and specificity of the actual need;
(AND H - AND WITH ) - assessment of the probability (possibility) of meeting this need on the basis of innate and lifetime acquired experience;
AND H - information about the means predictively necessary to meet the existing need;
AND WITH - information about the means that a person has at a given time.
According to the formula proposed by P.V. Simonov, the strength and quality of the emotion that arose in a person is ultimately determined by the strength of the need and the assessment of the ability to satisfy it in the current situation.
Emotional indicators of personality formation
As is known, although observations of the emotional characteristics of one's own child surprised Charles Darwin, they did not change his ideas about the involution of emotions, in contrast to the spiritual nature of the mind. The influence of Darwin's ideas can be traced to the present day in ideas about the involution of emotional life, both in phylogenesis and in ontogenesis. So, according to V.K. Vilyunas, emotions are especially necessary in the absence of acquired experience, that is, the closer to birth, the more. “In this case,” he notes, “behavior is controlled by derivative emotions much more strictly, to the point that the reaction to the situation is entirely emotional.”
Let us turn to the experimental data concerning the ontogeny of the emotional sphere. The pioneer in this area was the founder of behaviorism D. Watson. He considered emotion as a hereditary stereotypical reaction of the organism, which in its pure form can be found only at the earliest stages of ontogenesis. D. Watson singles out fear, rage and love as basal biological reactions, which can be fully expressed in terms of the situation and the reaction to it. For example, fear is expressed in the following reactions: 1) sudden cessation of breathing; 2) random grasping with hands; 3) sudden closure of the eyelids; 4) stretching lips, then cry; some children run and hide. Fear is caused by the following stimuli: 1) sudden deprivation of support; 2) loud sounds; 3) slight concussion in a drowsy state; 4) pulling up the blanket in a drowsy state, when falling asleep. Two other "innate emotions" were described in a similar way.
However, further research refuted the opinion of D. Watson. Already in 1927, M. Sherman, with the help of filming the reaction of an infant to four stimuli (falling from a small height, prick with a pin, restriction of movement of the head, state of hunger), showed such non-differentiation of these reactions that three independent groups of observers were able to describe a specific reaction only on the basis of knowledge of the stimulus situation. Virtually all neonatal reactions are erratic and defy classification. Whether the child is hungry, whether he is wet, whether his movements are difficult - all these conditions are characterized by diffuse excitation, manifested in motor revival, which, with intensification or duration of excitation, becomes convulsive: the child cries and screams.
American psychologists R. Spitz and K. Vuf showed gradual development of a smile in ontogeny, not only in terms of great expression, but also in terms of the development of selectivity and mediation. So, standing out from the situational and intonational context, the word is inseparable from the individual specific timbre and other paralinguistic components for a long time. At the same time, already in the second half of the year, the voice of the mother, reproduced by the tape recorder, does not, as before, cause the child to smile.
The classic studies of V. Stern and K. Buhler discovered the specific dynamics of the emotional sphere in early childhood. Three main properties of the emotional process were identified at the earliest stages of a child's development: 1) the strength associated with the immediate and immediate response of the body to the dissatisfaction (or satisfaction) of vital needs; 2) short duration of reactions; 3) the paradoxical and indefinite nature of the emotional response, i.e. a kind of "emotional ambiguity".
In domestic psychology, data have been accumulated that allow us to consider the development of the emotional sphere in the context of the process of personality formation. From the works of A.F. Lazursky and G.Ya. Troshin to the works of modern researchers, we can trace quite deep relationships between the appearance of personality neoplasms and the characteristics of the emotional sphere.
So, A.V. Zaporozhets and Ya.Z. Neverovich showed that during the transition from early to preschool age, as the simplest types of productive activity arise (useful not only for the child himself, but also for the surrounding children and adults), changes in emotional processes occur that regulate these activities.
The authors emphasize that it is precisely "as the stimulating force of social motives that form in children increases that there is a transition from a relatively primitive," lagging ", to a more perfect, "advancing" emotional correction of actions." Such an anticipation, corresponding to a more general property of emotions - spatio-temporal displacement, allows not only to imagine in advance, but also literally experience the possible consequences of the actions taken both for oneself and for others. As a result of this, a preschooler can already sharply intensify his actions in the event of the undoubted social usefulness of his activity, emotionally presented to him in the form of its negative or positive consequences.
The formation of feelings can be represented as a more or less lengthy generalization, a kind of crystallization of emotional phenomena similar in their subjective coloring or subject matter. Thus, the first feeling of sympathy for the nearest adult arises on the basis of a long accumulation of acts of situational-personal communication that satisfy the child (and, therefore, pleasant). It is clear that such a feeling can arise only in relation to a person who communicates with the child quite regularly. Moreover, it is communication, and not just the satisfaction of vital needs, that is the best condition for the emergence of positive emotions. This is also evidenced by the fact of early and increased sensitivity of infants to verbal influences already in the first half of life.
As primary sympathy develops, the child also develops syntony as the ability to respond to the emotional states of another person (primarily, “close”, sympathetic). Syntony, in turn, is the basis of empathy as the ability to "appropriate" the basic properties of the emotional state of another person and feel into his life situation. As noted above, the ability to empathize (or sympathy) becomes the basis of prosocial motivation already at preschool age. In the studies of A.V. Zaporozhets and his colleagues, it was quite convincingly shown that this ability can arise only under the condition of emotional anticipation, i.e. the child's ability to somehow survive the consequences of his future actions for significant others and the necessary nature of these actions.
In my opinion, the basis for "emotional diagnostics" is the logic of the sequential complication of the functions and mechanism of emotional phenomena in the ontogeny of the psyche. So, already by the end of the first year of life, syntony appears as an “infection” with the corresponding emotional state in direct interaction. The latent period of "infection", its duration and intensity can be used as the main parameters of syntony development. It is in the form of syntony that the first very unstable sympathies are manifested, which are formed on the basis of saturation and frequency of situational-personal communication. Of course, the emergence of initiative acts in a child's communication with adults is not only a more universal indicator of emerging emotional relationships, but also the basis for the transformation of such a passive emotional mechanism as syntony.
It is much less common to speak of the emergence of antipathy not only in the first, but also in the second year of life. In the case of antipathy, the mechanism of syntony practically falls out and the initiative “leaving” from communicating with an unpleasant person (retreating, turning away, etc.) and crying as an undifferentiated indicator of a violation of “emotional comfort” becomes an indicator.
By “emotional comfort” we will understand the level of satisfaction of the need for emotional contact that is optimal for a given individual. Not only a lack, but also an excess of warmth and affection deprives the child of the opportunity to independently navigate the direction and nature of the emotional relations of surrounding adults and, in its extreme forms, can lead to fear of communication. Numerous data also indicate that "cold", unstable and superficial contacts, typical for all kinds of children's homes, do not provide sufficient emotional comfort. Children in these homes are deprived of the warmth and personal interest they need so much, which significantly limits the development of syntony and more complex emotional mechanisms.
Already in the second half of the year, changes in emotional phenomena occur both in terms of subject relatedness - not only the person himself and his condition are distinguished, but also the methods of his activity, and objects both as means and in a dynamic plan - there is a shift in the time of emotional inclusion relative to external or internal stimuli and other forms of autonomy. Emotional resonation according to the type of syntony is already beginning to be preceded by orientation in the situation, which is expressed in the child's selective and ambiguous response to the emotional mood of the people interacting with him.
Naturally, by the end of the first and second years of life, the most important condition for the development of sympathy for another person becomes the level of activity of this person in joint activities. Even non-activity-oriented researchers point to a positive relationship between this level of activity and sympathy. Emotional relationships become more differentiated and stable, although communication still retains a situational character. So, the caress of the same person who is sympathetic to a child can in one case rejoice, and in another case (if, for example, distracts from a pleasant activity) cause discontent and opposition. So it is equally important to note that this disapproval towards a likeable person is expressed differently than towards a neutral or unsympathetic one, although often due to the close psychological distance it has a paradoxical character. In the future, as is known, the crisis of three years gives the oppositional behavior of the child a generalized character, erasing the distinctions between “us” and “them”.
Of course, the normal development of a child in early childhood is characterized by a greater degree of positive coloring of objective actions than by a greater degree of negative emotional coloring in the presence of restrictions on sectionality or other negative sanctions on the part of adults. At the same time, the regular use of precisely such sanctions in the process of education shifts emotional accents not so much towards the negative pole, but towards indifference and passivity.
Speaking about the earliest stages of speech development, researchers note not only its syncretism and diffuseness, but also its specific “emotional” meaning. The first meaningful words are either an expression of affect or a sign of some desire. This indicates the constructive participation of emotions in the generation of the most important neoformation of early childhood - speech. Evidence of this is the central position occupied by the speech differentiation of people and objects according to an emotional criterion (the division into "good" and "bad").
In early childhood (and only in it) we can rightly refer emotional processes exclusively to the sphere of involuntary regulation. The "field behavior" and impulsiveness of the child find their expression in emotional dynamics - the pleasure from a new object "fades out" almost as quickly as displeasure when activity is limited. True, in comparison with infancy, syntony here turns into an active process of searching for optimal cooperation with an adult, where the child already in a certain way provokes an emotional response and evaluation of an adult.
In early childhood, it is not so much the presence that is emotionally colored, but rather the complicity of the adult in the externally objective activity of the child. The results of this participation, as well as the child's achievements in mastering the objective world, are fixed by emotions at this stage. The most important means in this case is speech, equipped with a whole complex of emotional expression (intonation, emphasis, repetition, etc.). The discovery that each object has its own “name” turns the word into a universal means for the child to express and realize desires. It is fundamentally important to emphasize that if an infant's emotional coloring is diffuse, then in the second and especially in the third year of life, emotional regulation acquires a very specific and situational character, reflecting the effectiveness of the child's objective actions. The joy of mastering and mastering, which then accompanies a person all his life, appears precisely in early childhood. At the end of this period, the pleasure from the perfect action begins to be accompanied by the awareness of one's "I" as the root cause of the action.
The struggle for independence in the fourth year of life is “equipped” with a more complex mechanism of emotional regulation. This is, first of all, an emotional anticipation of the expected results of others, and then their own actions. Simultaneously with the transition from “stating” to “anticipating,” emotional processes begin to actualize the traces of past experience, i.e. how to transfer a preschooler not only to the future, but also to the past. Hence the possibility of the appearance of those phenomena that are described in everyday consciousness as “shame” and “guilt”. These phenomena are no longer connected so much with the actual situation as, through it, with the situation of the not too distant past, where the disapproved act was committed.
Syntony in preschool childhood loses its meaning, because the child is already quite independent of the direct influence of the situation, and the emotional state of even a loved one in itself no longer “infects” him. The state of another person affects the child only if he is actively involved in the situation of the generation of this state, when he becomes fairly directly acquainted with the causes of this state. We are talking about the ability that appears in a preschooler to put himself in the position of another and experience his successes and failures as his own. Of course, this ability does not arise spontaneously, outside of properly organized upbringing. A good standard for such upbringing can be the experimental models of Ya.Z. Neverovich, A.D. Kosheleva and L.P. Strelkova, in which the role of empathy in the formation of prosocial motives and feelings was studied.
We present two models of these studies. "Duty in the younger group" made it possible to study the fulfillment by preschoolers of duties on duty in three forms of setting the task: 1) a formal description of duties; 2) a description, supplemented by an indication of the significance of the consequences of the duty officer's activities for babies; 3) a dramatized presentation of these consequences. According to the hypothesis of the authors, the possibility of emotional anticipation by the test subject of the position of the baby in case of good (or, accordingly, poor) performance of duties of a duty officer improves the performance of these duties. The results confirmed the hypothesis, showing a sharp intensification of the activity of the subjects on duty precisely after the dramatization of possible consequences. In the second model, the influence of fairy tale dramatization on the preference for the outwardly unattractive, but good (according to the plot of the fairy tale being played out) Sandals was studied when comparing it with the beautiful, but selfish and cruel Kutafya. If before reading the fairy tale all the subjects chose a more beautiful doll, then after listening to and watching the corresponding performance with the participation of these dolls, many preschoolers began to prefer the ugly Barefoot (and the boys - a similar doll - ugly Ivan Bosom). And a particularly significant effect in the formation of sympathy for an ugly doll was achieved in the game - dramatization, where the subjects took the role of a positive or negative character in a fairy tale.
These studies allowed A.V. Zaporozhets to draw a very important conclusion: “The ability to sympathize with other people, to experience other people’s joys and sorrows as one’s own, which is being formed in a child under the influence of the experience of communication and collective activity, leads, figuratively speaking, to affective decentration, which, as it were, precedes the emergence of intellectual decentration.
The term "affective", or, more precisely, "emotional decentration", allows us to fix the most important initial moment of empathy and sympathy - the ideal positioning of oneself in the position of another, which proceeds primarily in an involuntary form. At first, such staging proceeds in the form of anticipation of the desires of close people, which, in our opinion, can already be considered as emotional decentration. So, the outwardly unregulated “presentation” of slippers to the father who returned to work cannot be considered either as a result of learning, or as following the acquired norms. Most likely, emotional decentration is an indirect product of a preschooler's communication with adults.
At the same time, at preschool age, emotions are involved in the subordination of immediate desires to play restrictions. the child with pleasure limits himself even in the most favorite form of activity - activity in motion, if, according to the rule of the game, it is necessary to freeze. Thus, the development of the emotional sphere goes hand in hand with the formation of voluntary regulation. First of all, this arbitrariness appears, of course, in play activity, but already in the fifth or sixth years of life it enters into other types of activity. True, if the joy of the child in the game is quite autonomous, then the joy from educational and labor activities directly depends on the favorable assessment and encouragement from the adult. Since most often this assessment is made on the basis of the result, the emotional coloring of the educational and labor actions of the preschooler, as it were, is shifted to their completion and “states” the progress achieved.
In contrast to such a "delayed" inclusion in the game, emotions anticipate and accompany the entire course of activity, regardless of the result. The preschooler enjoys the process of the game itself, and the result itself. The preschooler enjoys the very process of the game, and the result of the game itself is nothing more than its more perfect performance. The object of the game activity lies in itself, and therefore, the best reward for a participant in the game can only be the game itself. And although the objective significance of role-playing lies, of course, in the orientation and mastering of social functions and norms of behavior, the meaning of the endless repetition of play actions for the child is not so much in a more perfect assimilation of the mode of action, but in the very functioning of the child. It is the brightly positive coloring of the role-playing game and the tendency to repeatedly reproduce it that serve as important indicators of the development of the emotional sphere at this stage.
Pleasure, of course, a preschooler can also receive from other activities, and the game can also bring grief (for example, with constant discrimination from other participants).
At the same time, even a very slight increase in the child's participation in play erases all grievances. Even a small, inconspicuous role in the game has priority for the preschooler over other non-play activities.
At the same time, it is far from accidental that a preschooler turns any book plot or everyday phenomenon into a role-playing game. Most often, this transformation is initiated by adults in order to involve the child in the performance of everyday activities that are unattractive to him (eating, self-service, etc.). It can be argued that for a preschooler, the emotional valence (attractiveness coefficient) of play actions is higher than the valence of any other non-play actions.
Personality formation in preschool childhood
Entering the preschool period, the child already has the ability to out of situational self-regulation, speech, self-awareness as a subject of activity and multi-motivation. Play activities are increasingly socialized; although motor games retain their significance throughout the entire period, however, they are gradually saturated with rules, acquiring a competitive nature. The complication of activity implies the complication of emotional regulation. Suffice it to mention such phenomena as empathy and emotional anticipation.
As a specific phenomenon of emotional regulation in the preschool period, one can note “guilt” associated with a new type of self-consciousness (“I did this”) and the ability to emotionally return to the past. Of course, for the child, this feeling is unpleasant, and he seeks to find an "alibi" or extenuating circumstances. And if the guilt cannot be eased, then the child tries to shorten the period of being in the position of the guilty one.
The extra-situational nature of the child's motives also receives a peculiar manifestation. These are questions in relation to the content that is not currently presented, and the feeling of the need to delay the realization of one's desire (to eat candy only after dinner), and the unexpected resurfacing of prohibitions and obligations in the memory. It is easy to see how different the emotional expression of the child is in the case when he is forced to postpone the realization of his desire.
It is surprising, of course, to see a preschooler refusing ice cream before the end of his cleaning, but this is quite consistent with the norm of personality formation at this period. The child is already beginning to be proud of his own endurance, of course, assuming and anticipating the positive assessments of adults.
It should be noted that the appearance of polymotivation does not yet cause moral conflicts in the child. Actually, a volitional act is still inaccessible to him, because the conflict “I want” and “I must” is not yet represented in the mind of the child. Actual incompatible motives are realized by the child not simultaneously, but sequentially. The preschooler is still deprived of emotionally painful choice and decision-making, although in reality the choice is, of course, made by him.
The nature of the social situation in the development of a preschooler, his desire to reproduce and assimilate social norms and rules of behavior also determine the accents of emotional regulation. Emotions are increasingly beginning to be singled out as an object and goal of another person as a bearer of certain norms, powers and social status. The last attribute acts for him mainly as an active or passive position in the interaction. So, for example, a child responds with aggression to the aggressive actions of a peer, but calmly allows aggression on the part of a clearly younger child, for the latter acts for him as a being of a different social rank. The kid is no match for him, and from the height of his superiority, he can forgive him a lot. A baby can be tolerated and can not be tolerated, but it is hardly possible to hate him, because for preschoolers the baby is no longer an adversary, and in the worst case, only an annoying hindrance. Of course, in the conditions of family communication, a “dethroned child” can not only constantly be jealous of the increased attention to the younger, but also, with the pedagogically incorrect position of adults, even experience hatred towards his brother or sister. At the same time, the age difference ceases to act in any significant way in the relationship.
Often a preschooler himself becomes the initiator of conflicts with adults, "interfering" with his comments about the improper fulfillment by adults of their duties or role prescriptions. Although the preschooler is still very dependent on the adult in his behavior, however, in the process of role-playing (for example, "daughter-mothers"), a certain autonomization of the child's ideas about the role responsibilities of adults occurs. In any case, the appearance in the child of a negative attitude to the violation by adults of understandable and acceptable (and often desirable for the child) norms of behavior is quite consistent with the normal course of personality formation and cannot be considered as an indicator of an age crisis. Here the child does not oppose everything that comes from an adult, but only against what, in his opinion, does not correspond to known social prescriptions and ignores generally accepted norms of behavior. Most often, the object of such dissatisfaction of the preschooler is cases of inconsistency between the act and the social sanction - the disproportion of the punishment to the misconduct (more often when it comes to oneself) or the disproportion of the reward.
Parental expectations as an important factor in the formation of a child's psycho-emotional personality
The conscious desire of parents to have a child is the most important moment in the formation of the psycho-emotional structure of the child's personality. A positive outlook on oneself, life and others develops in a child even at the moment of its existence in the form of an embryo. “They want me, they love me, they are waiting for me” - this formula, written in the subconscious, determines not only development, but the entire life path of the individual. Children, the need for the birth of which parents have long doubted, differ significantly from the desired ones. By their behavior, they seem to take revenge on their parents for their “unwillingness”. In practical work, I manage to distinguish such children without much effort: they have a negative attitude towards others, do a lot of things "out of spite", poorly cope with situations that require awareness and strong-willed efforts, and most importantly, which often worries both parents and teachers most, they they do not like themselves, they claim that the whole world around is hostile, and as a psychological defense they choose emotional and behavioral reactions that are not accepted by others: aggressiveness, isolation and lack of sociability, timidity, or, on the contrary, demonstrativeness, capriciousness, uncontrollability.
Many parents, having accepted and loved their child for a long time, are surprised - why is he like that, what are we doing wrong? And then I ask the parents to tactfully answer the question whether there were any serious reasons to doubt the birth of the child, whether he was desired. Unfortunately, many, with bitterness and sadness in their eyes, confess: "Yes, it happened." A deep awareness of this moment and its acceptance gives a serious impetus to the diagnosis of psycho-emotional disorders in children and helps to choose the correct and effective methods of correction.
The psychological significance of the birth process
The next important factor in diagnosing the causes of childhood anxiety and emotional problems is the moment the baby is born, that is, childbirth.
When advising the mother of an already grown up child with emotional disorders, she is always asked to answer the question of whether the birth was difficult, timely or with deviations, what was the first meeting, with a smile or flour on the face of the mother. The answers to these questions, it turns out, explain a lot in the emergence of difficulties in the emotional development of children.
In psychology, there is the concept of "birth trauma", and the non-organic consequences of childbirth are meant. In this case, an event occurs that is filled with deep psychological meaning for each person. Protected, peaceful, harmoniously connected with the mother and breathing, and nutrition, and heartbeat, the fetus feels great in the womb (let's make a reservation, if during pregnancy the mother has a lot of problems: illnesses, fears, anxieties, stresses, then the fetus is also not entirely comfortable) . A pleasant humid environment, silence, caressing sounds, gentle strokes of mom and dad, calm, safe darkness - only pleasure, rapture and peace. But suddenly there comes a moment when you have to say goodbye to all this: moisture disappears somewhere, persistent jolts appear, pushing you out of comfort, something presses and forces you to go out into the unknown. The first human fear is not the fear of death, it is the fear of life. Why did I get out of there? - after all, this is the question that torments humanity forever, the question of the meaning of life, with it we are born, and live, and die.
Therefore, it is very important to meet a small creature joyfully, easily, kindly. Every person who meets a child in this world should give him the first smile: be it a mother, a doctor, an obstetrician, a father. It is not for nothing that positive trends have recently emerged in modern medicine towards “ennobling” the process of childbirth, to allowing the presence of the father in this important moment for the whole family, to giving birth in water, to allowing at least a short bodily contact between mother and baby after a mechanical rupture of the umbilical cord, that thread, which, psychologically, never breaks, and the entire development of the child, his growing up and gaining independence is only a gradual strengthening of it.
1.2 Age characteristics of preschoolers
The early childhood of a child passes among people (adults and peers, older and younger children), who apply sanctions in the form of punishment (“no”, “taboo”) to their life activity, limiting it. It can be seen that this is one of the main contradictions of this period of life: the child came to him with a jubilant feeling of experiencing his own capabilities - this is the natural path of the healthy development of a normal child, and he meets with the limitations of his capabilities.
“I can run,” but you can’t run - my grandmother is sleeping, “I can scream,” but you can’t scream, there are people around.
Restrictions come from the properties of an object - very heavy, very hot, very distant, restrictions are also associated with the invisible properties of a person - his thoughts, desires, state, which must (should) be taken into account.
The psychological space of the child begins to acquire semantic depth, the first generalizations of experiences appear and appear, caused by encounters with the properties of objects hidden from direct observation, including their own.
I think that the possibilities of orientation to such properties of objects are closely connected with the development of the child's muscular system, with its maturation, which ensures voluntary muscle tension and their voluntary relaxation. It is the maturation of the muscular system that provides the child with the conditions for exercising self-control when mastering the skills of neatness. This moment in the development of a young child is very significant, since it is this daily situation that shows the attitude of an adult towards a child with a pronounced expressive coloring. Many researchers of intercultural differences link the origins of human character with the reaction of adults to the neatness of a child with the reaction of adults to the neatness of a child in early childhood. Approximately the following pattern can be traced here: the more strictly a child is taught to be neat (often and severely punished), the more aggressive and reserved the character of an adult. On the contrary, the more liberally adults react to the manifestation of the natural functions of the child's body, the softer and more open the character of an adult person.
Thus, the solution by the child of the most important task of development - the mastery of self-control - is carried out against the background of the action of punishment on the part of adults. Naturally, not only him, but also others - forgiveness and encouragement, too, for the purposes of further analysis, we first become more detailed precisely on this action. Raising a child without some form of punishment is almost impossible, except in theory. There are usually two groups of punishments that differ in the content of the impact on the child, but are united by its purpose - both of them are addressed to the feelings of the child, they affect them.
The first group of punishments is based on various forms of deprivation of parental love: from time immemorial, they put the child in a corner, do not talk to him, send him to another room, promise to kick him out of the house. The calculation in all these influences is the child's fear of losing parental love.
The second group of punishments is punishment designed for fear of pain.
Both of these types of influences are directed to the feelings of the child, and the feelings of the child at an early age are very peculiar. At about 2-2.5 years (for girls earlier than for boys), a period of stubbornness occurs, which is easier for girls and, as has long been noted, more difficult for boys. This is another important step in the development of self-control in a young child. It is no coincidence that he is called stubborn, disobedient; it is natural that adults call him that, while assuming their own difficulties in influencing the child. The main difficulty for adults is that the child resists (for a long time, stubbornly, obviously unkindly) their influence.
Stubbornness also brings negative experiences to the child himself - you have to get angry, not only cry, but also desperately roar in order to defend your own autonomy. One could designate this situation in terms of the resistance of materials - for a child, this is a test of the strength of the boundaries of his psychological space, their availability for his own and others' influence. Yes, adults, other people in general, are of great importance for the life of a baby at an early age, without them he will simply die, but he will be stubborn just in front of adults.
As you know, it is the desire for independence that reveals the contradiction between a sufficient level of instrumental development of the social microenvironment and the limited social capabilities of the child, which gives rise to the “crisis of three years”. I will go into more detail on this later.
We can say that the baby at an early age already knows how to speak, speaks a lot, actively; loves and knows how to listen to the speech of other people, he also uses egocentric speech - addressed only to himself. It is in speech that the manifestations of psychic reality, its different properties, are fixed, for example, “I want - I don’t want”, “I can - I can’t”, “I know - I don’t know”.
The experience of loss, disappearance, loss (as if negation, “not in a broader sense) becomes relevant, because it is precisely this experience that adults exploit when choosing to punish a child in the form of deprivation of love. This is not the experience that an infant had, bewilderedly throwing up his hands when an object disappears, and as if forgetting it. The experience of a child of an early age already has a depth given by a generalization in a word that is accessible to him: there is no mother, there is no car, it’s as if there is no part of you, since it is you who know who this “mother” is, what this “car” is, how they relate to your Self. it is no longer easy to forget about their disappearance, nor have they already taken a place in the psychological space, instead of them - emptiness, which means tension associated with the need to fill it. I think that this experience of emptiness is one of the most important features of the development of the feelings of young children - perhaps one of the first meetings with dying, disappearing psychological structures, the origin of which is determined by the existence of a particular object, person, own state. It is, as it were, a test for the dynamism of psychic reality, for its relative stability. No wonder at this age it is already fashionable to talk about the emotional and intellectual attachments of children: favorite toys, activities, fairy tales, people. They seem to embody the stability so necessary for development at this age.
At the same time, along with the formation of stable properties of mental reality, the child also masters its dynamic qualities. It seems that there are several sources of this knowledge: the adult body and language. It is with them that the child begins to experiment, experiencing the presence of discrete properties in his life. The body of an adult, or rather, the possibility of a child's influence on it, becomes the most important source of experiences about the discrete properties of activity. An adult acts as a standard measure of influence not only in relation to himself, but also as a measure of the child's self-influence.
Sensitivity to one's own and other people's pain, the ability to empathize - orientation to the properties of the feelings of another person, this is what is laid down in early childhood.
Stopping a child who is ready to break in, to interfere in the life of an adult's body, the father, mother, grandmother - any person - say “no” to him with words and actions, that is, they introduce discreteness, finiteness.
In household worries about raising a child, they are typical for young children.
Little stubborn and stubborn people are already experiencing a sense of anxiety for the fate of the animal - a kitten, a puppy, a chicken. The death of an animal upsets them very much, they do not want to reconcile with it, they come up with happy endings.
The experience of discreteness is connected with the desire of children of this age many, many times (insanely many, from the point of view of an adult) to reread the same fairy tale, the same story.
Development of mental functions
Speech: By mastering their native speech, children master both its phonetic and semantic aspects. The pronunciation of words becomes more correct, the child gradually stops using distorted words and fragmentary words. At three years old, a child learns all the basic sounds of a language.
The most important change in the child's speech is that the word acquires an objective meaning for him. The child denotes in one word objects that are different in their external properties, but similar in some essential feature or mode of action with them. Therefore, the first generalizations are connected with the appearance of the objective meanings of words.
At an early age, the passive vocabulary grows rapidly - the number of understood words. At the age of three, understanding and speech-story arises. It is easier to understand stories relating to the things and phenomena surrounding the child. In order for him to understand a story or a fairy tale, the content of which goes beyond the situation he directly perceives, additional work is needed - adults must specifically teach this.
Active speech also develops intensively: the active vocabulary grows (moreover, the number of words spoken by the child is always less than the number of words understood). At the age of three, the active vocabulary reaches 1000-1500 words. The basic grammatical forms and basic syntactic constructions of the native language are assimilated. Almost all parts of speech, different types of sentences are found in the child’s speech, for example: “Remember how we went to the river, dad and Nyura swam, and where was mom?” "I'm very glad you came." “You are big and I am small. When I am long - to the carpet ... to the lamp .. then I will be big.
Perception. Early childhood is interesting because among all these interconnected functions, perception dominates. The dominance of perception means a certain dependence on it of other mental processes.
As for young children, they are maximally bound by the current situation - by what they directly perceive. All their behavior is field, impulsive; nothing that lies outside this visual situation appeals to them.
From the fact that perception dominates in the child and he is limited by the visual situation, another curious feature follows. At an early age, elementary forms of imagination, such as anticipation, are observed, but creative imagination is not yet present.
During this period, memory is included in the process of active perception. Basically, this is recognition, although the child can already involuntarily reproduce what he saw and heard before - he remembers something. Since memory becomes, as it were, a continuation and development of perception, it is still impossible to speak of reliance on past experience. Early childhood is forgotten just like infancy.
An important characteristic of perception at this age is its affective coloration. Observed objects really "attract" the child, causing him a vivid emotional reaction. The affective nature of perception also leads to sensorimotor unity. The child sees a thing, it attracts him, and thanks to this, impulsive behavior begins to unfold - to get it, to do something with it. L.S. Vygotsky describes this unity as follows: “At an early age, visual, affectively colored perception dominates, directly turning into action.”
Actions and thinking. Thinking in this age period is usually called visual-effective. This is an analogue of the "sensory-motor intelligence" of Jean Plaget. As the name suggests, it is based on the perceptions and actions carried out by the child. And although at about the age of two, a child develops an internal plan of action, throughout early childhood, objective activity remains an important basis and source of intellectual development.
At this time, in a joint activity with an adult, the child learns ways to act with a variety of objects.
Also important for the development of a young child: drawing and playing. At 2.5 years old, in particular, children can quite clearly draw a person. In such a figure, in addition to the circle-head, small details are distinguished - eyes, nose, mouth.
The leading activity in this period is object-manipulative. The child does not play, but manipulates objects, including toys, focusing on the very actions with them. However, at the end of an early age, the game does appear in its original forms. This is the so-called director's game, in which the objects used by the child are given a playful meaning. Let's say, a cube, carried with a growl on the table, turns into a car in the eyes of the boy. Such games are short-lived and occur sporadically, they are characterized by a primitive plot and the monotony of the actions performed.
For the development of the game, the appearance of symbolic or substitutive actions is important. When, for example, a doll is placed on a wooden block instead of a bed, this is a substitution. When a child, turning the doll upside down, shakes it and reports that it is pouring salt from a straw, these are even more complex substitution actions.
emotional development
The development of mental functions is inseparable from the development of the emotional-need sphere of the child. The perception that dominates at an early age is affectively colored. The child reacts emotionally only to what he directly perceives. He is acutely experiencing an unpleasant procedure in the doctor's office, but after a few minutes he is calm and keenly interested in the new environment. He is not able to be upset that troubles await him in the future, and it is impossible to please him that in five days he will be presented with something.
The desires of the child are unstable and quickly passing, he cannot control and restrain them; they are limited only by punishments and rewards from adults. All desires have the same strength: at an early age there is no subordination of motives. This is easy to observe in a situation of choice. If a three-year-old child is asked to choose one of several new toys, he will examine and sort through them for a long time. Then, after all, he will choose one, but after the next request - to go with her to another room - he will again begin to hesitate. Putting the toy in its place, he will go through the rest until he is taken away from these equally attractive things. The child still cannot choose, stop at one thing - he is not able to make a decision.
The development of the emotional-need sphere depends on the nature of the child's communication with adults and peers. In communication with close adults who help the child learn about the world of “adult” objects, motives for cooperation prevail, although purely emotional communication is also preserved, which is necessary at all age stages. In addition to unconditional love, emotional warmth, the child expects adults to be directly involved in all their affairs, to jointly solve any problem, whether it is the development of cutlery or the construction of a tower of cubes. It is around such joint actions that new forms of communication with adults are developed for the child.
Communication with other children in early childhood usually only appears and does not yet become complete. At three years old, a child calmly plays next to another child, but the moments of the game are short-lived, there can be no talk of any rules of the game. Best of all, children succeed in this type of “game”, like joint jumping on the bed.
Early age is characterized by vivid emotional reactions associated with the immediate desires of the child. When approaching the crisis of three years, there are affective reactions to the difficulties faced by the child. He tries to do something on his own, but nothing works out for him or there is no adult nearby at the right time - there is no one to come to the rescue and do it with him. In such a situation, an emotional outburst is quite likely. For example, a child cannot open the door to the room and begins to beat on it with his hands and feet, shouting something. The cause of anger or crying can be, in addition to “intractable” things, the lack of attention to it from close adults, busy with their own affairs at the very time when the child is trying his best to capture their attention; jealous of a brother or sister. As you know, affective outbursts are best extinguished when adults react calmly enough to them, and, if possible, ignore them altogether. Otherwise, special adult attention acts as a positive reinforcer. In addition, a young child is easily distracted. If he is really upset, it is enough for an adult to show him his favorite or new toy, offer him to do something interesting with him - and the child, whose one desire is easily replaced by another, instantly switches and is happy to do something new.
The development of the emotional-need sphere of the child is closely connected with the self-awareness that is emerging at this time. Around the age of two, the child begins to recognize himself in the mirror.
Self-recognition is the simplest, primary form of self-awareness. A new stage in the development of self-awareness begins when the child calls himself - first by name, in the third person: "Tata", "Sasha". By the age of three, the “pronoun” “I” appears. Moreover, the child also has a primary self-esteem - awareness not only of his “I”, but that “I am good”, “I am very good”, “I am good and no more”. This is a purely emotional formation that does not contain rational components. It is based on the child's need for emotional security, acceptance, so self-esteem is always as high as possible.
The consciousness of “I”, “I am good”, “I myself” and the emergence of personal actions move the child to a new level of development. The transitional period begins - the crisis of three years.
Crisis of three years
The crisis of three years is one of the most difficult moments in a child's life. This is destruction, a revision of the old system of social relations, a crisis of singling out one's "I", according to D.B. Elkonin. The child, separating from adults, tries to establish new, deeper relationships with them.
Vygotsky L.S. identifies four main symptoms in the expanded form of this crisis: 1) negativism; 2) obstinacy; 3) stubbornness; 3) willfulness. Among them, the first symptom stands out in particular, because it not only accumulates the focus of the crisis on the struggle for "personal independence", but also, to a certain extent, integrates all the other symptoms of the crisis.
“We will call negativism such manifestations in the child’s behavior when he does not want to do something just because one of the adults suggested it, that is, this is a reaction not to the content of the action, but to the adult proposal itself. Negativism includes, as a distinguishing feature from ordinary disobedience, what the child does not do because he was asked to do so.
The child gives a negative reaction not to the action itself, which he refuses to perform, but to the demand or request of an adult. He doesn't do something just because a certain adult suggested it to him. In general, negativism is selective: the child ignores the demands of one family member or one teacher, and is quite obedient with others. The main motive for the action is to do the opposite, that is, the exact opposite of what he was told.
L.S. Vygotsky gives such an example from his clinical practice. The girl, who is going through a crisis of three years, really wanted to be taken to a conference where adults “discuss children”, but, having received permission, she did not go to the meeting. It was a negative reaction to the adult's suggestion. In fact, she wanted to go just as much as before, before her refusal, and, left alone, the girl wept bitterly.
The child's behavior changes. Previously, in a visual situation, he had an affect - a direct emotionally intense desire to do something; the impulsive actions of the child corresponded to this desire. At the age of three, for the first time, he becomes able to act contrary to his immediate desire. The child's behavior is determined not by this desire, but by relationships with another, adult person. The motive for behavior is already outside the situation given to the child. Of course, negativism is a crisis phenomenon that should disappear with time. But the fact that at the age of three a child gets the opportunity to act not under the influence of any random desire, but to act on the basis of other, more complex and stable motives, is an important achievement in his development.
The second characteristic of the three-year crisis is stubbornness. This is the reaction of a child who insists on something not because he really wants it, but because he himself told adults about it and demands that his opinion be read. His initial decision determines all his behavior, and the child cannot refuse this decision even under changed circumstances. Stubbornness is not the persistence with which a child achieves what he wants. A stubborn child insists on what he does not want so much, or has long lost his desire.
preschool age
Preschool age is a long period of a child's life. The conditions of life at this time are rapidly expanding: the framework of the family is moving apart to the limits of the street, city, country. The child discovers the world of human relations, various activities and social functions of people. He feels a strong desire to be included in this adult life, to actively participate in it.
Play as a Leading Activity
Role-playing or, as it is sometimes called, creative play appears at preschool age. This is an activity in which children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. The child, choosing and playing a certain role, has an appropriate image - mother, doctor, driver, pirate - and patterns of his actions. The imaginative game plan is so important that the game simply cannot exist without it. But, although life in the game proceeds in the form of ideas, it is emotionally saturated and becomes for the child his real life.
The plot-role-playing game reaches its developed form, the sources of which are the director's and figurative-role-playing game (they appear at the end of early childhood). In the role-playing game, children reproduce actual human roles and relationships. Children play with each other or with the doll as an ideal partner who also has a role to play. In games with rules, the role fades into the background and the main thing is the precise implementation of the rules of the game; usually a competitive motive appears here, a personal or team win. These are the majority of mobile, sports and printed games.
In order to trace the development of the game, let us consider, following D.B. Elkonin, the formation of its individual components and the levels of development characteristic of preschool age.
Each game has its own game rules - the children participating in it, dolls, other toys and objects.
The plot is that sphere of reality that is reflected in the game. At first, the child is limited by the framework of the family, and therefore his games are mainly connected with family, everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military. The forms of playing on old plots, say, in “daughters - mothers”, are also becoming more diverse. In addition, the game on the same plot gradually becomes more stable, longer. Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game. For six years, it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled.
The plot and content of the game are embodied in roles. The development of game actions, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with an expanded system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly defined roles, but hidden rules - and, finally , to games with open rules and hidden roles behind them. At the age of six, the role-playing game merges with games by the rules.
At the age of six, the game reaches a high level of development. At this age stage, real relations between people are modeled, and the content of the game becomes social relations, the social meaning of the activity of an adult.
The game is the leading activity in preschool age, it has a significant impact on the development of the child.
First of all, in the game, children learn to fully communicate with each other. At older preschool age, children, despite their inherent egocentrism, agree with each other, preliminarily distributing roles, as well as in the process of the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them.
Development of mental functions
Speech. By the age of 6, the language becomes a means of communication and thinking of the child, as well as the subject of conscious study, since in preparation for school, learning to read and write begins.
The sound side of speech develops. The vocabulary of words is growing intensively. At six years old (average data according to V. Stern), the child actively uses 2500-3000 words.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order (word structure) and syntactic order (phrase construction).
The fact that the child learns the grammatical forms of the language and acquires a large active vocabulary allows him to switch to contextual speech at the end of preschool age. He can retell the read story or fairy tale, describe the picture, it is understandable for others to convey their impressions of what he saw. This does not mean, of course, that his situational speech completely disappears. It persists, but mainly in conversations on everyday topics and in stories about events that have a bright emotional coloring for the child.
The child has detailed messages - monologues, stories. In communication with peers, dialogic speech develops, including instructions, evaluation, coordination of game actions. Egocentric speech helps the child to plan and regulate his actions.
Perception at preschool age loses its original affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. Speech has a significant influence on the development of perception at this time - the fact that the child begins to actively use the names of qualities, signs, states of various objects and the relationships between them. By naming certain properties of objects and phenomena, he thereby singles out these properties for himself; naming objects, he separates them from others, defining their states; connections or actions with them - sees and understands the real relationship between them.
Specially organized perception contributes to a better understanding of phenomena. For example, a child adequately understands the content of a picture if adults give appropriate explanations, help to consider the details in a certain sequence, or select a picture with a special composition that facilitates its perception. At the same time, the figurative principle, which is very strong in this period, often prevents the child from drawing correct conclusions about what he observes. In general, in preschoolers, perception and thinking are so closely related that they speak of visual-figurative thinking.
Thinking. The main line in the development of thinking is the transition from visual-effective to visual-figurative and, at the end of the period, to verbal thinking.
The preschooler thinks figuratively, but has not yet acquired the adult logic of reasoning. They can reason correctly and solve quite complex problems. Correct answers can be obtained from them under certain conditions. First of all, the child needs to have time to remember the task itself, he must imagine the conditions of the task, and for this he must understand them.
The best way to get the right decision is to organize the child's actions so that he draws the appropriate conclusions based on his own experience. Under favorable conditions, when a preschooler solves a problem that is understandable and interesting to him and at the same time observes facts that are accessible to his understanding, he can reason logically correctly.
At the age of six, there is a tendency to generalize, to establish connections. Its emergence is important for the further development of the intellect, despite the fact that children often make unlawful generalizations, insufficiently taking into account the features of objects and phenomena, focusing on bright external signs (a small object means light, a large one means heavy, etc.) .
Memory. Preschool childhood is the age most favorable for the development of memory. As L.S. Vygotsky believed, memory becomes the dominant function and goes a long way in the process of its formation. Neither before nor after this period does the child memorize the most diverse material with such ease. However, the memory of a preschooler has a number of specific features.
At the age of six, arbitrary memory begins to form. Conscious purposeful memorization and recall appear only sporadically. Usually they are included in other activities, since they are needed both in the game, and when doing errands for adults, and during classes - preparing children for schooling. The most difficult material to memorize can be reproduced by a child while playing. Let us assume that, having assumed the role of a salesman, he is able to remember and recall at the right moment a long list of products and other goods. If you give him a similar list of words outside the game situation, he will not be able to cope with this task. In general, the main path of its development, arbitrary memory passes at the following age stages.
emotional sphere
Preschool childhood is characterized by a generally calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions. This new relatively stable emotional background determines the dynamics of the child's ideas. The dynamics of figurative representations is freer and softer compared to the affectively colored processes of perception in early childhood. Previously, the course of a child’s emotional life was determined by the specifics of the particular situation in which he was included: whether he has an attractive object or cannot get it, whether he is successful with toys or does not work out, whether an adult helps him or not. Now the appearance of ideas makes it possible for the child to distract himself from the immediate situation, he has experiences that are not connected with it, and momentary difficulties are not perceived so sharply, they lose their former significance.
So, emotional processes become more balanced. But this does not at all imply a decrease in the saturation, intensity of the child's emotional life. The day of a preschooler is so filled with emotions that by the evening he can, tired, reach complete exhaustion.
At preschool age, the desires and motives of the child are combined with his ideas, and thanks to this, the motives are rebuilt. There is a transition from desires aimed at the objects of the perceived situation, to desires associated with the represented objects that are in the "ideal plan". The child's actions are no longer directly related to an attractive object, but are built on the basis of ideas about the object, about the desired result, about the possibility of achieving it in the near future. The emotions associated with the performance make it possible to anticipate the results of the child's actions, the satisfaction of his desires.
The mechanism of emotional anticipation is described in detail by A.V. Zaporozhets. They show how the functional place of affect changes in the general structure of behavior. Let us compare once again the behavior of a young child and a preschooler. Up to three years, only the consequences of their own actions are experienced, their assessment by an adult - that is, whether the child was praised for what he did or punished. There are no worries about whether an act deserves approval or reproach, what it will lead to, neither in the process of action itself, nor, even more so, in advance. Affect turns out to be the last link in this chain of unfolding events.
Even before the preschooler begins to act, he has an emotional image that reflects both the future result and his assessment by adults. Emotionally anticipating the consequences of his behavior, the child already knows in advance whether he is going to act well or badly. If he foresees a result that does not meet the accepted standards of education, possible disapproval or punishment, he develops anxiety - an emotional state that can slow down actions that are undesirable for others. The anticipation of a useful result of actions and the high appreciation it causes from close adults is associated with positive emotions that additionally stimulate behavior. Adults can help the child create the right emotional image. For example, in a kindergarten, a teacher, instead of demanding to immediately clean up the room after a stormy game, can tell the children what joy their cleaning will bring to the younger group that came after them to the sparkling clean playroom. Wishes that are oriented to the emotional imagination of children, and not to their consciousness, are much more effective.
Thus, in preschool age there is a shift of affect from the end to the beginning of activity. Affect (emotional image) becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of activity underlies the emotional regulation of the child's actions.
During this period, the structure of the emotional processes themselves also changes. In early childhood, autonomic and motor reactions were included in their composition: experiencing resentment, the child cried, threw himself on the sofa, covering his face with his hands, or moved chaotically, shouting out incoherent words, his breathing was uneven, his pulse was frequent; in anger he blushed, shouted, clenched his fists. These reactions are preserved in preschool children, although the outward expression of emotions becomes more restrained in some children. The structure of emotional processes, in addition to vegetative and motor components, now includes complex forms of perception, imaginative thinking, imagination, the child begins to rejoice and grieve not only about what he is doing at the moment, but also about what he still has to do. do. experiences become more complex and deeper.
The content of affects changes - the range of emotions inherent in the child expands. Especially important is the appearance in preschoolers of such emotions as sympathy for another, empathy - without them, joint activities and complex forms of communication between children are impossible.
As already emphasized, the development of the emotional sphere is associated with the formation of a plan of representations. The figurative representations of the child acquire an emotional character, and all his activities are emotionally saturated.
Everything that a preschooler is involved in - playing, drawing, modeling, designing, preparing for school, helping his mother with household chores, and so on - must have a bright emotional coloring, otherwise the activity will not take place or will quickly collapse. A child, due to his age, is simply not able to do what he is not interested in.
1.3 The problem of child development in an incomplete family
The family is an organic unity of a wide variety of relationships: sexual, economic, moral, legal, emotional. But the main thing that forms a family is parents and children: mother - children; father - children; parents are children.
The family is a social system characterized by autonomy and functioning according to its own internal laws. However, the family is not something static. As the individual goes through certain stages in life, so the family goes through certain stages of its development.
Family breakdown is an acute problem of our common. Currently, there is a rapid increase in the number of divorces. According to statistics, in recent years there has been a sharp increase in the number of children of preschool age who are brought up in single-parent families, where, in the vast majority, the educator is the mother.
The life and conditions of raising a child without a father have clear specifics and differ significantly from the life of a child in a complete family. Even if the mother tries to make up for the absence of her father and does everything possible to unite both parents in herself, she, in principle, cannot realize simultaneously both parental positions - maternal and paternal. There is every reason to believe that these very specific conditions of a child's life will be reflected in the characteristics of his personal development: his emotional well-being, self-esteem, attitude towards people around him.
There have been many clinical observations that testify to the traumatic role of divorce on a small child. The fact of divorce causes such serious consequences as neurosis, depressive states and various behavioral disorders: anger, aggressiveness of the child. However, the question of whether these deviations are temporary or persist several years after the disinhibition of the marriage remains open.
A child is not a mechanical toy, not a whim and not someone's whim, but a personality that arises from the union of two people. Thus, already at the biological level, a child needs both a mother and a father, who, not only in human society, but also in the animal world, each play their own exclusive role in relation to the offspring. What can we say about a person and his place in the community of other people! There is no doubt that a complete family creates the best conditions for the correct, harmonious and full development of the child. It is in the family, i.e. in a single union of two people who love each other - father and mother - the most natural and most optimal atmosphere for the healthy and multifaceted development of a child can arise.
From an early age, a child brought up in a complete family gets acquainted with the role of mother and father, begins to realize his place in interpersonal relationships, he shows the first signs of fear of strangers, which later helps him gain self-confidence. The child of a single mother is clearly at a disadvantage here, especially if the role of the father, whom the child may not know, was not played by any other member of the family (for example, the grandfather - the mother's father).
In each period of the development of the child, both he and his mother need special attention not only to each other, but also from the outside. To this is added another circumstance that complicates the situation of a single mother - the sex of the child. Some difficulties arise with her daughter and quite different with her son. The son will react differently to the absence of his father at the age of three and at the age of ten, how differently the daughter will treat her mother on the day when her mother takes her to school for the first time, and on the day when she accompanies her to graduation ball. Experience shows that boys react to the absence of a father more painfully and become more vulnerable than girls. As they grow up, boys from single-parent families are increasingly faced with the problem of a lack of authority, which in the family, as a rule, is the father, as well as the problem of a lack of authority, which in the family, as a rule, is the father, as well as the problem of finding a model of a man , capable of satisfying his sports, technical, natural science interests. Girls, unlike boys, adapt more easily to a changing environment, they usually have less trouble in raising them, but it can also be seen from their behavior that they lack a person to whom they could admire and by whom they could form an idea ( positive or negative - it does not matter) about your future partner in life.
So, there is a danger that boys and girls who grow up with only one mother will remain emotionally immature for too long, and therefore, in relationships with the opposite sex, they can easily fall into one of the extremes: either they will go to establish relationships quickly, without thinking at all about the consequences (their train of thought is something like this: “Why should I (or should) think? Let him (or she) think about himself”), or they will stubbornly avoid any kind of contact.
The next important factor influencing the development of internal relations in an incomplete family is the conditions under which the “father was lost”. In one position is the child who never knew his father, and in a completely different position is the child separated from him at a later age. Moreover, both in the first and in the second case, much depends on the conditions under which the father left the family: whether as a result of a divorce after the parents cooled off towards each other, whether he ended up in prison (and here, too, the character plays an important role). the crime committed by the father), whether he is on a long business trip or died as a result of an accident.
Very often we meet with other extremes in education. One mother, for example, believes that a child is everything, or, more correctly, the only thing left in the world after her disappointment. She carefully preserves this treasure of hers for herself, forgetting that the child is an independent person with her own desires and interests that are different from hers; she is attached to him with all her heart, becomes painfully jealous, protecting him from all "unhealthy" influences, and in the end, if she achieves anything from her child, it is either stupid indifference to everything and everyone, including her own mother, or an open explosion of discontent, also directed primarily against his own mother. Another mother, in a similar situation, seeks to turn the child into an instrument rather than a goal of her aspirations. Such a mother acts with the straightforwardness of a battering ram, wanting her child to achieve at any cost in life what she failed to achieve, and therefore her child must be the most beautiful, most charming and intelligent, enjoy incredible success with others, everyone should almost winding around him - only this will reward the mother for all her torment.
A child brought up in a complete family may receive less positive emotional impulses from one family member; they will be more than provided to him by another family member. The same child may meet with a lack of understanding of his needs on the part of one member; the more fully and better it will be understood by another. Finally, a child brought up in a complete family may not find an example to follow in one family member; another member will be such an example for him. A child brought up in an incomplete family, seeing next to him constantly the same person - his mother - is deprived of the opportunity to choose. The more responsibility falls on the shoulders of a single mother, the more valuable is the help she receives from others, regardless of whether it is relatives or public organizations.
The father is an important role model for the child. It is in communication with his father, imitating him, that the boy learns to be a man, acquires typically masculine character traits. Every father should be aware of this and always remember that from a very early age the child will imitate him in everything, in the most insignificant details: in facial expressions, gestures, speech - and above all in relation to his mother! The attitude of father to mother largely determines the attitude of boys to girls. Very often, boys deprived of paternal attention are insufficiently mature, dependent children. They do not adapt well in a team, they are cowardly, insidious, vicious, aggressive. They have a senseless desire for destruction. The influence of the father makes the child disciplined, open, honest, obligatory. In addition, without the positive influence of the father, the boy, having matured, will not be able to pass on to his son an adequate experience of gender-role behavior.
The girl, on the example of the relationship between her father and mother, forms an idea of \u200b\u200bwhat a family is. She learns how men treat women, unwittingly learns to understand the nature of a man. The problem, friction, conflicts in the relationship of parents will contribute to the emergence of problems in the future marriage of the child, in the upbringing of their own children.
The father's love gives the girl confidence in her feminine attractiveness and charm. Each time emphasizing that his daughter is "clever and beautiful", the father forms her self-confidence. Insufficient emotional responsiveness of fathers gives rise to anxiety, unstable mood, capriciousness in girls.
The significance of the role of the father in education can be judged already by the fact that the mortality of children deprived of a father, i.e. born out of wedlock, twice as high. With the support of a father, a woman can convey a sense of security to her children to a much greater extent than a woman forced to raise a child alone.
The participation of the father in the upbringing of children, along with the mother, has a direct impact on the formation of the emotional and personal qualities of the child, on which his future well-being largely depends.
Chapter II. STUDY OF THE PROBLEM OF EMOTIONAL AND PERSONAL DEVELOPMENT OF PRESCHOOL CHILDREN IN COMPLETE AND INCOMPLETE FAMILIES
.1 Organization and conduct of the study
Purpose: To study the rationale for the problems of emotional and personal development identified in theoretical sources in complete and single-parent families in preschool children.
The study is aimed at solving the following problems:
Analysis of the literature on the problem.
Selection of research methods.
Conducting a study of the impact of raising a child in an incomplete family on the emotional and personal development of a preschooler.
This study was conducted in the preparatory group of the preschool educational institution "Rodnichok", p.g.t. Novokruchininsky, in the amount of 50 people (5-6 years old); 25 of them were brought up in complete families and 25 in incomplete families.
In working with children, it was proposed to identify how upbringing in an incomplete family will affect the characteristics of the child's personal development: his emotional well-being, self-esteem, attitude towards people around him.
With the correct construction of the research work and the process of the research itself, it is possible not only to state the state of preschool children, but also to make some forecast in its development.
2.2 Research methods and techniques
Test "Family Drawing"
The "Family Drawing" test is often used to work with children, to study the child's personality, his feelings towards individual family members, towards the family as a whole, his feelings about himself, in the context of family relations, the feeling of the place that he occupies in family. Although the drawing of the family also includes a portrait of the person himself, it is very important to remember that this test mainly reflects the family situation, and not the individual characteristics of his family members and the performer himself.
When performing the “Family Drawing” test, the subject is offered a sheet of white paper 15x20 cm or 21x29 cm, well-honed pencils and the instruction “Draw your family” is given. No further explanation follows, and only if the subject is nervous and indecisive is he slightly encouraged. The time for completing the task is not limited, usually the execution of the drawing lasts no more than 35 minutes. The experimenter should carefully observe the drawing progress and note in the protocol:
Drawing sequence;
Pauses during drawing that last more than 15 minutes;
Erase image details;
Spontaneous comments and various kinds of emotional reactions associated with the image.
After completing the task, you should strive to get as much additional information as possible (verbally). The following questions are usually asked:
Tell me, who's pictured here?
Where are they located?
What are they doing? Who came up with this?
Are they fun or bored? Why?
Which of the drawn people is the happiest? Why?
Who is the most unfortunate among them? Why?
The last two questions provoke the child to openly discuss feelings, which not every child is inclined to do. Therefore, if he does not answer them formally, one should not insist on an explicit (explicit) answer.
When interviewed, the psychologist should try to find out the meaning of what the child has drawn: feelings for individual family members, why the child did not draw any of the family members (if this happened). Avoid direct questions, do not insist on an answer, as this can induce anxiety, defensive reactions. Projective questions often turn out to be productive (for example: “If a person were drawn instead of a bird, then who would it be?”, “Who would win in the competition between your brother and you?”, “Whom will mom call to go with her?”, etc.). P.).
You can ask the child to choose a solution to six situations: three of them should reveal negative feelings towards family members, three - positive ones:
Imagine that you have two tickets to the circus. Who would you invite with you?
Imagine that your whole family is visiting, but one of you is sick and has to stay at home. Who is he?
You build a house out of construction toys (cut out a paper dress for a doll) and you're out of luck. Who will you call for help?
You have... tickets (one less than family members) to an interesting movie. Who will stay at home?
Imagine that you are on a deserted island. Who would you like to live there with?
You received an interesting lotto as a gift. The whole family sat down to play, but you are one person more than necessary. Who won't play?
To interpret, you also need to know:
a) the age of the examined child;
b) the composition of his family, the age of brothers and sisters;
c) if possible, have information about the behavior of the child in the family, kindergarten or school.
The processing of the text "Family Drawing" is carried out according to the following scheme.
No. Distinguished features Marks on the presence of features 1 Total size of the drawing (its area) 2 Number of family members 3 Corresponding sizes of family members mother father sister brother grandfather grandmother, etc. 4 Distance between family members The presence of any objects between them 5 The presence of animals 6 .e. a metaphorical image in motion, action 7 The degree of manifestation of positive emotions (in points 1, 2, ...) The degree of manifestation of negative emotions (in points 1, 2, 3) The degree of accuracy of execution (1, 2, 3)
When completing a task according to these instructions, the presence or absence of joint efforts in certain situations that are depicted, what place the child himself occupies when performing the test, etc. is assessed.
By interpreting the “Family Drawing” test, based on the features of the image, you can determine:
) the degree of development of visual culture, the stage of visual activity at which the child is located. The primitiveness of the image or the clarity and expressiveness of images, the elegance of lines, emotional expressiveness are those characteristic features on the basis of which drawings can be distinguished;
) features of the state of the child during drawing. The presence of strong shading, small sizes often indicate an unfavorable physical condition of the child, the degree of tension, stiffness, etc., while large sizes, the use of bright color shades often indicate the opposite: good mood, looseness, lack of tension and fatigue;
) the features of intra-family relations and the emotional well-being of the child in the family can be determined by the degree of expression of positive emotions among family members, the degree of their closeness) stand side by side, holding hands, doing something together or randomly depicted on the plane of the sheet, far apart from each other, negative emotions are strongly expressed, etc.).
When interpreting the results, the authors pay attention to cases when the subject draws a larger or smaller family than it really is (the authors believe that this indicates the functioning of certain protective mechanisms - the greater the discrepancy, the greater the dissatisfaction with the existing situation).
Graphic methods are widely used in child psychology to reveal the inner experiences of the child, his deep attitude towards himself and others. Graphic methods belong to the projective class, since they allow the child to project aspects of his inner life onto the drawing and interpret reality in his own way. Obviously, the results of children's activities to a large extent bear the imprint of the child's personality, her mood, feelings, peculiarities of representation and attitude.
Children are offered a sheet of white paper, pencils or paints to choose from, in which there are always six primary colors. the instruction "Draw yourself in kindergarten" is given. When the drawing is finished, the adult should find out from the child: “Who is shown in the picture?”, “What are you doing?” If necessary, other questions are asked to clarify the details shown in the figure.
When analyzing the results, first of all, it is necessary to pay attention to:
Image of any activity (game, sports games, etc.)
Kindergarten room and self-image.
Luscher color test
It was developed by the Swiss psychologist Max Luscher. It is aimed at studying the personality, its sensations and experiences at a given moment in time. The test does not claim to describe stable character traits. it is based on the hypothesis of the different significance of colors in human behavior. This is confirmed by experiments in which the subject was asked to look at red for a long time. The result was an increase in blood pressure, an increase in the frequency of breathing, heartbeat. Thus, it can be seen that the color red had a stimulating effect on the nervous system. And the action of the blue color caused the opposite effect: blood pressure drops, heartbeat, breathing slow down. Blue is calming.
M. Luscher gave his interpretation of colors. In this technique, each color has its own constant meaning: blue, for example, means peace and quiet; green symbolizes perseverance, self-confidence, stubbornness; red symbolizes authority, sexuality; yellow - variability, originality, gaiety.
The most commonly used is a reduced set of color cards - 8 pieces. (The full set consists of 73 color cards).
The subject is asked to choose one of 8 cards laid out on a white background with the most pleasant color for him. Neither taste nor fashion should influence his choice. This card is set aside. Then they are asked to choose again from the remaining ones, until there is not one left. After a while, the procedure is repeated (without remembering the previously selected colors).
Primary colors include: blue, yellow, red and green. 4 more additional ones: purple, which is a mixture of red and blue; brown - a mixture of yellow-red and black; gray - does not contain any color, it is psychologically and physiologically neutral; and finally black - the negation of color.
Thus, the color that causes the greatest sympathy in the subject is in the first place. Eighth place is occupied by an antipathetic color. The position at the beginning of the series means preference, then the zone of indifference is located, and, finally, the zone of rejection.
In the absence of conflict and a good emotional state, the primary colors should occupy the first positions. Additional colors in the first place indicate the presence of anxiety, stress, fear, grief. If the main color is in the 6th place, anxiety is mild and is indicated by one exclamation point (!). If the primary colors are in the 7th position, put two exclamation marks (!!); if the main color is in the 8th position, put three signs (!!!).
In the case of placing the main color in the 6th and 8th positions, the main color in the 6th and 8th positions, the main color in the 1st position is an indicator of compensation. In cases where the compensation indicator is an additional color, the test results are negative. If gray, brown or black colors occupy the 3rd position, they put one exclamation point (!), if the 2nd position - put two signs (!!), if the 1st position - put three signs (!!!). The more signs, the worse the prognosis.
Luscher compiled a special table in which he described the meaning of the combination of colors in different positions.
The Luscher color test has no restrictions and, according to many researchers, can be applied in various areas of psychology. The Luscher test is based on the relationship between the psychology and physiology of color. We used an eight-color set of colors, known as the abbreviated version, not as comprehensive as the seventy-three colors, but still of considerable value because it illuminates essential aspects of the personality. Extrapolating the general provisions of the Luscher test , consisting in determining the psycho-energetic potential of the individual, on the specific tasks of the study of personality, two main points should be emphasized. Using the test allows, firstly, to give a psychological diagnosis of the state of the individual at the moment, and, secondly, to make a forecast of personal development for the future.
1) The level of tension, which is characterized by the intensity of anxiety, determined by the method by the number of inconsistencies in the positions of colors in the choice of a certain standard.
2) The tension forecast is determined by the difference between the readings of the first and second elections.
3) General energy balance (vegetative coefficient) (proposed by K. Shiposh, 1980). Reflecting the ability of the body to either quickly and adequately respond to sudden stressful effects, or adequately restore its resources without pathological consequences.
) The criterion of total deviation (general emotional balance) is based on the concept of "autogenous norm", denoting the average sequence of color choices (3,4,2,5, 1, 6, 0, 7) according to Walnefer, in contrast to Luscher's "ideal norm" (1, 2, 3, 4, 5, 6, 7, 0),
) Total deviation for primary colors. This indicator gives an integral primary rapid assessment of deviations of the main psychological properties of the subjects from the norm.
6) The total deviation for additional colors (purple, brown, black, zero) allows you to identify negative trends: anxiety, stress, fear, grief.
The technique is evaluated by many researchers as valid regarding the possibility of constructing a psychological feedback procedure, sensitive to repeated use and inclusion of the individual in the diagnostic and correctional process, successfully diagnoses the psycho-energetic potential of the individual (level 1), provides data on characterology, creativity, activity (II and III), indicates the emotional culture and maturity of the individual (level IV).
The main quantitative indicators of the state of the individual according to the Luscher test are:
) The level of tension, which is characterized by the intensity of anxiety, determined by the method by the number of inconsistencies in the positions of colors in the choice of a certain standard. Based on Luscher's guide, an algorithm for counting inconsistencies was built, each of which is indicated by a sign (!). The number (!) ranges from 0 to 12;
) The tension forecast is determined by the sign difference (!) of the first and second elections;
) The overall energy balance (vegetative coefficient) was proposed by K. Shiposh (1980). It reflects the body's ability to either quickly and adequately respond to sudden and stressful effects, or adequately restore its resources without pathological consequences.
Calculated according to the formula:
OENB = ---------,
Кр - position of red color;
W - yellow position;
C - blue position;
Z - green position.
According to the indicators of the vegetative coefficient, all subjects can be divided into ergotropic (fast-responding) and trophotropic (recovering) - (4 and 5 indicators);
) The total deviation for the primary colors is expressed as the sum of all their positional deviations. This indicator gives an integral primary rapid assessment of deviations of the main psychological properties of the subjects from the norm;
) The total deviation for additional colors for a more detailed analysis of the personality of the subjects must be compared with the total deviation for additional colors.
The technique is evaluated by many researchers as valid regarding the possibility of constructing a psychological feedback procedure, sensitive to repeated use and inclusion of the individual in the diagnostic and correctional process, successfully diagnoses the psychoenergetic potential of the individual (I level), provides data on characterology, creativity, activity (II and III ), indicates the emotional culture and maturity of the individual (level IV).
The integral concept of Luscher, which is the basis of the methodology, revives the systemic terminology of temperament, indicating its role in the formation of various styles of human behavior, which are manifested and measured in selective relations, both to the styles of other people and the styles of the organization of the environment. The undoubted advantage of the test is its projective potential, it is simple, informative and applicable in conditions of time pressure [Pukhovsky].
Method "What am I"
This technique is intended to determine the self-esteem of a preschool child. The experimenter, using the protocol presented (Appendix 1), asks the child how he perceives and evaluates himself on ten different positive personality traits. The assessments offered by the child to himself are presented by the experimenter in the appropriate columns of the protocol, and then are calculated into points.
Evaluation of results:
Answers like "yes" are worth 1 point, answers like "no" are worth 0 points. Answers like "don't know" and also answers like "sometimes" are estimated at 0.5 points. The child's self-esteem is determined by the total amount of points scored by him for all personality traits.
Conclusions about the level of development:
points - very high;
9 points - high;
7 points - average;
3 points - low;
1 point - very low.
2.3 Findings and conclusions
The study was conducted in the preschool educational institution "Rodnichok" p.g.t. Novokruchininsky. 50 children took part. Of these, 25 people were brought up in complete families and 25 people in single-parent families.
When analyzing the “Family Drawing” test, it was important for us to find out:
Emotional characteristics of the picture, reflecting the mood of the child and his attitude to the family situation.
The relationship of the child in the family, which are revealed through the features of the image of family members relative to the I-figure of the child.
The nature of the self-image and self-esteem of the child, which can be found out through the analysis of images of the I-figure and the general plot of the drawing.
To identify these aspects, indicators traditional for drawing techniques were used.
As indicators of the emotional tone of the picture, the following were used:
) the color scheme of the picture;
) the presence of smiles on people's faces;
) the presence of decorations and symbols: the sun, flowers, butterflies, etc.
When analyzing the features of the image of the main family members (mother, father, brother, sister, grandparents) and the I-figure, we took into account:
) the size of the figure relative to other characters; the most significant of them are usually depicted more than the rest; the size of a figure can reflect its significance and superiority;
) the order of its location in relation to other characters (first, last or between others); the sequence of images of family members reflects the significance of their role;
) the degree of its traceability (contour, poor or good traceability); the presence of facial features and details of clothing was considered to be a good drawing of the figure. An object that evokes positive emotions, the child draws with a lot of details. A negative attitude is expressed by a schematic drawing, a silhouette. In the most unpleasant family members, children do not draw faces.
Based on these parameters, we made two samples of children aged 5-6 from complete and single-parent families. The main task of the work was to compare the selected indicators in the drawings of children living in complete and single-parent families. When analyzing the materials, we calculated the quantitative ratios of the representation of the same qualitative indicators in two samples of children. The drawings of boys and girls were compared separately. It is known that the nature and style of visual activity significantly depends on the gender of the child: girls often decorate their drawings, better draw the faces of the characters. In addition, it can be assumed that the absence of a father in the family is experienced differently by children of different sexes.
Let us proceed to the description of the results obtained in the analysis of children's drawings of the family. Consider the first parameter of our analysis - the emotional indicators of the picture.
It should be noted that the majority of preschool children in family drawings mainly use both warm and cold colors, while a clear predominance of warm tones is found in about 1/3 of the drawings. At the same time, smiles are often found on the faces of the characters.
Comparison of drawings of children from complete and single-parent families shows that children from complete families more often depict a smile on the faces of characters than children from single-parent families (62.1 versus 51.9%). Interestingly, in the drawings of boys from single-parent families, smiling is less common than in girls, while in children from intact families, the opposite is observed. However, the most significant fact is that boys from complete families depict a smile much more often than those from incomplete families (70.2 vs. 46.9%).
The presence of symbols also depends on the completeness of the family: children from complete families use them in 41.3% of cases, and from incomplete families - in 31.6%. Moreover, the boys in both samples use images that decorate the picture, much less often than girls. Boys from single-parent families have the fewest such jewelry. Here the trend is the same as in the previous case: boys from complete families depict symbols much more often than those from incomplete families.
These data may indicate that the emotional state of the child is associated with the completeness of his family: for example, in children from single parent families, indicators indicating a good emotional state (with the exception of the color scheme of the picture) are less pronounced than in children from complete families.
In general, comparing the differences in the emotional characteristics of the picture, we can conclude that boys from single-parent families most rarely have a positive emotional mood.
Let us now consider the features of the representation of family members in the drawings of children from complete and incomplete families.
The data obtained indicate that in most of the drawings, the most significant character is, of course, the mother. At the same time, its absence in children's drawings of the family occurs in about 1/5 of all children. It should be noted that in children from incomplete families, the frequency of depicting the mother depends on the sex of the child: in boys, her absence in the drawings is much more common than in girls (28 and 12%, respectively). In complete families, such striking gender differences were not recorded.
Similar data are also observed in the indicator of the order of the image of the figure of the mother. If girls from incomplete families in almost 40% of cases portray her first, then boys - only in 28%. In the drawings of children from complete families, no such discrepancy was found; the indicators of the order of the image of the mother are quite close here.
As for the drawing of the figure of the mother, in incomplete families more than half of the girls (56.35) carefully and in detail depict their mother in the picture, while among boys this occurs only in 12.5% of cases.
Apparently, girls from single-parent families are more connected with their mother, and she is a more significant and close person for them, while boys, in comparison with their peers from complete families, show less connection with their mother.
Let us now dwell on the features of the image of the father. Naturally, children living without a father depict him in the family drawing much less frequently than preschoolers from complete families. At the same time, children from incomplete families still quite often (about 40% of cases) portray their father as part of the family, and there are practically no differences between boys and girls. At the same time, boys from incomplete families are twice as likely as girls to portray the figure of the father first (in children from complete families, there are no gender differences in this indicator). However, the visibility of this character in boys is extremely low. In most cases (97%), it is depicted in one contour and very schematically; any details of clothing or figures are missing; often the face is not drawn; no eyes, etc. In contrast, girls from single-parent families, like their peers of both sexes from complete families, drew the figure of their father quite well.
Interesting differences in the drawings of children from different samples were obtained in relation to the image of older family members - grandparents. It should be noted that in the drawings of children from intact families, these characters are quite rare (in 12.7% of cases), while children from single-parent families depict them much more often (32%), and girls draw them almost three times more often than boys (44 and 15.2% respectively).
These facts indicate that for many girls from incomplete families, the figures of grandparents are of particular importance, in contrast to boys, who depict them much less often and draw them poorly.
Thus, the data obtained indicate significant differences between boys and girls from single-parent families in their attitude towards close adults.
First, significant differences were recorded in the relationship with the mother among boys and girls from single-parent families.
Secondly, significant differences were found in the relationship of children with their father.
Thirdly, girls from single-parent families show a closer connection with grandparents, in contrast to boys, where such a connection is practically absent.
These data indicate that boys from incomplete families find themselves in a rather difficult situation of emotional isolation. If a girl often compensates for the absence of her father by a close relationship with her grandparents, then their peers seem to experience an acute deficit of attachment to adults.
When analyzing plots in family drawings, the main attention was paid to the family context (environment), in which the child depicts himself.
Let us consider the relative frequency of occurrence of these plots in different samples of children.
As you can see from Appendix 4, in most of the drawings, children depict themselves surrounded by relatives. The absence of the I-figure in both samples is observed quite rarely. However, attention is drawn to the fact that among children growing up in single-parent families, there are somewhat more often drawings in which the child depicts himself alone. Moreover, these discrepancies are observed only among boys: if the indicators of girls from single-parent families practically coincide, then in the drawings of boys from single-parent families, a lonely I-figure occurs almost twice as often as in complete families (25.5 and 14%).
Let us now dwell on the qualitative features of the images of oneself in children's drawings of the family.
Examining the images of the I-figure in the drawings of children from complete and single-parent families, we did not find significant differences in the size of the I-figure. Some differences were observed in the order in which they depicted themselves: children from intact families more often draw themselves first (both boys and girls) and less often last.
It should be noted that the I-figure is significantly lower in children from single-parent families. Moreover, the lowest indicators for this parameter are found in boys: only in 12% of cases, a good clarity of the image of oneself was recorded, and in 34% of cases - poor. For girls, the corresponding data are 41 and 9%.
The results obtained may indicate that the self-image of children from incomplete families is more schematic. Data from children's drawings may indicate low self-esteem and negative self-perception of a child from an incomplete family; especially for boys.
So, the results obtained may indicate significant differences in the emotional self-awareness of children growing up in complete and single-parent families. Moreover, these differences depend on the sex of the child: if the indicators of girls from single parent families in most cases are quite close to the corresponding data of their peers from complete families, then the indicators of boys in the two samples differ significantly. These differences, according to our data, are as follows:
· the emotional state of boys from incomplete families is lower and more oppressed than that of girls;
· this group is in a rather difficult situation of emotional isolation: their ties with their mother and older family members are less close than with girls;
· one figurative composition of the family and a schematic image of themselves indicate that boys from single-parent families are much more likely to experience a sense of loneliness and difficulties in dealing with the family than girls and their peers from complete families.
These data quite convincingly testify to the emotional discomfort of male children living with a single mother.
However, the question arises: is this discomfort limited to the family, or does it spread to other areas of the child's life? On the one hand, it can be assumed that a single mother, after parting with her husband, subconsciously transfers her problems to her son, identifying him with his father. In this case, the emotional isolation that the boy experiences is mainly related to his relationship with his mother and does not affect the sphere of communication with other people. But, on the other hand, one can think that the reduced emotional self-awareness of a boy growing up without a father has a deeper character and is reflected in various aspects of his life, including the sphere of relationships with peers in kindergarten.
To answer this question, a comparative analysis of the drawings "I'm in kindergarten" in children growing up in complete and single-parent families from the same sample was carried out.
When analyzing kindergarten drawings, we were interested in three parameters: 1) the general plot of the drawing; 2) features of the image of the I-figure; 3) emotional characteristics of the drawing.
Let's compare the drawings of children from complete and single-parent families, based on these indicators.
Analyzing the plots of the drawings “I am in kindergarten”, we identified several options for images of a kindergarten:
) was an image of any activity of children (play, sports or training sessions, etc.);
) the image of the house (i.e. the premises of the kindergarten) or I am next to the house;
) the image of children in an empty space;
) refusal to draw a kindergarten.
From Appendix 5, one can see that the plots of images of the kindergarten in children from complete and single-parent families are quite different, and the most significant differences were found in boys.
Since the sphere of the child's relations with peers was of particular interest to us, we analyzed the drawings from the point of view of the social environment in which the child depicts himself (Appendix 6).
Data from Appendix 6 shows that children from single-parent families are somewhat more likely to portray themselves as being alone. But if girls in almost 40% of cases still drew themselves among their peers, then boys had much less such drawings - only ¼ some of them depicted other children next to them, on the rest (i.e., about ¼ drawings) I-figure was absent altogether.
Consider now the emotional characteristics of the picture "I'm in kindergarten" (Appendix 7). In general, drawings with a predominance of warm colors in children from single-parent families are less common. But differences are present in terms of the presence of smiles on the faces of the characters in the picture. Children from two-parent families draw smiles in almost half of the cases, while their peers from single-parent families smile much less frequently.
These data indicate that the drawings "I'm in kindergarten" in children from complete families reflect their reduced emotional tone, and the lowest indicators of emotional well-being were found in the drawings of boys from single-parent families.
Diagnostic results according to the Luscher test
A comparison of the indicators of children from complete and single-parent families shows that children from complete families more often place primary colors (blue, red, yellow, green) in 1st, 2nd, 3rd place, and additional colors (brown, gray, purple, black) in the last places; almost 50% of children from incomplete families depict additional colors in 1st, 2.3 places, the main ones in the last ones. What indicates the high anxiety of these children, fear, grief, stress.
Interestingly, boys from single-parent families have this indicator more often than girls.
The results of the diagnosis according to the test "What am I"
Comparison of indicators of self-esteem of children from complete and incomplete families shows that the self-esteem of a preschooler from a complete family is much higher than the self-esteem of a preschooler from an incomplete family. This is especially true for boys than girls. Boys from incomplete families have low self-esteem, while boys from complete families do not have such an indicator.
Verification of diagnostic results by statistical methods
The reliability of the obtained results was carried out using the Fisher angular transform (?* criterion)
j , and a smaller share - a smaller angle, but the relationship is not linear.
The test evaluates the significance of differences between the percentages of two samples in which the effect of interest is registered. The essence of the Fisher angular transformation is to convert percentages into central angles, which are measured in radians. A larger percentage will correspond to a larger angle j , and a smaller share - a smaller angle, but the ratios are not linear:
j = 2*arcsin (P)
When calculating the j values, it is assumed that 100% is the angle j=3.412, i.e. rounded value p=3.14159… This will allow us to represent the samples in the form of two semicircles, each of which symbolizes 100% of the number of variation series. The percentages of subjects with "effect" will be presented as sectors formed by central corners.
H 0: proportion of preschool children from complete families,who have a very high level of self-esteem does not exceed the proportion of preschool children from incomplete families
H 1: proportion of preschool children from complete families,who have a very high level of self-esteem exceeds the proportion of preschool children from incomplete familieswith a high level of self-esteem.
To confirm the hypothesis, we will build a four-field (four-cell) table, which is a table of empirical frequencies for two sign values: “there is an effect” - “there is no effect”
Table 2.8. A four-cell table of criteria for comparing the results of self-assessment of two groups of preschoolers from complete and single-parent families in terms of the percentage of "very high self-esteem"
Groups"There is an effect""No effect"AmountsNumber of testees% shareNumber of testees% share From two-parent families 2080%A5B25From incomplete families1040%B15D25Amounts2326
% share(A)=20/25*100%=75%
% share(B)=10/10*100% =20%
j 1(80%)= 2.214 j 2(40%) = 1,390
* according to the formula:
j*emp=(j2-j1)*
j*emp=(2.214-1.390)*= 0.824*= 1.167*3.53 = 4.12
Let's check the reliability of the results of diagnostics according to the test of self-esteem of a preschool child "What I am" Nemov R.S.
We formulate two alternative hypotheses:
H 0 complete families,who have a very high level of self-esteem does not exceed the proportion of preschool boys from incomplete familieswith a high level of self-esteem.
H 1: proportion of preschool boys from complete families,who have a very high level of self-esteem than the proportion of preschool boys from incomplete familieswith a high level of self-esteem.
Table 2.9. Four-cell table of criteria for comparing the results of self-assessment of two groups of preschoolers (boys) from complete and single-parent families in terms of the percentage of "very high self-esteem"
Groups"There is an effect""No effect"AmountsNumber of testees% shareNumber of testees% share From two-parent families1275%A48B16From incomplete families220%B619D10Amounts232726
% share(A)=16/25*100% = 75%
% share(B)=2/10*100% = 20%
According to table XII of Appendix 1 (textbook by E.V. Sidorenko), we determine the value j corresponding to the percentages of each of the groups
j1(75%) = 2,094
j2(20%) = 0,987
Let us calculate the empirical value j * according to the formula:
j*emp=(j2-j1)*
j1 - angle corresponding to the smaller share
j2 - the angle corresponding to the larger share
n1 - the number of subjects in the group (complete families)
n2 number of subjects in the group (not complete families)
j*emp=(2.094-0.927)*= 1.167*= 1.167*2.48 = 2.894
In psychology, it is customary to consider the lowest level of statistical significance 5% level (r? 0.05), sufficient 1% level (r? 0.01), (According to Table XIII of Appendix 1 (textbook by E.V. Sidorenko) j*emp= 2.89 percentage significance level follows r<0,01.
The obtained empirical value is in the zone of significance.
The proportion of boys from intact families with increased self-esteem exceeds the proportion of boys from incomplete families with increased self-esteem. Hypothesis H1 is confirmed.
Table 2.10. Criterion table for comparing the results of the features of the image of family members in children from complete and single-parent families in%
Indicators Complete families Incomplete families Total % Boys % Girls % Total % Boys % Girls % 3 5 89 9 4 68 12 10 85 3 3 56 21 16
Good delineation of the mother's figure
j1(36%) = 1,287
j2(40%) = 1,369
Let us calculate the empirical value j * according to the formula:
j*emp=(j2-j1)*==(1.287-1.369)*=|0.082|*3.6=0.292
j*emp Good traceability of the figure of grandparents j1(4.6%) = 0,432
j2(10%) = 0,644
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*==(0.644-0.432)*=|0.212|*3.6=0.76 j*emp No significant differences were found. Table 2.11. Four cell table of the criterion for comparing the results of the features of the image of family members in children from complete and single-parent families in% Groups Good clarity of the father (There is an effect) Good clarity of the father “No effect” Sums Number of subjects % share % share(A)= 8/25*100% =30% % share(B)= 3/25*100% =3% According to table XII of Appendix 1 (textbook by E.V. Sidorenko), we determine the value j corresponding to the percentages of each of the groups j1(30%) = 1,159
j2(3%) = 0,348
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)* j1 - angle corresponding to the smaller share j2 - the angle corresponding to the larger share n1 - the number of subjects in the group (complete families) n2 number of subjects in the group (not complete families) j*emp=(1.159-0.348)*=0.811*=0.811*3.6=2.88 The obtained empirical value is in the zone of significance. In boys from complete families, the father is often more carefully traced than boys from incomplete families. Hypothesis H1 is confirmed. Table 2.12. Variants of the image "I-figures" in the drawings "I am in kindergarten" in% The nature of the drawing Complete families Incomplete families Total % Boys % Girls % Total % Boys % Girls % I'm alone (boys and girls) j1(38%) = 1,328
j2(50%) = 1,571
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*= =(1.571 - 1.328)*= =0.874 j*emp No significant differences were found. I am among peers (boys and girls) j1(46%) = 1,491
j2(30%) = 1,159
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*==(1.491-1.159)*==1.195 j*emp No significant differences were found. Lack of I figure (boys and girls) j1(15%) = 0,795
j2(30%) = 1,159
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*==(0.795-1.159)*=1.31 j*emp No significant differences were found. Table 2.13. Indicators of the emotional tone of the kindergarten drawing, in % The nature of the drawing Complete families Incomplete families Total Boys Girls Total Boys Girls Predominance of warm tones The predominance of warm tones j1(34%) = 1,245
j2(30%) = 1,571
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*= (1.571-1.245)*=1.17 j*emp No significant differences were found. Having a smile j1(46%) = 1,491
j2(30%) = 1,159
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*= (1.491-1.159)*=1.19 j*emp No significant differences were found. Presence of symbols j1(35%) = 1,266
j2(20%) = 0,927
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*==(1.266-0.927)*=1.22 j*emp No significant differences were found. Table 2.14 Luscher test. CO levels in two groups of children from complete and single-parent families in % Norm % Insignificant deviation from the norm % Means deviation from the norm % Children from an intact family 4960 Children from an incomplete family 82814 Slight deviation from the norm j1(96%) = 2,739
j2(28%) = 1,115
Let us calculate the empirical value j * according to the formula: j*emp=(j2-j1)*= (2.739-1.115)*=5.846 j*emp >j*cr Reliability of differences was found. Discussion of the results of the study According to the Luscher test, we determined the following parameters: OENB - general energy balance, or in some sources it is called vegetative tone SD - total deviation from the autogenous norm Mean OENBSOChildren from two-parent families1,11511,320Children from single-parent families1,3421.12 An interesting phenomenon is observed, the average value of the indicator of the total deviation (SDav) from the autogenous norm in children from single-parent families is almost twice as high as the average value of the total deviation from the autogenous norm in children from complete families. The total deviation for the primary colors is expressed as the sum of all their positional deviations. This indicator gives an integral primary rapid assessment of deviations of the main psychological properties of the subjects from the norm; CO- The total deviation for additional colors (purple, brown, black, zero) allows you to identify negative trends: anxiety, stress, fear, grief. We have found that children from incomplete families are more likely to be in a state of stress, anxiety, and grief. Their emotional state is significantly deviated from the norm. These children are more likely to get upset, they have increased anxiety, which can give rise to aggressive reactions. The overall energy balance (vegetative coefficient) was proposed by K. Shiposh (1980). It reflects the body's ability to either quickly and adequately respond to sudden and stressful effects, or adequately restore its resources without pathological consequences. Calculated according to the formula: OENB = ---------, where OENB - total energy balance, vegetative coefficient; Кр - position of red color; W - yellow position; C - blue position; Z - green position. According to the indicators of the vegetative coefficient, all subjects can be divided into ergotropic (fast-responding) and trophotropic (recovering) - (4 and 5 indicators); According to the Luscher test ) In foreign and domestic literature (Filonenko, Yuryev, 1982) a criterion of total deviation (general emotional balance) is proposed based on the concept of "autogenic norm", denoting an average statistical sequence of color choices (3, 4, 2, 5, 1, 6, 0 , 7) according to Walnefer, in contrast to Luscher's "ideal norm" (1, 2, 3, 4, 5, 6, 7, 0); In children from single parent families, the total energy balance (OENB) turned out to be slightly increased, apparently due to the presence of stresses, the reaction to which in preschool children is most often accompanied by increased motor activity. Very high self-esteem was recorded in 80% of children from complete families and only 40% in children from single-parent families. Also, very high self-esteem was recorded in 75% of boys from complete families and only 20% of incomplete families. This indicates significant differences in indicators between children from complete families and single-parent families. CONCLUSION The development of the child is closely interconnected with the peculiarities of the world of his feelings and experiences. Emotions, on the one hand, are an "indicator" of the state of the child, on the other hand, they themselves significantly affect his cognitive processes and behavior, determining the direction of his attention, the features of perception of the world around him, and the logic of judgments. As the analysis of psychological literature has shown, despite the large amount of theoretical material on the problem of the psychological development of preschool children, insufficient attention has been paid to the emotional and personal development of children in single-parent families. A number of domestic authors associate the occurrence of emotional disorders in children at preschool age with mental trauma. Among them, scientists, in particular A.D. Zakharov, V.I. Garbuzov, V.I. Kozlov and others, include fear, family conflicts, the departure of the father from the family, divorce of parents. In our work, we examined the emotional and personal development of children in complete and single-parent families. A tendency was revealed according to which children growing up in single-parent families have a less favorable picture of the emotional and personal sphere in comparison with their peers from complete families. It should be noted that a particularly vulnerable group is represented by boys living with a single mother. They, to a greater extent than girls, are characterized by a reduced emotional tone, difficulties in communication, a feeling of loneliness and rejection, and a negative self-perception. On the one hand, it can be assumed that boys living in an incomplete family do not have an object of identification, as a result of which they have problems with their gender identity; which leads to reduced self-awareness and general psychological discomfort. However, on the other hand, the factors obtained may be the result of the mother's attempts to replace the father for the child. Realizing that her son needs a father, a single mother, consciously or unconsciously, seeks to compensate the child for his absence and takes on male functions (strictness, exactingness, tough upbringing strategies). As a result, the boy loses not only his father, but, in a sense, his mother as well - maternal love, tolerance, warmth, etc. positive self-perception. However, the data obtained indicate that boys from single-parent families constitute a special problem group that needs close attention not only from parents, but also from psychologists and teachers. 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APPS Annex 1 Protocol for the method "What am I" No. Assessed personality traits Grades on a verbal scale I don’t sometimes know 1 2 3 4 5 6 7 8 9 Appendix 2 Indicators of the emotional characteristics of the picture "I am in my family", % Indicators of emotional tone Complete families Incomplete families Total Boys Girls Total Boys Girls Predominance of warm tones Need help learning a topic?
Our experts will advise or provide tutoring services on topics of interest to you. Under the emotional sphere of a person, it is customary to understand not only emotions, but a complex set 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 signs and differences from each other. In the life of every person, emotions are of great importance. 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 feels. In domestic psychology, starting with the works of L.S. Vygotsky, the opinion was established about the multilevel nature of emotions as the main of the fundamental laws 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, the emergence of new interests and needs. The feelings of a preschool child gradually lose their impulsiveness, become deeper in semantic content. Nevertheless, emotions associated with organic needs, such as hunger, thirst, etc., remain difficult to control. The role of emotions in the activities of a preschooler is also changing. If at the previous stages of ontogenesis the main guideline for him was the assessment of an adult, now he can experience joy, foreseeing the positive result of his activity 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 become more deeply aware of the experiences of another. The development of the cognitive sphere of the personality has its influence on emotional development, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization. Throughout preschool childhood, the features of emotions manifest themselves as a result of a change in the general nature of the child's activity and the complication of his relationship with the outside world. The physical and speech development of the child is accompanied by changes in the emotional sphere. His views on the world and relationships with others are changing. The child's ability to recognize and control his emotions increases as the understanding of behavior, for example, in areas where the opinion of adults about what is "bad" and "good" behavior is important. Adults need to have a good idea of what to expect from children, otherwise there will be incorrect assessments that do not take into account the age characteristics of the child. The ideal attitude of an adult to a child is a gradual adjustment to the emotional development and formation of the child's personality. By the age of three, the emotional development of the child 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 so. In children, manifestations of discontent in the form of tears, tantrums and screams are not uncommon. Although the older ones do not have tantrums as much as the younger ones, they have a strong sense of self and a desire for independence. If a four-year-old child in an argument argues with the help of speech, he does not need to fall into hysterics. But if the adult does not answer the child's question: "Why should I?" - then a breakdown can 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 an adult that at the moment too much has piled on the child for him to endure. He needs affection, comfort and the opportunity to act as if he were younger for a while. The feelings of a preschooler are involuntary. They quickly flare up, are pronounced brightly and quickly go out. Rough fun is often replaced by tears. The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his feelings. Therefore, children are much more prone to mood swings than adults. It is easy to amuse them, but it is even easier to upset or offend, since they almost do not know themselves at all and do not know how to control themselves. That is why they are able to experience a whole gamut of feelings and excitement in an unusually short period of time. A child who rolls on the floor with laughter may suddenly burst into tears or despair, and a minute later, with eyes still wet, laugh again contagiously. This behavior of children is completely normal. In addition, they have good and bad days. A child can be calm and thoughtful today or capricious and whimpering, and the next day - lively and cheerful. Sometimes we can explain his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by anxiety due to some particular 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 drag on for a long time - for example, for several days - and does not cross any boundaries, there is no need to worry. But if the child is in a depressed mood for a very long time or abrupt and unexpected changes occur, a psychologist's consultation is needed. But in most cases, it is better not to attach too much importance to the change in the child's mood, which will allow him to find emotional stability on his own. The mood of the child largely depends on relationships with adults and peers. If adults are attentive to the child, respect him as a person, then he experiences emotional well-being. The positive qualities of the child, a benevolent attitude towards other people, are manifested and consolidated. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, to the people around him, his toys a negative attitude. With the development of the emotional sphere of the preschooler, the separation of the subjective attitude from the object of experiences gradually occurs. The development of emotions, feelings of the child is associated with certain social situations. Violation of the usual situation (change of regimen, lifestyle of the child) can lead to the appearance of affective reactions, as well as fear. Dissatisfaction (suppression) of new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, the desire to attack the enemy) or depression (passive state). Around the age of 4-5, 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 made on him, which he correlates with his own actions and the actions of surrounding peers and adults. The most vivid sense of duty is demonstrated by children of 6-7 years old. The intensive development of curiosity contributes to the development of surprise, 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 of the emotional development of a preschool child are: development of social forms of expression of 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 general condition of the child, his mental and physical well-being. For a clear understanding of 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 emotional sphere of the child. 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 the activity of communication is another person, a partner in joint activities. A preschool child is an emotional being: feelings dominate all aspects of his life, giving them a special color. 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 in the case 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 behavior of the child. 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 sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. It is in the conditions of mutual love in the family that the child begins to learn love himself. The feeling of love, tenderness for loved ones, especially for parents, brothers, sisters, grandparents, forms 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 has in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joyfulness, shameful envy, fear, despair, a subtle understanding of the other and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up - experiences. Emotions shape a child's personality. Emotions tire him to the point of exhaustion. Tired, he ceases to understand, ceases to follow the rules, ceases to be that good boy (or girl), that good kid that 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". It has to do with 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 peculiar dividends from this - the admiration and praise of others. Six years is the age when the child begins to realize 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 this way and not otherwise, the conscience and sense of duty associated with this. But a position can also be built by selfishness, self-interest, and calculation. A six-year-old child is not as naive, inexperienced, spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his mind. But at the same time, he has already taken a certain position in relation to adults, to understanding how to live and what to follow. The internal attitude of the child to people, to life is, first of all, the result of the influence of adults raising him. Russian State Social University Course work EMOTIONAL AND PERSONAL DEVELOPMENT OF CHILDREN PRESCHOOL AGE Scientific adviser: Senior Lecturer
E.A. Maksudova «
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2006 Executor: 2nd year student
E.N. Galkina «
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2006 Moscow 2006 Introduction……………………………………………………………3 Education of emotions and feelings in a preschooler: 1) Emotions and the educational process……………………………………5 2) The development of emotions in activities……………………………………… 8 3) The meaning of emotions……………………………………………………….13 Development of the motivational sphere of preschool children: 1) Conditions for the formation of social motives for the child’s behavior…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 2) The influence of emotions on the emergence of social motives in a child……………………………………………………………………...23 The role of the family in educating the emotional responsiveness of the child…………………………………………………………….27 The value of the game for overcoming the emotional difficulties of a preschooler……………………………………………………...31 Conclusion………………………………………………………..37 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 protecting and strengthening the health of children, creating conditions for their comprehensive development at an 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 mankind. The process of education involves not only the active influence of an adult on a child, but also the activity of the child himself (playing, educational, labor), which has its own goals, orientation, motives. The task of the harmonious development of preschool children also necessarily implies a sufficiently high level of development of their emotional sphere, social orientation and moral position. The development of a child is a complex, holistic formation, consisting of a number of interrelated levels of regulation of behavior and characterized by a systemic subordination of the motives of the child's activity. The question of the motives of the activity and behavior of a preschooler is the question of what specifically motivates this or that activity or act 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 activity 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 formation of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the education 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 the activity and behavior of the child 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 psyche of children and its individual aspects, but also of the features of the formation of the personality of a preschooler . However, on the part of parents and teachers, the passage of stages of emotional development, as a rule, is not given much attention. Object of study: socio-psychological development of preschool children. Subject of study: emotional and personal development of preschool children. Purpose of the study: to 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: The study of psychological and pedagogical literature on the research topic; the study of the education of emotions and feelings in a preschooler; study of the development of the motivational sphere of preschool children; studying the role of the family in raising the child's emotional responsiveness; studying the value of the game to overcome the emotional difficulties of a preschooler. Education of emotions and feelings at a preschooler. Emotions and the educational process. From the first years of life, under the influence of adults, as well as in the process of games, feasible work, and learning, the child actively masters the experience of previous generations, learns 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 child personality traits. 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 immobility 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 inhibits mental activity. In physically weakened children, prone to rapid fatigue, the emotional tone and mood are reduced. This, in turn, negatively affects the nature of the mental performance of children. mental education It is designed to ensure not only the assimilation of the sum of knowledge and skills, but also the systematic formation of the cognitive abilities of the child. The mental education of children of senior preschool age is closely connected with the problem of preparing for schooling. Modern research shows that the intellectual capabilities of a preschool child are much higher than previously thought. The effectiveness of learning itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task proposed by him, what feelings the current situation causes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of the child's intellectual development, but also more widely - on his mental activity and even on his creative abilities. Therefore, considering the level of readiness of the child 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 which influences not only the aesthetic, but also the mental and moral education of the child. The participation of children 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 severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: both 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 children's experiences, reflects their own social experience and develops it. Problem moral education children of preschool age is essential and at the same time difficult. A child is born not evil and not good, not moral, not immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they educate him. Correct ideas about the moral character of a person, about his attitude towards other people, towards himself, towards his labor and civic duties should become role models for the child. At the same time, he must have an understanding of what is good and what is bad; why some actions are bad, while others deserve approval. However, knowledge of moral requirements alone is not sufficient 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, not caring about the practice of the relationship of children with other people, there may be cases of “moral formalism”, when children know moral norms well and even reason about them correctly, but they themselves violate, regardless of the interests of others. In order 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 understanding, but also a positive emotional attitude towards his moral duties. He knows that it is necessary to help the little ones, and actively does this; he understands that it is bad to be rude and he himself rebels against the rudeness of others, and so on. In order to ensure a 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 the mental one, the intellectual one with the moral one, the moral one with the aesthetic one, and so on. The centerpiece of this entire system is moral and labor education of preschoolers, which is designed to lay the foundations of an active life position, understanding of one's duties and readiness to fulfill these duties, unity of word and deed already in the first years of a child's life. There is no doubt that labor education should begin already in preschool childhood. It is important that any practical task offered to a preschooler should not be an end in itself, but should contribute to the formation of industriousness in children, respect for the work of adults, readiness and ability to do something themselves. In order to bring up such qualities in a child, it is necessary to influence not only knowledge and skills, but also his emotional sphere. Development of emotions in activity. The education of feelings in a child, starting from the first years of his life, is the most important pedagogical task, no less, and in some sense even more important than the education of his mind. For how new knowledge and skills will be assimilated, and for the sake of achieving what goals they will be used in the future, decisively depends on the nature of the child's relationship to people and to the surrounding reality. The formation of higher human feelings occurs in the process of assimilation by the child 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 motives of his behavior. As a result of such assimilation, the child acquires a peculiar system of standards of values, comparing with which the observed phenomena, he evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly. to pre-known canons, but prevents the occurrence of possible dead ends of their personal development, ... Features of the moral development children v preschool age 14 3 Factors affecting the moral development children preschool age 23 ... Kotova E.V. In the world of friends: Program emotionally-personal development children. M.: TC SPHERE, 2007. Leontiev... Family upbringing for development children preschool age" Completed by: 2nd year student... children refer to emotionally prosperous ( children senior preschool age), and 50% refer to emotionally disadvantaged ( children junior preschool age ... Psychocognitive development children preschool age with mental retardation. Object - features of mental retardation children preschool age. The subject is psychological development children preschool age with mental...
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Abstract >> PsychologyThe influence of national education in the family on development children preschool age
Coursework >> PsychologyFeatures of psychocognitive development children preschool age with mental retardation
Coursework >> Psychology