Features of the development of the emotional sphere of older preschool children. Theoretical approaches to the problem of the formation of aesthetic feelings of a preschooler child

The emotional development of a preschooler is primarily associated with the emergence of new interests, motives and needs. The most important change in the motivational sphere is the emergence of social motives that are no longer conditioned by the achievement of narrow-minded utilitarian goals. Therefore, social emotions and moral feelings begin to develop intensively, which were absent in the preschool age or were observed in their embryonic state. The establishment of a hierarchy of motives leads to changes in the emotional sphere. The allocation of the main motive, to which the whole system of others is subordinated, stimulates stable and deep experiences. Moreover, they refer not to the immediate, momentary, but rather distant results of activities. That is, emotional experiences are now caused not by the fact that is directly perceived, but by the deep inner meaning that this fact acquires in connection with the leading motive of the child's activity. Feelings lose their situationality, become deeper in semantic content, arise in response to supposed mental circumstances (P.M. Yakobson). An emotional anticipation is formed in a preschooler, which makes him worry about possible results of activity, to anticipate the reaction of other people to his actions. Therefore, the role of emotions in the child's activity changes significantly. If earlier the child felt joy because he got the desired result, now he is happy because he can get this result. If earlier he fulfilled a moral norm in order to deserve a positive assessment, now he fulfills it, foreseeing how happy those around him will be.

Gradually, the preschooler begins to foresee not only the intellectual, but also the emotional results of his activities. Assuming how happy his mother will be, he makes her a gift, refusing an attractive game. It is at the preschool age that the child masters the highest forms of expression - the expression of feelings with the help of intonation, facial expressions, pantomime, which helps him to understand the experiences of another person, to "discover" them for himself.

Thus, on the one hand, the development of emotions is conditioned by the emergence of new motives and their subordination, and on the other hand, emotional anticipation ensures this subordination.

Changes in the emotional sphere are associated with the development of not only motivational, but also the cognitive sphere of the individual, self-awareness. The inclusion of speech in emotional processes ensures their intellectualization when they become more conscious, generalized. The first attempts to restrain one's feelings, for example, their external manifestations - tears, can be seen in a child at 3-4 years old. Although the baby is still bad at it. The older preschooler begins to control the expression of emotions to a certain extent by influencing himself with the help of words.

We emphasize that preschoolers have a hard time restraining emotions associated with organic needs. Hunger, thirst makes them act impulsively.

In preschool age, the development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing games lead to the further development of sympathy, sympathy, and the formation of camaraderie. Higher senses develop intensively: moral, aesthetic, cognitive. The source of humane feelings are relationships with loved ones. In the previous stages of childhood, showing benevolence, attention, care, love, an adult laid a powerful foundation for the development of moral feelings.

If in early childhood a child was more often the object of feelings on the part of an adult, then a preschooler turns into a subject of emotional relationships, empathizing with other people. Practical mastery of norms of behavior is also a source of development of moral feelings. Experiences are now caused by public sanction, the opinion of the children's society. The experience of such experiences is generalized in the form of moral feelings. If younger preschoolers assess an act from the point of view of its immediate meaning for the people around them (“The little ones cannot be offended, otherwise they may fall”), then the older ones - generalized (“The little ones cannot be offended because they are weaker. They need help, we older "). At this age, moral assessments of actions from external requirements become the child's own assessments and are included in the experience of his relationship to certain actions or actions.

The role-playing game is also a powerful factor in the development of humane feelings. Role-playing actions and relationships help a preschooler to understand another, to take into account his position, mood, desire. As children move from simply recreating the actions and the external nature of relationships to conveying their emotionally expressive content, they learn to share the experiences of others.

In labor activity aimed at achieving a result that is useful to others, new emotional experiences arise: joy from overall success, sympathy for the efforts of comrades, satisfaction from the good performance of their duties, dissatisfaction from their poor work.

On the basis of children's acquaintance with the work of adults, love and respect for him is formed. And preschoolers transfer a positive attitude to work to their own activities (Ya.Z. Neverovich).

Peer empathy largely depends on the child's situation and attitude. In conditions of acute personal rivalry, emotions overwhelm the preschooler, and the number of negative expressions towards a peer increases sharply. The child does not give any arguments against a peer, but simply (in speech) expresses his attitude towards him, empathy with a friend is sharply reduced.

Passive observation of the activity of a peer evokes twofold experiences in a preschooler. If he is confident in his abilities, then he rejoices in the success of the other, and if he is not sure, then he experiences envy.

When children compete with each other, realistically assessing their capabilities, comparing themselves with a friend, the desire for personal success, recognition of their own merits and achievements increases the power of expressions to the highest level. In group competitions, the main pivot is the interests of the group, and success or failure is shared all together, the strength and number of negative expressions decreases, because against the general background of the group, personal successes and failures are less noticeable.

Sympathy and compassion encourage the child to commit the first moral deeds. Even a 4-5-year-old child fulfills moral standards, showing a sense of duty primarily in relation to those whom he sympathizes with and sympathizes with. R. Ibragimova's research made it possible to trace how a sense of duty develops during preschool age.

The rudiments of a sense of duty are observed in the 3rd year of life. The kid obeys the requirements of an adult, not realizing their meaning, he does not understand what significance the actions he performs for others. There is only a process of accumulation of initial moral ideas: "it is possible", "it is not possible", "bad", "good" and their correlation with their actions and deeds. Emotional reactions to the positive and negative side of the actions of adults in a baby are unstable. He can give in, but only under the influence of an adult or out of sympathy and sympathy for someone.

The first more or less complex manifestations of a sense of duty occur in children 4-5 years old. Now, on the basis of life experience and initial moral ideas, a moral consciousness arises in the child, he is able to understand the meaning of the requirements presented to him and refer them to his own actions and actions, as well as to the actions and actions of others.

The child experiences joy, satisfaction when he performs worthy actions and grief, indignation, discontent when he or others violate generally accepted requirements, commit unworthy actions. The feelings experienced are caused not only by the assessment of adults, but also by the estimated attitude of the child himself to his own and other people's actions. He experiences such feelings when performing actions and deeds in relation to people with whom he is in direct communication, feeds
affection, sympathy, sympathy, but these feelings themselves are shallow and unstable. At 5-7 years of age, a child develops a sense of duty in relation to many adults and peers, a preschooler begins to experience this feeling in relation to kids.

The sense of duty manifests itself most clearly at the age of 6-7. The child realizes the necessity and obligation of the rules of social behavior and subordinates his actions to them. The ability to self-esteem increases. Violation of the rules, unworthy actions cause awkwardness, guilt, embarrassment, anxiety.

By age 7, a sense of duty is not based on attachment alone and extends to a wider range of people with whom the child does not interact directly. Experiences are deep enough and persist for a long time.

The development of camaraderie and friendship occurs long before children begin to understand their relationship with companions in terms of moral standards. At the age of 5, the children are dominated by friendship alternately with many children, depending on the circumstances. Friendships with several children and short-term individual friendships with many in turn are widespread. At 5-7 years old, the friendship of one child with many children persists, although pair friendship is more common. Friendship in small subgroups is most often born in the game based on gaming interests and inclinations, including those based on intellectual interests. Pair friendship is characterized by deep sympathy. Kids are friends because they play together (playing and being friends is the same for them). Older preschoolers play with those they make friends with based on sympathy and respect.

Let us emphasize that in children 5-7 years old, paired friendship is combined with broad comradeship, and at the same time, the selectivity of friendly contacts increases.

The development of intellectual feelings in preschool age is associated with the formation of cognitive activity. The joy of learning new things, surprise and doubt, bright positive emotions not only accompany the child's little discoveries, but also cause them. The world around, nature especially attracts the baby with mystery, enigma. She presents him with numerous problems that the kid
trying to decide. Surprise gives rise to a question that must be answered.

The development of aesthetic feelings is associated with the formation of children's own artistic and creative activities and artistic perception.

Dasha would like to turn her mother into a peacock, because “the mother should be the most beautiful, and the peacock has the most beautiful tail”.

Aesthetic feelings of children are interconnected with moral ones. The child approves of the beautiful and the good, condemns the ugly and evil in life, art, and literature. N.A. Vetlugina wrote: “... You cannot teach a child the truth, goodness without forming in him the concepts of“ beautiful ”and“ ugly ”,“ true ”and“ false ”, you cannot teach him to strive to defend the truth, good, without forming he has an emotional protest against evil and lies, the ability to appreciate the beautiful and the good in people. "

Features of emotional development in preschool age:
- the child masters social forms of expression of feelings;
- the role of emotions in the child's activity changes, an emotional anticipation is formed;
- feelings become more conscious, generalized, reasonable, arbitrary, extra-situational;
- higher feelings are formed - moral, intellectual, aesthetic.

The emotional development of a preschooler is one of the essential conditions that ensure the effectiveness of the process of teaching and upbringing, its various aspects. This work presents a methodology for diagnosing the understanding of the emotions of another ...

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Moscow Department of Education

State budgetary educational institution

higher professional education of the city of Moscow

"Moscow City Pedagogical University"

Institute of Pedagogy and Psychology of Education

Department of Educational Psychology

Borisova Nadezhda Alekseevna

Features of the formation of the emotional sphere of older preschool children

COURSE WORK

Direction : "Teacher Education",
profile: "Preschool education"
(2 course, correspondence course)

Supervisor:

candidate of psychological sciences,

assistant of the Institute Department of Aigunova

psychology of education Olga Alexandrovna

Head of the department:
doctor of Psychology,

doctor of Pedagogy, Savenkov

professor Alexander Ilyich

Moscow 2014

Introduction ………………………………………………………………… ..	page 3
Chapter 1. Psychological and pedagogical analysis of the problem development of emotions in preschool children
1.1 Theoretical analysis of the concept of emotion ………………………………	page 6
1.2 Features of the development of the emotional sphere of preschool children ………………………………………………………………………	page 11
1.3 Means of diagnosing children's understanding of emotions .....................	page 23
2.1 Revealing the level of formation of understanding of emotions by children of senior preschool age ………………………………………… ...	page 26
	page 29
Conclusion ……………………………………………………………… ..	page 37
List of references………………………………………………………….	page 38
Application ………………………………………………………………...	page 39

Introduction

Preschool childhood is a very short period in a person's life, only the first seven years. During this period, development proceeds more violently and rapidly than ever. From a completely helpless, unable to do anything, the baby turns into a relatively independent, active personality. All aspects of the child's psyche receive a certain development, thereby laying the foundation for further growth. One of the main directions of mental development in preschool age is the formation of the foundations of the personality.

Early and preschool childhood is a time when emotions dominate all aspects of a child's life, control and regulate all his other mental functions.

The age in question, in many descriptions and classifications, consists, as it were, of two: senior preschooland primary school... Without in any way belittling the importance of such an important event as entering school, let's look at this period of a child's life from the point of view of those developmental tasks that he solves himself, as if relatively regardless of the place of stay - a kindergarten is,school or family. Let us turn again to the facts that appeared at the border of this age - this is the child's increased sensitivity to existential experiences, the designation of the boundaries of the self-concept through establishing a distance with other people, the formation of a generalized concept of another person. The child's sensitivity, heightened sensitivity to the content of his self-concept makes him very vulnerable to any influences from other people, it is not for nothing that the protected environment is a resource for his development (1; p. 350).

With such an increased sensitivity to the influences of other people, the child comes to the middle of childhood. His social space of relations with different people is expanding - apart from the family, they become significantrelationships with preschool staff and peers.

The problem of emotional development, or the formation of moral qualities of the personality of preschoolers, has always faced teachers. As sociological studies conducted among parents and educators show, the most valuable qualities of children, despite their passion for early intellectual development, both consider kindness and responsiveness. Almost all educational programs for preschool children contain a section that is specifically devoted to the upbringing of the moral qualities of the individual, although the subject of such upbringing can be called in different ways: "social-emotional" education, or "moral" education, or the formation of a humane attitude towards other people and etc. The importance of this task is obvious. It is at the preschool age that the main emotional and moral institutions are formed, the foundations of the personality and attitude towards other people are formed and strengthened. At the same time, the methods of such education are far from being so obvious and present a serious pedagogical problem.

The abilities for social interaction develop during their lifetime, in the process of interaction with an adult. Communication with adults during preschool childhood develops and takes different forms. In the concept of M.I. Lisina considers the development of communication as a change in its qualitatively unique forms, each of which is characterized by a special content of the need for communication, the main motives that motivate him and the main means of communication. In communication with an adult, there is not only the assimilation of cultural norms and methods of activity, but also the formation of new meanings and motives of the child.

Object of study:emotional development of a preschooler.

Subject of study:features of emotional development of older preschool children.

Goal: theoretically and practically substantiate the need to use the means of developing the emotional sphere in the pedagogical process in older preschool children.

Research hypothesis: the understanding of emotions by children of older preschool age is in the stage of formation and a specially developed system of means, built on the basis of the concept of basic emotions and mastering the means of understanding their emotional experiences and the emotions of another, contributes to the enrichment of the emotional experience of children of older preschool age.

Tasks:

1. On the basis of the analysis of psychological and pedagogical literature, identify the features of the development of the emotional sphere in preschoolers.
2. To characterize the means of social and emotional development of a preschooler.
3. To develop guidelines for the development of social emotions in older preschool children.

Research methods:

Theoretical: analysis of psychological and pedagogical literature;

Empirical: "Emotional faces" N.Ya. Semago, methodology "Study of children's understanding of emotional states of people" by VM Minaeva. observation, conversation.

Chapter 1. Psychological and pedagogical analysis on the problem of the development of emotions in preschool children

1.1 Theoretical analysis of the concept of emotion

The emotions of children aged 5-7 years are primarily manifested when interconnected with interesting, bright objects of the surrounding reality. Contacting the sphere of the child's mental development are emotional processes that regulate and charge all of his other functions. Emotional control and emotional imagery is a product of preschool education. The ability to own and control behavior is one of the points of being ready for school. The listed processes take place under the influence of emotional regulation. Closing themselves to televisions, computers, modern children communicate less not only with their friends, but sometimes forget their parents, and communication plays the main role in the development of the sensory sphere. This negatively affects the responsiveness, feelings of others.If the teacher underestimates the individual manifestation in the sphere of emotions and feelings, this can lead to serious miscalculations in upbringing, in this case it will be necessary to carry out timely work to correct the disturbance in the sphere of emotions. Emotions in the lives of children occupy an important place: they help to react to perceive reality.

Let's move on to the definition of emotion, here we come into contact with different interpretations, confusion and inaccuracy of their use, widespread in the literature inaccuracy will include such concepts as “emotion” and “feeling”, “emotion” and “affect” as interchangeable, this suggests that that there is no division into subclasses, there is a dynamic in the sphere of emotions. If there are no definitions, and there is no good content, then we can say that this will negatively affect the development of child psychology in the future. But, despite this concept of emotion from the Latin word is translated, as excitement, shock. If you look at the psychological culture, then, here we see, emotions are mental processes that help to experience a certain life situation in a child's life. Emotions are an indicator for the environment. If the word "significance" is the understanding of importance, necessity, need. The most weighty definition of K. Lange: "emotions are mental movements."

This understanding of emotion is common in the psychological literature. Here is what S.L. Rubinstein “Emotion is a special subjective form of existence” and, according to S.L. Rubinstein, we can understand for ourselves that needs are behind emotions. Consider the point of view of V.K. Vilyunas, emotions are based on experiences that give characterization and induce the subject to action or to activity, and hence the definition as motivation follows, the author in his definition was able to designate emotions by the term motivation. In other words, emotions show: either we are striving for something, or we are running away from the goal. The author gives a brief introduction to the term emotion: "Emotions are the subjective carrier of behavior motivation" - here it is said that motivation obeys as a function of emotion. In this sense, emotions will be a mechanism for regulating behavior, and will be especially clearly manifested at the stages of early development.

Researchers and scientists agree that emotions are secreted by the body no matter what the situation is, performing a single action. There are three levels in the psychology of emotions:

a) feeling or awareness of emotions;

b) physiological systems;

c) emotional state.

Summing up the above, we note that scientists in the field of teachers and psychology adhere to such an opinion as - emotions appear when a motive occurs and, accordingly, works until the mind is fully aware of the assessment. The basis of skills in the field of children 5-7 years old will be motives, the emergence of new interests and needs. Speaking about the feelings of the child, we can say that they can lose impulsiveness, become more meaningful.

For a child aged 5-7 years, such forms of expression as intonation, facial expressions, pantomime are characteristic. Having mastered expressive means, he is able to more deeply understand and worry about another. Emotional development is especially influenced by the cognitive sphere, speech is turned on, intellectualization appears. I would also like to note that depending on the activity of the child, different emotions are manifested. Closer to 4-5 years old, the child begins to show feelings of duty, and by 6-7 years old it begins to be clearly demonstrated.

Speaking about the history of the study of emotions, Russian psychology experienced periods of ups and downs, one of the first to talk about emotions at the end of the 19th - beginning of the 20th centuries, I.A. Sikorsky, N. Ya. Groth, N.N. Lange, V.V. Zenkovsky. Psychiatrist I.A. Sikorsky wrote in his diaries "Education at the age of first childhood": "I can say with confidence that feelings and affects appeared in children much earlier than other types of mental functions (for example, will, reason), and at a certain time they will form the most outstanding side their spiritual life. "

Emotions, according to V.V. Zenkovsky, are, first of all, the very naturalness of a child's behavior, spontaneity, grace and freedom. When, according to this researcher, an interest in the outside world is established in the child's soul, then the period of early childhood ends, the emotional sphere ceases to play its former role, and the spontaneity and grace of the child's soul gradually disappear (4, p. 126).

To summarize the above, emotions (from French emotion - feeling) are a mental process of impulsive regulation of behavior, based on the sensory reflection of significant external needs, their benefit or harm to the life of an individual. Emotions are an adaptive product of evolution, in a biological phenomenon they are able to defend themselves in any situation. The influences of emotions on the body play a huge role in the surrounding conditions, in any situation there is a reaction to the state, the form, protection mechanisms are determined, that is, emotions can determine whether this or that action will be useful or harmful.

By origin, emotions are associated with instincts. Emotions are genetically linked to instincts and drives. As is known from history, the highest emotions are feelings that are determined by the social essence of a person, social norms, needs and attitudes. And also moral feelings - a sense of duty, conscience, a sense of solidarity, sympathy, and violation of these - a feeling of indignation, indignation and hatred. If we talk about practical activity, then here we can say about the emergence of his intellectual feelings, and with the emergence of figurative-pictorial activity - aesthetic feelings.

1.2 Features of the development of the emotional sphere of preschool children

The child experiences the first emotions immediately after birth. These are negative experiences associated with physiological reasons. Negative emotions, expressed in screaming, crying, perform a protective function, signaling some kind of trouble for the baby: hungry, sick, wet diapers, wants to sleep, etc. The adult, reacting to them, provides favorable conditions for the life of the newborn. Research H..JI. Figurin, M.P. Denisova made it possible to conclude that in the first and at the beginning of the second month of life, negative emotions arise when the child is hungry or weaned from the breast during feeding, with overexcitation before going to bed, with the action of wide skin and pain stimuli ... Already soon after birth, the general background of wakefulness, still very short-lived, prompts an attentive adult which stimuli cause negative experiences in the child, and which, on the contrary, soothe. Gradually, the time of wakefulness lengthens, the number of negative emotions decreases.

The newborn moves to a more or less calm state. But he still does not know how to rejoice. During sleep or immediately after feeding, something like a smile can be replaced on his face. But such a fleeting reaction arises from the contraction of the facial muscles and expresses nothing. The satisfaction of organic needs only creates the prerequisites for the emergence of a feeling of joy, but does not directly generate it. Positive emotions develop only when interacting with an adult who, in addition to providing care, fills the baby's life with a variety of impressions and shows love and care for him.

After the 3rd week of life, the child develops the first social reaction - a smile in response to the gentle conversation of an adult and his face bent over the baby (13; p. 171).

The peculiarities of the child's emotional sphere are formed in interrelation with cognition and unconscious reflection of the expression of adults, to whom he very early shows "interest", because depends on these people and is connected with them both physically and psychologically.

In the child's cognition of other people, a certain sequence and stage is observed: first, the child singles out a person as a subject of communication and activity, then proceeds to characterize himself, first fixing external signs, and later begins to cognize the inner experiences, goals and aspirations of people, but through their external manifestations.

A child is a human child. And it is natural that his attention and interest are directed primarily to a person - first an adult, and somewhat later on a peer. The adult very early becomes the object of close attention of children. Research A.V. Yarmolenko, who specially studied the comparative attractiveness of various objects and a person for infants of 4-6 months, found, first, that already in the first half of life, a child separates a person from other objects; secondly, the concentration of the child's gaze is observed even on an immobile person, and on the speaker and who is in motion for a long time than when fixing on other objects (9; p. 256).

The child's response to the adult changes as the child develops. In the second month of life, the child develops a smile and a "revitalization complex" described by N.L. Figurin and M.P. Denisova (1949), N.M. Schelovanym and A.M. Aksarina (1960).

In the first year of life, the emotional reactions of a baby to an adult develop in three directions. First, from a “local” reaction - a smile - they become an expression of a “complete” joy that is part of the revitalization complex. Secondly, emotions in a child are caused by the face or voice of an adult. Thirdly, emotions become selective, the baby reacts only to a specific adult. Child 4-5 months differentiates between friends and foes. After 8 months. fear arises in the presence of strangers, which, with a careful and sensitive attitude towards the baby, passes at about 1.5-2 years. In this case, the adult remains the central link in all perception. An adult acts for a child as a bearer of social experience of action with objects, speech and emotionally expressive forms of communication.

Thanks to the meaning that an adult has in a child's life, in the process of interacting with him, the child more and more subtly differentiates both the external appearance of the adult and the changes that occur in him, including, first of all, changes in the emotional expression of his face, intonational expressiveness of his voice, gestures ...

Rich material that reveals the nature of changes in the perception of a person by a child, provides an analysis of the process of their communication with others.

M.I. Lisina, studying the development of communication between children and adults, comes to the conclusion that in the first half of life there is a direct emotional communication between a child and an adult, which is also called situational-personal. The content of such communication is the emotional states experienced by the child, which are "communicated" to the adult (12; p. 354).

Such "messages" do not have a conscious purposefulness and are quite amorphous. They are usually an expression of the child's global sympathy for all adults, his positive "attitude" towards a person. The means of communication of children of the first half of life are mainly facial expressions, expressive gestures and expressive vocalizations, i.e. expressive and mimic acts.

From 6-8 months, children develop a new form of interaction: situational, subject-specific (business) communication with an adult. The content of situational-business communication is determined by the child's joint objective actions with adults. Against the background of interaction, the child realizes further, already more differentiated cognition of the adult, his attitude towards himself. Each month the range of the child's means of communication expands. In addition to expressive-mimic actions, locomotor and objective actions appear, which are transformed and used by children in establishing contacts with adults, expressing their attitude towards him and the influences they exert on him.

In preschool age, situational-cognitive communication appears, aimed at understanding the world of objects and people.

The idea of \u200b\u200ban adult that is formed at this stage is significantly enriched and the image of a person loses that amorphousness and situational limitation that distinguished it at the previous stage of the child's development. Speech becomes the leading means of communication between the child and the people around him. The child's mastery of speech introduces significant changes in his knowledge of man and the world around him. Thanks to the word, the sensual content of the image of a person becomes the bearer of psychological individual-personal content. Gradually, a person begins to appear as a person possessing not only immediate sensually perceived properties, but also the mental properties signaled by them.

However, despite the great role of speech in a child's understanding of a person, at preschool age, as M.I. Lisin, expressive-mimic acts remain the leading ones. Whatever the form of communication between the child and the people around him, expression remains his necessary means. Emotional communication, being transformed, passes through all forms of communication, permeates and colors them, while playing an important role in the formation of an emotional-value attitude towards people in a child, their understanding and development of his own means of expressive influence on others.

In the course of the development of forms of communication, the complication of its content, as a result of the child's accumulation of experience of experiences and feelings, his ideas about a person from global, amorphous ones become more complete and clear. In the image of a person - the object of perception - the child highlights some constant properties and signs that help him understand the relationship he experiences to the environment. Communicating with close adults, and then with people from a wider environment, children learn to differentiate the shades of expressive behavior and from them "read" the state experienced by a person. This is evidenced by the manifestations of sympathy, fear, joy and other experiences in young children in accordance with the expressive picture of the behavior of a person close to them.

In order to live among other people, to feel comfortable in society, to be accepted and understood by other people, it is very important to be able to understand and feel their emotional and mental states, to adequately respond to them. Such behavior requires the development of emotional-perceptual vigilance, the ability to notice, recognize the state of another person, mastery of the "language" of emotions, ie. the formation of emotional and perceptual abilities. Emotional-perceptual abilities are the properties of a person that allow him to perceive and recognize the expression of another, understand his emotional state and adequately respond to it in the process of communication and interaction (4; p. 96).

A child very early learns those forms of the emotional state that are entrenched in a particular ethnic culture, he learns to perceive and understand the experiences of other people and to express his own emotions. Thanks to the meaning that an adult has in a child's life, in the process of interacting with him, the child more and more subtly differentiates both the external appearance of the adult and the changes that occur in him, including, above all, changes in the emotional expression of his facial expressions, intonational expressiveness of his voice, gestures ... The infant, not yet being able to speak and not understanding the meaning of what was said, responds adequately to the intonation of the adult's voice. And if a mother in an affectionate voice says to a 4-7 month old baby: "Oh, you are an ugly! How can you do that?" - then the baby smiles happily in response to such a "reprimand" (12; p. 356).

The child is originally a sentient being. Emotional, direct, self-sensing I am at the heart of the development of the baby's ability to feel the state of another, not yet understanding it. The unconscious affective involvement of a child of infancy and early age in the experience of a person, starting from 2-3 years, is enriched by the experience of recognition, gradual awareness and understanding of the emotional state of another person.

Preschool children are able not only to feel, but also to understand various emotions. Children's understanding of emotions is different for children of different preschool ages. A.M. Shchetinina, as a result of a specially conducted study, established the levels of understanding by preschoolers of human emotional states:

Level I - inadequate: children do not understand the emotional state, cannot name it or make gross mistakes;

Level II - situationally specific: a) children discover an understanding of the emotional state through a given, prompted concrete situation; b) the verbal designation (by a verb, not an adjective) of an emotional state is hardly chosen from those proposed by the experimenter, i.e. with a hint.

Level III - verbal designations and descriptions of expression: a) children quickly and accurately choose the name of the state from among those listed by the experimenter (choose the form of the adjective) or b) independently name the emotional state;

IV level - comprehension in the form of description: a) children independently correctly name the emotional state of a person; b) isolate and describe the expression; c) independently comprehend the situation, give its description.

V level - comprehension in the form of interpretation and manifestation of empathy: a) children independently and accurately name the emotional state; b) interpret the state through the analysis of expression and through self-conceiving situations; c) they show empathy - they "turn" the character (speak on his behalf), reveal a vivid emotional attitude towards the person depicted (in the form of exclamations, statements, imitation of perceived expression) (14; p.124).

Preschool children are the best at perceiving the emotion of joy. Children of all age groups also understand the expression of sadness quite well. Children 4-7 years old quite successfully perceive the expression of an angry, angry person. There are noticeable differences in the success of the recognition of the emotion of fear by subjects of different age groups. Children six to seven years old understand this emotion well (92%), while middle-aged children recognize this state only in 67% of cases. Here, age opportunities are most prominent.

The emotion of surprise caused by interest in something is more difficult to read by all children. Almost half of children 4-5 and 6-7 years old do not understand the expression of this emotional state at all.

Understanding the emotional state of a person is impossible without the ability to perceive expressive signs of expression of emotion. Thanks to this perception, a perceptual image is formed in the child. General age-related patterns of perception and features of the standard of expression determine the type of perception of emotion, thanks to which a perceptual image of a person who is in one or another emotional state is created, and his verbalization by a child allows one to judge the type of perception of emotion by him, as well as to some extent about the standard of expression that underlies the child's recognition of a person's state. The author also established the types of children's perception of emotions: pre-verbal, diffuse-amorphous, diffuse-local, analytical, synthetic, analytic-synthetic.

Pre-verbal type. Emotion is not denoted by a word, but its identification is revealed through the establishment by children of the correspondence of an expressive expression to a situation ("he is probably watching a fairy tale", etc.).

This type of perception prevails in a small proportion of children 4-5 years old (20%) when recognizing almost all emotions.

Diffuse amorphous type. Children already name an emotion, but they perceive its expression globally, superficially, indistinctly (“cheerful ... as drawn,” “he is having fun,” “he looked and found out that he was sad,” etc.). Apparently, children with this type of perception of emotions have not yet formed a standard for their expression. The standard is very "blurred", its constituent elements are not yet differentiated. This type of perception is widely represented in children 4-5 years old (50%). The diffuse-amorphous type of perception in some part of four-year-old children is characterized by emotional coloring (10%). Children, perceiving an image of a person in any emotional state, show an emotional attitude towards some of them, expressed in expressive remarks or actions. Emotionality of perception is observed in children more often when recognizing anger, sadness and fear.

Diffuse-local type. Children, perceiving the expression of emotion globally and superficially, begin to highlight a separate, often single element of expression (in most cases, eyes). Diffuse-local perception becomes the leading one in 27% of children 4-5 years old; 13% of the subjects show emotionality. Moreover, children show an emotional attitude not only to a state of anger, sadness or fear, but also to joy and surprise.

The analytical type of perception is found only in some middle-aged children (3%) and a significant number of children 6-7 years old (27%). Children of this type of perception recognize an emotional state by highlighting elements of expression. In the overwhelming majority of cases, children of both age groups name expressive features of facial expressions, not postures.

Synthetic type. This is no longer a global and superficial perception of emotion, which is most often observed in four-year-old children, but a generalized, holistic one (“she is evil, because all the eyes are evil, and there is evil”). Children do not differentiate elements of expression, but perceive them in aggregate, holistically. This type of perception is characteristic of older preschoolers (33%), who in some cases show an adequate emotional reaction (7%).

Analytical and synthetic type. Children highlight elements of expression and generalize them (“she is cheerful, her whole face is like that - her eyes are cheerful and her mouth is,” “the baby has a surprised expression on his face. He opened his eyes wide, and opened his mouth a little, and his eyebrows were high”). This type of perception was found in the course of the study in 40% of the subjects of the preparatory group, and 17% of them show emotionality.

The type of expression perception depends not only on the age of the children, although this dependence is found most expressively. Differences in types are determined to some extent by the nature of the emotion experienced by children. Thus, for children to recognize fear and surprise, the pre-verbal type of perception is predominantly characteristic; joy and sadness - a diffuse-amorphous type in four-year-old children and an analytic-synthetic one in older children; when anger is recognized by children 4-5 years old, the diffuse-local type becomes the leading, and children 6-7 years old - the analytical one. Emotionality in the process of perception is manifested in children, both younger and older, most often when they perceive the emotions of anger, sadness and fear.

Thus, the following genetic patterns can be noted in the understanding of emotions by preschool children:

• by older age, the level of children's understanding of the emotional state increases;
• differences in the understanding of different emotions among older preschoolers are becoming less and less significant;
• by the older preschool age, the perception of expression becomes more differentiated, which affects the accuracy of assessing the emotional state of a person;
• with age, the active, as well as passive, vocabulary of designations of an emotional state increases. Children of both age groups actively use the words “cheerful”, “angry”, “angry”, “sad”.

The words "joyful," "sad," "scared" are well known to about half of six-year-olds and a third of four-year-olds. The word "surprised" is actively used only by individual children of 6-7 years old;

• by the age of six, the emotional state of a person begins to "separate" from the sensory content of his image and becomes a kind of object of cognition.

The level of understanding by children of a particular emotional state depends on a number of conditions:

a) from the sign and modality of emotion. Thus, positive emotions are recognized by children more easily and better (joy, for example) than negative ones (anger, fear). However, surprise (interest) is poorly understood by children, although this emotion is positive;

b) from age and the experience accumulated in the process of life and communication of recognizing the emotional state in different life situations, in different emotional microclimate, etc. the ability of children to understand the emotional state;

c) on the degree of the child's possession of the verbal designations of emotions.

It is logical, apparently, to assume that the transfer from the concrete-sensory cognition of the emotional state to the level of their comprehension is possible under the condition of accurate and complete verbalization of experiences and their external expressions;

d) from the child's ability to isolate expression and differentiate its elements, which presupposes the formation, to a certain extent, of standards of expressions of states.

In the recognition of an emotional state only by facial expressions or simultaneously by facial expressions and pantomimics, no significant differences are found. In any case, the main feature that ensures the child's understanding of the state is the emotional expressiveness of the face (2; p. 134).

At the same time, in the face of children, first of all, the expression of the eyes is distinguished, and then the mimic fold of the mouth.

A person's posture rarely acts as an independent recognizable sign of his emotional state. Most often, the posture and the environment in which a person is depicted contribute to an easier conjecture by children of a situation corresponding to his emotional state, due to which they discover a deeper understanding of emotions or the ability to reveal the reason for the experience of the perceived subject.

So, the child gradually in the process of sociogenesis forms and improves the most important and significant for life in society, social-perceptual abilities, which are manifested in his individual characteristics of perception and understanding of the emotional states of other people, the ability to adequately respond to them and respond even to something that does not exist. in the experience of his own experiences, which indicates the potential for their improvement and serves as the basis for building a successful and effective interaction in the social environment.

However, despite the ability to take the position of another person, which is developing in preschool age, to emotionally respond to people's experiences, corresponding to the child's specified capabilities, his behavior is still limited by the framework of his own experience and social circle and, of course, requires an adult to organize certain developmental work.

1.3 Diagnostic tools for children's understanding of emotions.

Understanding emotions as a process of complex processing of emotional information (facial expression, vocal expression, social context, desires, attitudes and expectations of a person in a particular emotiogenic situation) is a component of emotional intelligence and one of the indicators of emotional competence.

The main tool for diagnosing children's understanding of emotions abroad is a standardized report (cognitive, perceptual analysis) - performing various tasks for understanding emotions in an interview. In accordance with the most common interpretation of understanding emotions as the ability to recognize, predict emotions and be aware of the socio-cultural norms of expressing emotions, the tasks presented to children can be classified as follows.

Tasks for recognizing (naming) emotions, requiring the ability to identify facial expression (from pictures, photographs), emotions of puppet characters - either verbally (give a name to the emotion, which allows you to explore an expressive dictionary), or not verbally (indicate the facial expression corresponding to the proposed name of the emotion) , which allows you to explore the receptive vocabulary).

Emotion prediction tasks that require participants to take a position:

- tasks built in the form of short stories played out by dolls with not traced facial expression, where children need to pay attention to understand the emotional state of the characters

the emotional context of the story and the vocal expression of the characters;

- tasks that require the child to be able to take the position of someone whose feelings differ from the feelings of the child in a similar situation;

- tasks for understanding the conditioning of emotions by false expectations, the result of which directly depends on the age capabilities of children: for example, children 5-6 years old, when listening to a story, attribute the emotion of surprise to a character who finds something unexpected in a box, whereas at the age of 7-9 years children are able to discern that a character who is misinformed about the contents of the box is more likely to be surprised than a character who has an unbiased opinion about the contents of the box.

Tasks for awareness of sociocultural norms of expression of emotions require children to be able to integrate the context of the situation, manifestations of emotions and explain the differences between expressed and experienced emotions, recognize the coexistence of emotions, identify conflicting emotions (for example, when presenting a story containing conflicting information about the expressed and experienced emotion).

The domestic approach to diagnosing the understanding of emotions is based on the use of standardized diagnostic tools (tests, reports), which include pictograms, photographs of faces of people (children) with different emotional expressions, cards with images of situations of different emotional meanings, and reproduction as a stimulating material. The following diagnostic tools are used to diagnose children's understanding of emotions: a method of identifying the features of identification of emotions in children 4–10 years old "Emotional identification" (EI Izotova, 2004), where understanding of emotions is considered as a component of identification of emotions; a technique for diagnosing the perception and understanding of emotional states by preschool children (AM Shchetinina, 1984); the methodology "Studying the understanding of the emotional states of people depicted in the picture" (GA Uruntaeva, Yu. A. Afonkina, 1995); the methodology "Determination of the meaning of words denoting emotional states" (N.V. Solovyova, 1999), where the understanding of the meaning of words denoting emotional states is assessed, grammatical, lexical and phonetic features of children's utterances, their structure, type of utterance are analyzed (17; p. 244).

The difference in approaches to defining the content of the concept of "understanding emotions" in foreign and domestic studies also determines the difference in the criteria for the understanding of emotions by children: the names of emotions (accuracy of word use), verbal analysis (the ability to characterize the perceived emotional state, that is, to highlight expressive and impressive signs, causes of emotions); at the same time, in foreign studies, the criteria for understanding emotions by children are also recognition, prediction of emotions, and the integration of conflicting information.

Chapter 2. An empirical study of the understanding of emotions by older preschool children.

2.1 Revealing the level of formation of understanding of emotions by children of senior preschool age.

In order to confirm the theoretical position of the research in practice, we organized experimental work. The work was carried out in kindergarten No. 2264 SZAO in a preparatory group for school. 10 children 6-7 years old were selected for experimental work:

To identify the understanding of emotions by older preschool children, we have selected two methods:

1. Methodology "Emotional faces" N. Ya. Semago.

This technique was developed by N.Ya. Semago in 1993 and is designed to assess the possibility of adequate identification of the emotional state, the accuracy and quality of this identification. Also, when working with the technique, an indirect assessment of interpersonal relationships is possible, including the identification of contrasting emotional "zones" in communication with children or adults. Two series of images of emotional facial expression are used as stimulus material.

1st series (3 images) consists of contour (schematic) images of faces. The following emotional expressions are carried out in a schematic form:

1. Anger (anger);

2. Sadness (sadness);

3. Joy.

Emotional expression in the contour images is indicated by the most logically significant elements of the face: the spatial arrangement of the corners of the mouth and the position of the eyebrows characteristic of each option.

Series 2 (14 images) contains images of specific faces of children (boys and girls: 7 images, respectively). The technique uses photographs with the following emotional expressions:

1. Explicit joy;

2. Fear;

3. Angry;

4. Friendliness;

5. Surprise;

6. Resentment;

7. Thoughtfulness.

The technique is used for working with children from 3 to 11-12 years old.

Criteria for evaluation.

High level - a detailed and detailed answer, the ability to adequately identify emotional states and assess facial expression.

Intermediate level - answering questions with help; Difficulty recognizing and naming abstract images, evaluating mood and naming emotions with the help of an adult.

Low level - he does not complete the task even with the help of questions, does not name the mood, cannot show it on himself.

2. Methodology “Study of children's understanding of the emotional states of people” by VM Minaeva. It is carried out individually, in two series.

1st series. The child is asked to answer the questions:

When is it interesting?

When is a person surprised?

When is it embarrassing?

When is it scary?

When is a person angry?

When is joyful?

When does a person have grief?

2nd series. The child is asked to answer the questions:

Each next question is asked after the child's answer to the previous one. The answers are entered in the table.

Data processing. Evaluate the correspondence of children's answers to the questions asked Comparison of children's understanding of the emotional state of people in the situations identified in the questions of the first and second series of the study.

During our study, children took an active part, showed keen interest and emotional involvement. The results of the methodology "Emotional faces" N. Ya. Semago were evaluated in points:

High level - a detailed and detailed answer, the ability to adequately designate emotional states and evaluate facial expression; high ability to nourish their own experiences -1 point;

Intermediate level - answering questions with help; difficulties in recognizing and naming abstract images, evaluating and naming emotions with the help of an adult - 0.5 points;

Low level - does not complete the task even with the help of questions, does not name the mood, cannot show it to himself - 0 points;

The data of the study are entered in table 1 "Emotional faces" N. Ya. Semago, series 1 "(appendix). Where the children were offered in a schematic form the following emotional expressions:

1. Anger (anger);

2. Sadness (sadness);

3. Joy.

This task did not cause any difficulties for the children, all pupils showed high results. Which we have shown in Figure 1.

Picture 1

Difficulties were caused by the second series of the method "Emotional faces" by N. Ya. Semago. Some of the preschoolers, doubting the correctness of their own answer, tried to attract their peers. The data of this series are entered in table 2 "Emotional faces" N. Ya. Semago, series 2 "(appendix). At this stage, we found that children are good at identifying pronounced emotions, and the depiction of borderline emotions such as affability, thoughtfulness, and anger causes them difficulty, which we reflected in graph 2.

Picture 2

In general, the children coped with this task not bad, the children are quite well oriented in emotions, only Lavr K. and Anton I. showed a low level.

In the second technique“Study of children's understanding of the emotional states of people” by VM Minaeva, also consisting of two series, children were asked to answer questions. The children's answers to the questions of the first series were recorded, in table 3, 4 "Study of children's understanding of the emotional states of people" by VM Minaeva, series 1 ", we will present some of them.

Table 3	Anastasia K.
When is it interesting?	When you watch cartoons;
When is a person surprised?	If it snows in the summer;
When does a person get pleasure?	When I receive gifts;
When is it embarrassing?	When he is scolded for a bad deed;
When is it scary?	At night when it's dark;
When is a person angry?
When is joyful?	When it's beautiful;
When does a person have grief?	When the Rex dog runs away;

Table 4	Oleg Sh.
When is it interesting?	When you watch cartoons or play with someone;
When is a person surprised?	When the room is clean;
When does a person get pleasure?	When he draws beautiful drawings, for example, a large house with a gazebo;
When is it embarrassing?	When you did something bad;
When is it scary?	When you are attacked by a dragon, red ants, a dinosaur;
When is a person angry?	When his toys are taken away;
When is joyful?	When everyone is playing together;
When does a person have grief?	When a toy is lost; When mom and dad are not at home;

After analyzing the responses in this series, we concluded that children are able to recognize their emotions and relate them to certain events. The second series of questions also did not cause difficulties for the children, most of the children expressed their understanding with a full answer or with a specific word, we will give examples of answers in table 5.6.

Table 5	Anastasia K.
Why do you think children like picture books more?	They are interesting, you like to watch them;
What will happen to a person if he sees pears on a birch?	He is very surprised;
How do you feel when you eat your favorite candy?	He is tasty, sweet, pleasant;
Why do you think the girl blushed when she was reprimanded?	she did something bad and felt ashamed;
How does a cat feel when a dog is chasing it?	The cat is afraid that her dog will catch up and bite. I, too, am afraid when a dog chases me;
How does a dog feel when another dog snatches a bone from it?	She is angry;
What will a boy feel if he is given a "Dandy"?	will be delighted;
What will a person feel if his beloved dog disappears?	He will cry, this is grief;

Table 6	Oleg Sh.
Why do you think children like picture books more?	It's beautiful when a book with pictures, there are interesting drawings;
What will happen to a person if he sees pears on a birch?	The person will look and wonder;
How do you feel when you eat your favorite candy?	At first I am happy, and then, as always, my teeth hurt;
Why do you think the girl blushed when she was reprimanded?	She is ashamed;
How does a cat feel when a dog is chasing it?	Fear;
How does a dog feel when another dog snatches a bone from it?	Anger;
What will a boy feel if he is given a "Dandy"?	Joy;
What will a person feel if his beloved dog disappears?	Sadness and anger;

Children already in preschool age have problems in expressing emotions associated with the prohibitions of adults. This is a ban on loud laughter in an inappropriate situation (according to adults), a ban on tears (especially for boys), a ban on the expression of fear and aggression. For many children, there are many such prohibitions on certain types of behavior, followed by punishment. Control by adults in the upbringing of children, of course, is necessary, but it should not exclusively pursue the interests of parents.

According to A. Lowen, excessive prohibitions in the expression of feelings entail a limitation of vitality, spontaneity and charm, i.e. the loss of that natural naturalness, the grace that a child possesses from birth.

Games aimed at developing the emotional sphere will help to partially cope with this problem.

Thus, the study allows us to conclude thatthat the features of the emotional development of an older preschooler are in the stage of formation. And about the need to develop a set of techniques and exercises for formation. The emotional sphere of older preschoolers and its inclusion in the process of upbringing and teaching children.

To form an understanding of emotions in preschool age, we have selected developing games. These games can be played with children at any free time, one or several at a time. Games can be used for systematic activities with a subgroup of children (7-10 people). Classes are recommended to be held 1-2 times a week for an average of 30 minutes. The required minimum to achieve tangible results is 11-14 sessions.

Stages of game lessons:

Stage 1. 3-4 lessons of 3-4 games each.

Stage 2. 6-7 lessons of 3 games each. One game proposed by children from the already known, another - invented by children, the third - suggested by the teacher.

Stage 3. 2-3 lessons of 3-4 games suggested by the children.

In the 4-5th lesson, children usually have a desire to invent games themselves. This explains the use of such games at the second stage of work. Games invented by children contribute to the development of imagination and creativity. They help in solving corrective problems, since children include problems that worry them in the content of games.

The game "READ THE LETTER"

Purpose: development of the ability to determine the emotional state from schematic images and combine different images with a single plot.

Description of the game. The postman (he may be a trained adult or child) brings letters, but not ordinary ones, but encrypted ones: each letter mimically depicts 2-3 emotional states, and they must be deciphered. Each child is given a letter, and the children one after the other tell what they "read" in their letter.

When the children are good at composing stories from short letters, you can increase the number of images, and you can also invite them to compose and write letters themselves and then, exchanging them, decipher the messages of their comrades.

Variants of letters and their approximate decoding:

A light rain was falling. Kolya sat by the window and was sad. But then the sun came out, the rain stopped, and Kolya happily ran out into the street.

2.

Early in the morning Alyosha went fishing. He threw the fishing rod and waited for the fish to fall on the hook. For a long time he sat and looked attentively at the float, but the fish did not bite, and he was very sad. But suddenly the line got taut and gradually began to go down. What? Alyosha pulled on the rod, but it only bent, was about to break. He got scared and began to call for help. Fishermen came running and helped him to pull out a large pike. Alyosha even jumped for joy.

Game "CUBIC"

Purpose: development of expressiveness of movements, attention, arbitrariness.

Description of the game.

1st option. The teacher throws a die, on each face of which a face is schematically depicted, expressing some kind of emotional state. Children portray the appropriate emotion. The one who completes the task more successfully than others will roll the next die.

2nd option. The child rolls a die, having previously indicated who will imitate the emotional state depicted on its edge. Next, the one who completed the task rolls the die.

For the development of the emotional sphere in children, it is advisable to conduct cognitive activities along with play activities, in which, using a variety of methodological techniques, to acquaint children with emotions.

Lesson "Surprise".

1. Reading an excerpt from the fairy tale by A.S. Pushkin's "The Tale of Tsar Saltan ..." (about amazing miracles on the island with Prince Guidon).

Questions:

Why did all these miracles surprise and attract people so much?

Children are encouraged to compose a letter that could be sent to Prince Guidon, to tell in it about the amazing things that the children met, or about the amazing cases that happened to them.

2. Exercise "Mirror".

Invite the children to look in the mirror, imagine that something fabulous is reflected there, and be surprised.

To draw the attention of children to the fact that each person is surprised in their own way, but despite the difference, there is always something similar in the expressions of surprise.

Question:

What is common in the way you portray surprise?

3. Game "Fantasy".

Children are invited to continue the start of amazing adventures:

An elephant has come to us ...

We ended up on another planet ...

All adults suddenly disappeared ...

The magician changed all the signs on the shops at night ...

Thus, the inclusion of specially selected didactic games and classes to familiarize with emotions, as well as consolidate the knowledge gained in the process of regime moments and in the independent activities of children is an effective means of clarifying, consolidating and enhancing the understanding of emotions by older preschool children.

Conclusion.

Based on the work done, the following conclusions can be drawn: The emotional development of a preschooler is one of the essential conditions that ensure the effectiveness of the process of teaching and upbringing, its various aspects. Those high moral, aesthetic and intellectual feelings that characterize a developed adult and which are capable of inspiring him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop throughout childhood under the influence of social conditions of life and upbringing.

It is necessary to use specially organized different types of children's activities. The creation in this activity of conditions for relationships with others (adults, peer, character), as well as the inclusion of the child in a variety of life situations, significant and genuine for him, in which the child's already acquired and formed new emotional experience would be revealed - all this can provide a significant educational effect, to develop the moral motives of the child. The most important result of such a purposeful, in a certain way organized activity is the improvement of the emotional climate in the relations of children with adults, with peers, as well as enrichment, expansion and correction (if necessary) of the emotional experience of the preschooler. Everything that has been written in our work is subordinated to the task of educating an active and harmoniously developed person, the purposeful formation of his social emotions and feelings.

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Among the most acute global problems of mankind, which are considered in the XXI century, a certain place is occupied by the mental and physical health of children. The emotional sphere of a preschooler is the most important system that has a huge impact on the mental life and behavior of the child and is very important for his psychosomatic health. Senior preschool age is the preparation of a child for a crisis of seven years, therefore, it is necessary at this time to develop the child's ability to adequately react and perceive the surrounding reality in order to avoid possible emotional breakdowns and pathologies.

By the age of 5-7 years, the child's emotional world becomes richer and more diverse. There is a transition from basic emotions (fear, joy and others) to a more complex gamut of feelings: rejoicing and angry, delighted and surprised, jealous and sad. The external manifestations of emotional reactions also change. At this age, the language of feelings is mastered - the forms of expressing the subtlest shades of experiences accepted in society with the help of glances, smiles, gestures, postures, movements, voice intonations. It is no coincidence that teachers and parents notice the child's imitative actions at this age, when he copies the teacher's voice and phrases and tries to clearly repeat all the movements after him.

At present, not only psychologists, but also teachers, educators, and parents can and should develop the emotional sphere of the child, teach him to be aware of his emotions, to recognize and arbitrarily manifest them. Acquaintance of children with fundamental (basic) emotions can be carried out both during the entire educational process and in special classes, where children experience emotional states, verbalize their experiences, get acquainted with the experience of their peers, as well as with literature, painting, music. The value of such activities lies in the fact that children expand the range of perceived emotions, they begin to understand themselves and others deeper, they 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 pantomimes, literary works and fairy tales (dramatization games), one can contribute to the development of the child's emotional sphere.

With the development of emotionality in older preschool children, it is important to focus on the development of the following skills:

ability to voluntarily direct your attention to experienced emotional sensations

the ability to distinguish and compare emotional sensations, to determine the nature of their origin (pleasant, unpleasant, calm, surprising, scary, etc.);

the ability to simultaneously direct your attention to muscle sensations and to expressive movements that accompany any of your own emotions and the emotions of others;

In group sessions conducted by psychologists, work proceeds in parallel along four main areas.

The axiological direction involves the formation of the ability to accept oneself and other people, while adequately realizing one's own and others' advantages and disadvantages.

The instrumental direction requires the formation of the child's ability to be aware of their feelings, the reasons for behavior, the consequences of actions, i.e. the formation of personal reflection.

The need-motivational direction consists in the formation of the ability to find strength within oneself in difficult situations, to take responsibility for one's own life, the ability to make choices, in the formation of the need for self-change and personal growth.

The developmental direction assumes for preschoolers adequate role development, as well as the formation of emotional decentration and arbitrary regulation of behavior.

There are general methods and technologies that reduce the basic means of developing the emotional sphere of a preschooler:

Visibility.

It is known that visualization is one of the main and most significant methods of teaching preschoolers. The use of visualization in solving problems of the formation of the emotional sphere of children has its own characteristics. Emotions are pointless. Joy, sadness, sadness, surprise, perhaps, to portray only symbolically.

Therefore, the example of an adult acts as a method of visualization. As a teacher expresses his feelings, reacts to the emotional manifestations of other people, his facial expressions, gestures, body movements, children not only see and note, but, sometimes unconsciously, copy.

The method of visualization also includes playing with a mirror. Each child can, by depicting this or that emotion, look at himself in the mirror. Cheerful eyes, the corners of the mouth upward - joy. The eyes are big, the mouth is open - surprise. The eyebrows are furrowed, the mouth is closed - anger.

Modeling.

It is interesting to use models for the development of the emotional sphere of older preschool children. The development of the modeling method by children has a positive effect on the development of abstract thinking, the ability to correlate a schematic image with a real one.

As models of the emotional state, you can use:

pictograms,

face graphics,

silhouettes of people pantomimically reflecting emotions,

"movable applications".

Acting with a "movable application", the child exercises in modeling emotions, laying out differently the eyes, nose, eyebrows; feels the dynamics of the emotional state.

Use of works of fiction.

The world of verbal art has endless possibilities for the formation of the emotional sphere of a preschooler. Both tiny nursery rhymes and big fairy tales become a real "school of emotions" for the child, evoke his emotional response, teach to empathize, express their own feelings with facial expressions, gestures, words, encourage to give an emotional assessment of the words and actions of the characters (funny, sad, good, offended) ... Having a special selection of literary works in the group, the teacher can not only read them to children, but also use various tasks-games:

expression of emotions with facial expressions, gestures: "be surprised, like a Bunny", "rejoice, like Masha", "show how upset the grandfather and the woman are", etc.

development of intonational expressiveness: "say, like a Bunny, plaintively: - Dog, Dog, help me!", "Say in a frightened way, like a goby: - \u200b\u200bOh, the board is over, now I will fall!".

Use of music.

Listening to the words and music of songs and round dances, the child acquires the initial concepts of the mood of music, acquires the experience of transmitting feelings by musical means. From preschool age children should be given to listen to "adult" classical music (Mozart, Vivaldi, Tchaikovsky and other composers). She has a huge impact on the formation of the inner world of the baby, acting through the subconscious, opened at this age. Sometimes, there is no need to explain to children the content of a piece of music. They will understand it in their own way, which is more important.

The main means of emotional development of the emotional sphere of preschoolers were identified, presented in various methods.

1. Role-playing games (role-playing gymnastics, including role-playing actions and role images, and psychodrama), which are based on an understanding of the social role of a person in society. The main disorders of role development in children are usually role rigidity - inability to move from role to role, role amorphousness - inability to accept any role, lack of role creativity - inability to produce new images, acceptance of pathological roles.

2. Psycho-gymnastic games based on the theoretical provisions of social and psychological training. These games form:

adopting your name;

acceptance of their character traits;

acceptance of your past, present, future.

3. Communication games:

· Games aimed at developing in children the ability to see in another person his dignity and to provide the other with verbal and non-verbal "stroking";

games and tasks that contribute to deepening the awareness of the sphere of communication;

games that teach the ability to cooperate.

4. Games and tasks aimed at the development of arbitrariness, awareness of concepts such as "master of their feelings" and "willpower".

5. Games aimed at developing the imagination: verbal games, non-verbal games and "mental pictures".

6. Assignments using "therapeutic" metaphors. The systematic presentation of metaphors to children "leads to their assimilation of the main idea of \u200b\u200bthe metaphor:" every person is able to change the situation, "" there are no hopeless situations, "thus a" self-help mechanism "is formed in the child.

7. Relaxation methods - the use of exercises based on the method of active neuromuscular relaxation by E. Jacobson, breathing techniques, visual-kinesthetic techniques.

8. Using emotional and symbolic methods. This group of methods is based on the idea of \u200b\u200bC. Jung and his followers that the formation of symbols reflects the desire of the psyche to develop and the transformation of symbols or samples of fantasy into tangible facts through drawing, writing stories and poems, modeling contributes to personal integration. You can use two main modifications of the emotional-symbolic methods proposed by J. Allan:

group discussion of various feelings: joy, resentment, anger, fear, sadness, interest (a necessary stage for discussion of children's drawings made on themes of feelings. At the same time, at the drawing stage, feelings and thoughts that cannot be revealed in the process of verbal communication are sometimes explored and discussed );

visual activity

It is important, in our opinion, to make the child's visual activity as emotionally saturated as possible. For this we use a color scheme, creating images that reflect the mood and impressions of the child. "You drew a snowman. What is his mood? How can your friend Petya guess about this?", "What a funny Gingerbread man you have turned out!", "The ball that you pasted on is so beautiful - you just want to play with it!"

Of course, directional drawing is also used, i.e. drawing on specific topics. "Draw your mood", "Draw a joyful face".

When listening to "therapeutic" metaphors, it is advisable to use drawing (children are encouraged to depict any picture inspired by the metaphor).

Let's consider the main advantages of the means used in the development of the emotional sphere in preschool children.

1. Dramatization games. Their advantage is that the children themselves become the characters of the games. During the game, children not only enjoy learning about the world around them, but also learn to control themselves. Children's participation in the game is voluntary. The elements of the games are special exercises, combined into groups and aimed at developing the skills of voluntary regulation in various fields of activity. Each exercise includes fantasy (thoughts and images), feelings (emotions and experiences) and movements of the child so that he learns to freely influence each element of this triad. So that the course of the general game is not interrupted, all exercises are united by the content of the role-playing game. The absence of any external attributes is one of the conditions for games. All objects and events of the game plot must be imaginary, i.e. indicated by physical actions or replaced by objects of the usual environment. Each part of the lesson solves not one, but several completely independent tasks, which are important in their own way for the development of the child's emotional sphere. The plot of the game includes creative ideas and suggestions from the children themselves.

2. Psycho-gymnastics expresses any image of fantasy, saturated with emotional content. Psycho-gymnastic exercises use the mechanism of psychophysical emotional unity. For example, a child not only performs sharp rhythmic swings with his hands, but imagines himself as a cheerful bunny playing an imaginary trumpet. This exercise gives him a lot of pleasure, turns on his imagination, improves the rhythm of the movement. In the sequence of psycho-gymnastic exercises, it is important to observe the alternation and comparison of movements that are opposite in nature (tense and relaxed, sharp and smooth, frequent and slow, fractional and whole, barely noticeable movements and perfect freezes, body rotations and jumps, free movement in space and collisions with objects ), accompanied by alternating muscle relaxation and tension. This alternation of movements harmonizes the mental activity of the brain. At the same time, the mental and physical activity of the child is streamlined, the mood improves, the inertia of the state of health is reset.

3. Exercises on emotions and emotional contact are aimed at developing the ability of children to understand, be aware, correctly express and fully experience their own and others' emotions. The game and psychological content of these exercises is designed to solve the following tasks:

fix the child's attention on other people's manifestations of emotions;

imitatively reproduce other people's emotions, fixing muscle sensations;

analyze and verbally describe muscle sensations when emotions are manifested;

replay emotions by controlling sensations.

4. Communication exercises, in which the general abilities of children’s non-verbal influence on each other are trained (emotional manifestations and contacts - pantomimes). These exercises involve exchanging the roles of communication partners and evaluating emotions. The main tool that a child masters when performing these exercises is the ability to empathize, release from emotional tension, freely express emotions, and actively communicate.

5. Mimic and pantomimic sketches, which expressively depict individual emotional states (joy, surprise, interest, anger and others) associated with the experience of bodily and mental contentment or discontent. With the help of sketches, children get acquainted with the elements of expressive movements by facial expressions, gestures, posture, and gait.

6. Psychomuscular training is aimed at relieving psycho-emotional stress, instilling a desired mood, improving well-being and mood, strengthening positive emotions, stimulating and regulating the mental and physical activity of children, bringing their emotional state into balance.

7. Elements of psychological training allow you to recreate and replay a real situation surrounding the child, as well as find a way out of it with both positive and negative results. In this case, the child can clearly see that several solutions can be found in any situation. Moreover, the child himself can influence the outcome of the situation, choosing the most suitable one for himself.

In addition to these means, the so-called group psychology classes are used in the methods of emotional development of preschoolers. Psychologist I.V. Samoilova writes that while conducting psychological classes on emotional development among preschoolers, realizing the importance and necessity of such development, attention is paid not only to teaching children to recognize certain emotions and to control them, but to an attempt to develop in children the ability to have a more subtle feeling of their inner world and the world of another person. Tasks and exercises are designed in such a way that children gradually move from external to internal regulation of their behavior, although it is very difficult to do this at preschool age.

It can be noted that there are a great many ways of a child's emotional development, and each of them is aimed at recognizing emotional states, expressiveness and expanding the range of emotions understood and experienced by the child.

For preschool children, some features of emotional development are characteristic:

- mastering social norms of expressing feelings;

- changing the role of emotions in his activities, the formation of emotional anticipation;

- the development of feelings, they become more conscious, generalized, reasonable, arbitrary, non-situational;

- the formation of higher feelings - intellectual, ethical, moral.

Emotions play an important role in the life of children: they help to perceive reality and react to it. Manifesting in behavior, they inform the adult about what the child likes, what he is angry about or what he is upset about.

As a small person grows, his emotional world becomes richer and more diverse. From the basic ones (fear, joy, etc.), he goes on to a more complex range of feelings: admires, is surprised, angry, jealous, sad.

The external manifestation of emotions, the form of expression of the subtlest shades of emotions, also change: with the help of glances, smiles, gestures, intonations, movements, etc.

Already in the early stages of mental development, empathy and emotional sensitivity are laid. Empathy development has three components:

- cognitive (I know how the other might feel in this situation);

- emotional (I sympathize with him);

- behavioral (I do something that will help him, improve his condition).

In our daily life, all three components are fused: for example, we see a crying baby. We know (cognitive component) that he is experiencing resentment, fear or pain, etc .; we feel sorry for him (sympathy is an emotional component); we calm him down (we find out the cause and try to eliminate it - the behavioral component).

However, the development of a preschooler's personality is impossible without creating a favorable environment (in particular, a favorable environment in a preschooler).

Socio-emotional, personal development - the process of transferring and further developing the socio-cultural experience accumulated by humanity. This experience is represented in the personality structure by a unique combination of four closely interdependent components: cultural skills, specific knowledge, role behavior (behavior in a specific situation, social competence) and social qualities (cooperation and care for others, rivalry and initiative, independence and independence, social adaptability, openness and social flexibility). All these components of social development are closely related. According to our observations, changes in one of them inevitably entail changes in the other three. Emotional distress associated with difficulties in communicating with other children can lead to two types of behavior: negative vivid emotional reactions (anxiety is manifested by aggressiveness) and a persistent negative attitude towards communication (restrained reaction, isolation, avoidance of communication). Below is an explanatory diagram.

Within the framework of psychoprophylactic work with children, the following tasks were set and solved:

- to increase the adaptive capabilities of the child's body to the environment: to develop resistance to disturbing situations for the child, to strengthen his self-esteem, self-confidence. Gradually prepare the anxious child against future failures: carefully introducing failures into his personal experience through various games that are meaningful to him; self acceptance;

- to form communication skills in communication "child - child":

a) teach a way out of conflict situations, positive interaction, communication,

b) teach to listen to yourself and others, to manage your behavior,

c) develop arbitrariness, independence;

- engage in social and emotional development (social trust, sensitivity);

- use a personality-oriented communication model in the created workshop of pedagogical communication to build new forms of interaction with children (for parents and preschool educators); develop cognitive abilities;

- to create a favorable developing educational environment;

- create conditions for education and training, play activities.

Basic needs typical for a preschooler:

- in positive emotions, love, recognition;

- communication (with adults and peers), cooperation, mutual understanding and empathy of an adult, his respect, in socially significant activities;

- new impressions, knowledge; the ability to feel competent;

- assessment of the results of their activities by adults;

- compliance with a positive moral standard.

The training system developed by us is based on several basic provisions:

- expanding the child's subjective safety by including him in new types of relationships with adults and peers;

- stimulation of creative activity, initiative and independence of the child as a means of removing the "barrier of anxiety".

Main directions of the program

♦ Feeling (feelings in a situation of success or failure, visual, tactile impressions, facial expressions, pantomime, self-expression, sense of color).

♦ Cognition (imagination, thinking, analogies, opposites).

♦ Communication and speech (vocabulary, vocabulary enrichment, actualization, development of phonetic-phonemic hearing, etc.).

♦ Behavior (acceptance of rules, adherence to them, interaction, etc.).

♦ Imagination, creative thinking.

♦ Will (arbitrariness, self-regulation, etc.).

♦ Development of motor skills (activation of motor skills, movement and stability of the hand).

Methodological techniques:

- creating a situation of security, trust;

- the effect of surprise, unfamiliarity of the task, game, decision, encouragement;

- supporting the child in a situation of failure; approving behavior, creating a situation of success; encouragement, compliment, statement of success;

- ignoring undesirable behavior;

- analysis of the game situation; exchange of views, reflection of the lesson;

- role-playing situations; analysis of patterns of behavior of fairy-tale characters;

- inventing therapeutic fairy tales;

- using the technique of anthropomorphism (“humanizing” animals, objects);

- listening to audio recordings, meditative and relaxation music, "sounds of nature", etc.

The cycle of developmental lessons is built in the form of mini-trainings. At the same time, an integrative approach is used as the most effective and expedient, with a large number of different techniques: art, play, psychodrama elements, creative processing of play, body-oriented techniques (form of conduct - group, 8-10 people).

Speaking about the harmonious development of a child, we mean the harmony of the emotional sphere and intellect. Only then will the child develop harmoniously when the hierarchy of the development of higher mental functions (HMF) is observed and the coordinated development of these two systems: emotional and intellectual, is taken into account. Therefore, along with the emphasis on the development of mental functions, intellectual development (which is based on mental development), it is necessary to focus on personal development, the emotional sphere of the child (appendix).

It is known that the origins of personality formation lie in preschool childhood - this is the most sensitive period for the formation of basic positive personality traits necessary for the development of mechanisms of interpersonal interaction. We believe that in order to preserve the psychological health of children, it is advisable to start working in this direction already in kindergarten, while the child is still young (after all, many problems are aggravated with age). The most important indicators of a child's personal growth, his adaptive capabilities are emotional well-being, self-esteem formation, an average level of anxiety corresponding to the natural permissible norm. The child's ability to correctly assess his abilities in various aspects of activity and to orient himself in the realities of life provides him with a higher adaptability to the requirements of the environment, reduces the risk of intrapersonal and interpersonal conflicts.

It is known that a child's self-esteem is formed under the influence of an assessment on the part of significant adults from the immediate environment. The reasons for the formation of underestimated or overestimated self-esteem and the occurrence of anxiety in preschool age are different, but we would call the main one - a violation of child-parent relations.

ANXIETY

This individual psychological feature is manifested in a person's tendency to frequent and intense experiences, a state of anxiety, an increased tendency to experience anxiety in a variety of life situations, including those that do not have this. Anxiety is a steady state, considered as a personal formation and / or a property of temperament, due to the weakness of nervous processes.

Information about the degree of emotional well-being of the child is given to the psychologist by the emotional background of the preschooler: positive or negative. So, if the child almost does not smile, is depressed, lack of initiative, if he does not play with peers, he has a bad mood or constant anxiety, irritability, difficulty concentrating on something. If muscle tension, sleep disturbances, etc. are revealed, then the child's emotional background is negative. One of the reasons for this emotional state may be the manifestation of an increased level of anxiety.

It is not difficult for an adult to notice the state of psychological discomfort or emotional distress in children under 3 years of age: the child will have increased general and autonomic excitability, disturbed sleep, appetite, and possible gastrointestinal disorders. Such a somato-vegetative level of response is the leading one at an early age.

If for some reason a preschooler is ill (most often the reasons for negative emotional states in preschool age are deprivation of the need for communication in the family or with peers), then he may develop psychomotor agitation, tics, stuttering, or a suppressed inhibited state. This level of response is due to the most intensive differentiation of the cortical parts of the motor analyzer at this age; a dynamic, motor type of response is included here. In response to a discomfort, he can give complex differentiated reactions.

The emotional-sensory type of response develops in a child by about seven years old and will manifest itself in fears, a high level of anxiety. If the reaction goes into the realm of experiences, then neuroses and neurotic reactions arise. A child who does not allow himself an emotional response with a behavioral component usually develops: dyskinesias, enuresis, cardiac arrhythmias, etc.

Factors affecting the occurrence of an increased level of anxiety are natural characteristics (type of temperament) and social factors.

Causes of anxiety

Ways of communication between parents, educators (significant adults) with a child. Upbringing in a family by the type of hyperprotection (excessive care, petty control, a large number of restrictions and prohibitions, constant tugging). In this case, communication between a child and an adult will be authoritarian. The child will not be confident in himself and his strengths, constantly afraid of a negative assessment, negative feedback about himself, worry that he will do something wrong.

The combination of overprotection in a family with a symbiotic type of upbringing. An extremely close relationship between the child and one of the parents, usually the mother. This is an egocentric type of upbringing (the child is the idol of the family, as a rule, the only child in the family); anxious and suspicious education. In this case, communication between an adult and a child can be both authoritarian and democratic. Anxious, suspicious, insecure parents tend to establish such relationships. Having established close emotional contact with the child, such parents infect him with their fears.

Internal conflict in a child caused by the following reasons:

- conflicting and excessive demands made by parents, educators;

- inconsistent requirements from parents, educators;

- the inflexible approach of adults to the situation related to the child;

- inadequate requirements (often overstated: constant orientation of the child to high achievements or a leading position); children experiencing failure have high anxiety;

- negative demands that humiliate the child, put him in a dependent position.

Excessively cruel and high demands on a child from adults can cause a situation of chronic failure due to the discrepancy between his real capabilities and overestimated demands.

The orientation of children in the process of communication is not on the process itself, but on its result.

The tendency for the formation of a child's self-esteem is both underestimated and overestimated. This may be due to the fact that children develop the ability to assess themselves not by the results of activities, but by the efforts expended and, as a consequence, the emergence of anxiety.

Frequent reproaches from adults that cause feelings of guilt.

For example, the line: "You behaved so badly that everyone had a headache!" Gradually, the child begins to fear being guilty.

The established relationship between the surrounding adults. In families with friendly relationships, children are less anxious than in families where conflicts often arise.

Negative attitude towards the child, his emotional rejection by a loved one. The child's internal conflict is also very often correlated with complications in relationships with parents, educators and peers.

Difficulty communicating with other children, ineffective ways of communicating with peers. Emotional distress associated with difficulties in communicating with other children can lead to two types of behavior:

- negative bright emotional reactions (anxiety manifests itself through aggressiveness);

- persistent negative attitude to communication (restrained reaction, isolation, avoidance of communication).

The individual characteristics of the child, the specificity of his inner world: impressionability, receptivity; tendency to anxiety, insecurity, timidity; often anxiety increases under the influence of overwork.

Neurosis or other mental disorders. In these cases, the help of specialists is needed.

Insufficient level of physiological and intellectual maturity.

Work on overcoming anxiety is carried out in kindergarten by a psychologist together with other specialists of the institution and parents. It requires all participants involved in the pedagogical process to be careful, delicate and tactful.

What allows a person, in particular a small child, to show resilience, initiative, creativity? What gives him the strength to be active, maintain spiritual comfort, live joyfully every day, withstand difficult conditions, optimism? Is it possible to help a person from childhood to find support in himself?

We decided to form the child's resistance to some adverse influences, developing his certain qualities, taking into account the basic needs.

Basic needs typical for a preschooler:

- in love, recognition;

- communication (in particular with peers);

- cooperation, mutual understanding and empathy of an adult, in his respect;

- positive emotions;

- new impressions, knowledge, awareness of their competence;

- socially significant activities;

- awareness of compliance with a positive moral standard.

The principle of upbringing and development should be based on the attitude to the child as to the one and only. To understand the essence of personality, according to S. L. Rubinstein, one must try to answer several questions.

What does the person (child) want?

What can?

What is he and what is he (a character that determines the moral and volitional attitude towards the world around him)?

How does he feel?

It should be borne in mind that the child is influenced by every second of the passing time. He needs to be given a chance, an opportunity to realize himself, to make him feel that everything is in order and they believe in him. This is how the psychological health of the child and the successful development of his personality are developed.

The formation of mental processes and the personality of a child as a whole is a complex process that requires the joint efforts of both teachers and parents. In addition to working out exercises, games, tasks in psychological classes, kindergarten teachers, on the recommendation of a psychologist, include psychological games in the content of cognitive classes: especially ritual games at the beginning - end of the lesson, to set the mood for entering the lesson, a dynamic pause.

Socio-emotional, personal development is the process of transferring and further development by a person of the socio-cultural experience accumulated by humanity. This experience is represented in the personality structure by a unique combination of in close interdependence of four components:

- cultural skills;

- specific knowledge;

- role behavior (behavior in a specific situation, social competence);

- social qualities (cooperation and care for others, rivalry and initiative, independence and independence, social adaptability, openness and social flexibility).

All components of social development are closely interconnected, and changes in one of them inevitably entail changes in the other three components.

In this article:

Emotions in the life of a senior preschool child are his way of perceiving the world and reacting to reality. In older preschool age, feelings are still the main ones in the baby. They paint his life in different colors, making it more expressive and interesting. The emotions that an older preschooler is experiencing at the moment can be quite simply determined by observing his facial expression and body postures.

Features of the emotional world of older preschoolers

In older preschoolers, the emotional world flourishes. In addition to standard emotions, additional ones appear in him, including annoyance, delight, surprise and even melancholy. Children in this
age, they learn to show emotions like adults, with the help of poses, looks, intonations and facial expressions.

Changes in the character of an older preschool child affect the characteristics of emotions, which can change in strength and stability. In addition to joy and sadness arising from the fulfillment or non-fulfillment of desires, older preschoolers develop feelings associated with the assessment of their actions.

At an older age, preschoolers find it easier to control emotions. The ability to regulate the process is a kind of result of the child's psychosocial development. By the end of the senior preschool age, emotional processes are complemented by complex forms of imagination and figurative thinking. Children have deep positive and negative emotions associated with both the present and the future.

Older preschool children have a wide range of emotions.
They already know how to empathize with the people, plants and animals around them, thanks to which they will subsequently learn to master complex forms of communication.

The emotional sphere at this age is directly related to the formation of a plan of ideas, which in the child acquire an emotional character. Everything he does is now emotionally charged, whether it is play, prep school, or construction. Without emotional coloring, the child's activity is quickly reduced to nothing for one simple reason: at this age he is able to do something with full dedication only if this business is really interesting to him.

Factors influencing the formation of the emotional sphere of the child

The main factors affecting the emotional development of older preschool children:

The way a child expresses emotions has a lot to do with the social experiences they received in early childhood. The child's predominant emotions will largely determine his future activities, success, and the ability to build relationships at work and in his personal life.

The strongest emotions at this age are those associated with communication, both with adults and with children.

On the role of adults in the formation of the emotional sphere of a preschooler

Older preschool children are still highly dependent on the opinions of adults. They observe their behavior, adopt their mood. It has been proven that babies at this age will experience positive emotions only if the adults around them act as supporters, helpers, empathizers, able to enjoy small successes with them. In this case, children are emotionally stable and know that in cases of failure, the only correct decision is to keep going forward without looking back.

A kind and sincere attitude towards a child with recognition of his rights, constant display of attention will instill in him a sense of his own dignity, confidence and a sense of security. Such children grow up kind, sympathetic, communicative and successful due to the fact that their emotional development took place correctly.

But the lack of proper attention from adults to the actions of the child will negatively affect his social activity. The kid can close in himself, most likely, he will lose faith in himself, he will be aggressive, whiny and touchy. Such a child will try to throw out all negative emotions on his peers.

The negative coming from the adult will cause a response from the child. He will most likely try to limit communication, and only in exceptional cases will he continue to try to establish emotional contact. That is why it is so important that in the process of communicating with children, adults choose the right forms of emotional impact for themselves.

The influence of communication with peers on the formation of the emotional sphere

The formation of the emotional world of older preschool children is largely associated with their communication with the same preschoolers. Children at this age experience an acute need for communication, which is expressed in the desire for joint play activities, walks and even activities that stimulate emotional development.

When comparing communication with peers with communication with adults, then the first is an order of magnitude brighter and more emotionally intense. When communicating with each other, children show tremendous expression, their emotions replace each other at an amazing speed. A minute ago, the best and funniest friends, children can desperately fight, insulting each other, and after a few minutes more heatedly discuss the rules of a new game.

So, we note that the emotional sphere of a senior preschool child is formed in the process of his communication with both adults and children. Children expect warmth and support from adults, but they are also interested in their personal participation in their affairs, regardless of their complexity. It is in the process of joint activity that children get the opportunity to discover new forms of communication before themselves.

Emotional sphere of a preschooler with developmental anomalies

The emotional development of an abnormal child has its own characteristics and largely depends on the type of disorder that delays the process.

Children with any defects develop according to an individual plan, which is determined by the type of anomaly, the degree of severity, options for its compensation, as well as the peculiarities of communication with people around them.

The main feature of a baby with abnormal development is the immature state of his emotional world. You need to understand that it is emotions that are a key factor in the formation of personality.

A child with anomalies in the emotional sphere has gross primary changes that stimulate psychopathological character formation with a number of negative qualities that negatively affect the process of correcting the defect. That is why it is so important to work on studying the emotional world of such a child.

Children with mental retardation develop their whole life, like healthy children. It doesn't matter if they are diagnosed with some degree of mental retardation. The psyche will continue to develop, although it will not reach the level of ordinary children. Along with this, and
emotional development, the main difference of which will be the immaturity of the emotional sphere.

The most noticeable immaturity of the personality becomes in the process of playing activity. A child with mental retardation is inactive in play, since it is not a way for him to gain personal experience. This can be easily explained by the fact that these children have little or no need to learn new things. The activities of children with mental disabilities are associated with external influences.

The main signs of the immaturity of the emotional world can be considered:

• restlessness;
• increased excitability;
• lack of motivation;
• anxiety.

A preschooler who lags behind in mental development does not develop social skills.

The influence of visual activity on the formation of the emotional sphere of an older preschooler

It is possible to stimulate the emotional development of older preschoolers by introducing them to visual activity. It is in the process of such activity that children will be able to depict the world as they perceive it, conveying positive and negative emotions on paper.

The role of drawing in the upbringing of children was positively expressed by philosophers and many famous teachers of antiquity. For example, Aristotle was sure that
that music and painting are objects without which it is impossible to comprehend the physical beauty of the world.

In the course of visual activity, children of senior preschool age are immersed in conditions favorable for the development of an emotionally positive perception of the world, learn to show aesthetic feelings in relation to reality.
The images created by children are original and unique, therefore, they allow you to learn about their attitude to the world and life in general. Studying the child's drawing, you can see how much interest the baby has in everything that surrounds him. Most of the drawings of children in senior preschool age are characterized by a life-affirming mood, they are filled with bright colors and the same vivid emotions.

Thus, we can conclude that visual activity should be aimed at reflecting new impressions and emotions that they cause. In this case, it will really stimulate the emotional development of children.

How the emotional world develops in preschoolers with visual impairments

In children with visual impairments, the emotional state is somewhat different from that of a healthy child.

Inability to express feelings, embarrassment, and often
inappropriate behavior can become the main obstacle in the communication of children with both peers and adults. The inability to understand a person can cause them fear as well as feelings of hostility.

It is very important for a person to be able to feel the mood of the people around him, to be able to listen, and also to understand himself, to know what feelings and emotions he has in certain moments. These skills do not come with birth, but are acquired in the process of development and socialization.

Adults who take care of children should help them learn the "language of emotions", show them how to determine by facial expressions, postures and gestures of a person what he feels, how to catch special notes in intonation and read by the eyes.

Emotional intelligence can include the following skills:

• the ability to "read" personal emotions;
• the ability to control emotions;
• the ability to motivate yourself;
• the ability to behave in a team.

Naturally, all these skills can be acquired only in the course of personality development. And to form an emotionally rich
able to control the feelings of the individual is influenced by the timely introduction of the child to the emotional culture.

In the process of corrective work with children with low vision or speech impairments, it is necessary to select games and exercises that will help the development of their emotional world.

With the help of correctly selected games, it will be possible to teach older preschool children to navigate the world of emotions, their own and those of others, to replenish their “emotional vocabulary”, and also to contribute to the development of visual and auditory attention. Below is a list of the most interesting and effective games that can influence the emotional development of preschoolers.

Games for the development of the emotional sphere in children with low vision

The game "Sun, rain, wind". It is used for the development of facial expressions, coordination, pantomimics in children, as well as motor, visual and auditory analyzers. The essence of the game is
for children to perform a certain action when they see one of three pictures - with the image of the sun, rain or wind.

In the picture with the sun, babies can be offered to clap their hands and laugh, in the picture with the wind - to swing around with a calm expression on their face, and in the picture with the rain - to raise their shoulders, wrap their arms around themselves and pretend to be annoyed because of the lack of an umbrella.

Game "Apple Mood". The essence of the game is to reinforce children's ability to name emotions by facial expressions, thus replenishing the “emotional vocabulary”, experiencing more and more new emotions.

During the game, you can invite children to look at apples of an unusual type and start a dialogue about them. You can ask what is the mood of the fruit, what it is going through, why they think it is funny or sad, and so on.

Game "Sun, month, clouds". The main task of this game is to teach kids to recognize emotions by facial expressions in pictures. Again, as they play, children will learn to accept new emotions.

You will need to play using the appropriate thematic pictures. For example, you can show children a dark night with stars, which is replaced by morning, and then noon, illuminated by the sun. It is necessary to talk about how warm and light it is on earth when the sun is shining, how all living beings love it, how clouds can float around the sun, and what benefits the stars and the moon have in illuminating the path at night.

Based on this, you can come up with different tales about how the sun got lost and did not come out on time, how the clouds were looking for it and consulted with the stars, how it started to rain,
i wet everything around, and the plants, animals and people were freezing because they could not keep warm without the sun. Invite the children to call out loud to the sun, supporting the call with dancing and smiling. When it finally appears, you can clap together and enjoy the little miracle together.

After the story, you can ask older preschool children leading questions about the pictures, inviting them to find a happy sun, a sad cloud or confused stars. It is important to insist that the children talk about the mood of the fairy tale characters, find among them those who have a similar mood, draw paths from the evil rain to the good month, etc.

The development of emotional regulation in older preschoolers in kindergarten

To develop self-regulation in older preschoolers, educators can teach them to recognize emotions and moods by a number of external signs,
analyze the causes of their occurrence and select words that are suitable for describing emotions.

Also, for the development of self-regulation in children, you can use an effective method of "I-statements", consisting of four main stages:

1. The teacher describes the situation, noting: "Sasha and Lesha, you say during my explanation."
2. The teacher pronounces his own feelings: "It bothers me and it makes me angry."
3. The teacher explains to the preschoolers what consequences arise after their conversation: "I am losing my thought and cannot remember what I wanted to tell you about." During the explanation, the educator must remain sincere and persuasive.
4. Request. "Please let me finish and don't interfere."

All steps must be communicated confidently and quickly. Children should not be allowed to enter into a dialogue, expressing their opinion on this matter. If done correctly, then
the technique will be effective. It should be applied carefully, not constantly, but only to maintain the effect.

It should be noted that the development of self-regulation in older preschoolers is a very important process. It is necessary to help children learn to communicate with people, helping them to form the right emotions in them. An indicator of successful self-regulation work will be the ability of children to identify their emotions and the ability to control them depending on the situation.

Sense of duty: when and how does it develop in a preschooler?

Numerous studies of child psychologists allow us to note that the first serious manifestations of a sense of duty occur in preschoolers after 4 years. Already having a certain baggage of life experience, the child is faced with the emergence of a special moral consciousness in him. Unexpectedly for himself, he understands and accepts the demands placed on him, tries to correlate them with actions - both with his own and those of those around him.

When a child does the right thing from his point of view, he
experiences satisfaction and a sense of joy. If he is forced to break the rules and not comply with the requirements, he feels disappointment, annoyance and discontent - emotional development is carried out, which moves to a new level.

An interesting fact is that the feelings and emotions that arise in a child in such situations are dictated not only by the assessment of adults. The preschooler experiences negative or positive emotions, independently evaluating his own actions.

After the age of five, children develop a sense of duty not only towards the adults around them, but also towards children, especially those who are younger. Closer to the age of 7, this feeling spreads to people with whom the child may not even be in contact, while his experiences in this regard are deep and lasting.

Influence of preschooler's emotions on mental processes

Emotions affect all elements of cognition, from perception to thinking. If a
the child is happy, he will perceive everything around him joyfully, and vice versa, an irritated preschooler will see the world around him in dark colors.

A good mood helps improve memorization, and emotional memory helps to remember pleasant events accurately.

Negative emotions can be associated with forgetting. The preschooler does not remember what was of little importance to him. Positive emotions motivate, negative emotions are the opposite.

Closely related to emotions and volitional processes. The child's mood will depend on his decisions. If the child sees the goal as emotionally attractive, he will do everything possible to achieve it. Children in a depressed mood are not able to strive and achieve goals, showing strong-willed character traits.

Experts note that the emotional development of older preschoolers should be based on the ability to achieve a balance of emotions.

Adults should teach children to stimulate themselves to show volitional qualities through positive emotions, while not feeling fear of negative emotions, which are inevitable and with which you need to be able to fight.

The imbalance of feelings and emotions does not lead to anything other than emotional breakdowns and, as a result, deviations in the development of the child and problems with socialization.