Emotional development in preschool age. Emotional and personal development of preschool children with visual impairment using games and game exercises
PAGE_BREAK-- At all stages of social education, starting with kindergarten, the issues of learning proper, i.e. gaining knowledge and skills, occupy, as a rule, a priority place over issues of upbringing. Questions of a moral nature - sensitivity and humanity, attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to the acquisition of knowledge.
This tendency of some one-sidedness of the pedagogical process is sometimes exacerbated by the family living conditions of children. Many families are currently raising mainly one child, whom the family members take care of and take care of for a long time. An abundance of toys, entertainment items, etc. in the absence of everyday concern for another person, it also contributes to the fact that teaching children kindness, sensitivity is sometimes reduced to a minimum.
In preschool children, the formation of moral feelings and knowledge depends on the types and tasks of the activity.
For example, labor activity was organized in such a way that it required joint efforts and mutual assistance, and for this, favorable conditions were created that contribute to the emergence of a community of emotional experiences and mutual sympathy between the members of the group. If such work was not carried out by the teacher and the activities of the children's group, in their content, were devoid of a unifying principle, and the goals of one member of the group objectively came into conflict with the goals of another, then in these conditions negative relations between children began to develop, quarrels easily arose. The conditions for the emergence of moral emotions and their qualitative characteristics (strength, duration, stability) are different in each of the situations, which differ in tasks, structure and content of activity.
Thus, the conditions for the individual fulfillment of tasks, when the child acted next to a peer, and each of them had everything necessary to complete the task, did not contribute to unification and mutual assistance. It is characteristic that, in this case, the generally positive emotional background of the activity was often disturbed by quarrels, resentments, and discontent arising in response to the successful action of a peer, to his successful result.
At the same time, when making a common product, the first actions also led to negative emotions: intransigence, inconsistency, resentment. However, as each of the children understood the meaning of the common activity and his place in it, the emotions of the children acquired a different character. Unsuccessful actions were experienced more intensely and brighter, and the experiences prompted the children to jointly look for ways to overcome difficulties.
Under the influence of the child's activity, a new attitude is formed not only towards people, but also towards things. For example, in young children, emotional preference arises for those toys that they have learned to use and that have become necessary for play.
Based on the foregoing, we can conclude that the child's internal emotional attitude to the surrounding reality, as it were, grows out of his practical interactions with this reality and that new emotions arise and develop in the process of his sensory-objective activity.
At the same time, such types of children's activities as play and acquaintance with works of art also make a significant contribution to the development of the motivational and emotional sphere of children.
So, throughout childhood, emotions go through the path of progressive development, acquiring more and more rich content and more and more complex forms under the influence of the social conditions of life and upbringing.
The meaning of emotions.
Emotions play a kind of orienting and regulating role in the activity in which they are formed.
When an adult offers a child a task, he explains why it is being performed, i.e. motivates the need for activity. However, what an adult puts forward as a motive does not immediately become a motive for a child's action.
From the first days of life, the child is faced with the diversity of the surrounding world (people, objects, events). Adults, especially parents, not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude to things, actions, phenomena with the help of intonations, facial expressions, gestures, and speech.
The result of such cognitive activity is the expressed, subjective, selective attitude of the child to the objects that are around him, observed already in early childhood. The kid clearly distinguishes from the environment, first of all, people close to him. He starts looking for his mother, cries if she is not around. The child's attitude to other objects is gradually changing. At an early and preschool age, children have especially favorite toys, books, dishes, clothes, individual words, movements.
Simultaneously with the acquaintance with various properties and qualities of things, a small child receives some standards of relations and human values: some objects, actions, deeds acquire the sign of the desired, pleasant; others, on the contrary, are "labeled" as rejected. Quite often already here, the motive of activity given by an adult can be replaced by another, own motive, can be shifted to other objects or actions.
Throughout childhood, along with the experiences of pleasure and displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child has more complex feelings caused by how well he performed his duties, what significance the actions he takes for other people and to what extent certain norms and rules of behavior are observed by him and those around him.
As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the interrelation and interdependence of emotional and cognitive processes - the two most important areas of his mental development - is revealed.
The upbringing of feelings in a child should serve, first of all, the formation of a harmoniously developed personality, and one of the indicators of this harmony is a certain ratio of intellectual and emotional development. Underestimation of this requirement, as a rule, leads to an exaggerated, one-sided development of one quality, most often intelligence, which, firstly, does not make it possible to deeply understand the features of thinking itself and the management of its development, and secondly, it does not allow the end to understand the role of such powerful regulators of the child's behavior as motives and emotions.
It can be assumed that in the course of any activity, the child is equally ready to reveal his intellectual capabilities and to show an emotional attitude. However, the information received by the child can take on completely different meanings. Therefore, in some cases, purely cognitive tasks arise in front of him, and in others - tasks of a motivational and emotional nature, which require an understanding of the meaning of this situation.
The main role in the development of a child's feelings is played by his practical activity, during which he enters into real relationships with the world around him and assimilates the values created by society, masters social norms and rules of behavior. Attaching the decisive importance to practical activity in the development of children's feelings, it should be borne in mind that already in the first years of life, on its basis, special forms of orientational-research actions begin to take shape, aimed at finding out what (positive or negative) significance certain objects have. for the child himself, to meet his material and spiritual needs.
The simplest types of this kind of orientation, called motivational-semantic, are carried out using a system of trying actions. The child, as it were, preliminarily experiences the perceived object from the point of view of his needs and capabilities, penetrating, respectively, with a positive or negative attitude towards it, which largely determines the nature and direction of subsequent child's activity.
It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. However, this does not provide a basis for their identification: with the same needs, depending on the circumstances, different emotions may arise, and, conversely, with different needs, sometimes similar emotional experiences arise. All this suggests that emotions are peculiar mental processes that arise in the course of meeting needs and regulate behavior in accordance with the subject's motives, which are realized in complex and changeable conditions.
The role of emotions in the realization of behavioral motives already existing in the child is most clearly revealed. There is reason to believe that emotions play an essential role not only in the regulation of activity in accordance with the child's already existing needs, but also contribute to the formation, development and activation of motives.
Usually, new forms of a child's activity are organized in such a way that this activity would lead to a certain socially significant result (labor, educational, etc.), but at first such results in some cases are not the content of the motives of behavior. The child acts at first under the influence of other, previously developed motives (the desire to use this activity as an excuse for communicating with an adult, the desire to earn his praise, to avoid his censure). The final socially significant result in these circumstances appears for the child as an intermediate goal, which is achieved for the sake of satisfying a different kind of incentive.
In order for the motives to acquire an incentive force, it is necessary for the child to acquire an appropriate emotional experience. With a certain organization, socially significant activity can bring the child that emotional satisfaction, which can outgrow his initial impulses.
There is reason to believe that this kind of new emotional experiences that arise in new conditions of activity, as it were, are fixed on its intermediate goals and tasks and give them an incentive force that contributes to their transformation into driving motives of behavior.
This special process of converting goals into motives of activity is the most important feature of the assimilation of social norms, requirements and ideals. Knowledge of the conditions and patterns of this process, which plays a significant role in the formation of a child's personality, in the development of its leading motives, will allow more purposeful and effective education of the emotions and feelings of preschool children.
Development of the motivational sphere of children
preschool age.
The process of the formation of a child's personality is characterized not only by intellectual development, i.e. the acquisition of new knowledge and skills, but also the emergence of new needs and interests. In a sense, these changes are fundamental, since achievements in the mental development of children largely depend on what motives induce them to take action, what they strive for, how they emotionally relate to the people around them and the tasks they face.
Preschool childhood is an age period when high social motives and noble feelings begin to form. All subsequent development largely depends on how they will be brought up in the first years of a child's life.
Russian psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein) believe that motives and emotions, like mental and volitional processes, are formed throughout childhood, as a result of the child's mastery of the experience of previous generations and the assimilation of the moral standards, ideals.
This most complex process of more and more correct and complete reflection in the child's mind of social goals and objectives, their transformation into beliefs that regulate his behavior, is the most important content of the development of the social orientation of needs and motives in childhood.
The question of the organization of the life and activities of children, contributing to the emergence of stable moral and labor motives of behavior in them, is now of paramount importance.
Conditions for the formation of social motives of the child's behavior.
Elucidation of motives as sources of children's activity, as factors that stimulate and direct it, is important for the organization of purposeful educational influences on a preschooler.
Concepts motive and motivation closely related to the concept need... It is customary to distinguish between needs of two types: biological and social (characteristic only for a person: the need for communication with another person, for social recognition, spiritual needs, etc.).
It is very important, speaking about needs, to single out two moments of their formation: 1) the appearance of a need in the absence of a specific object of its satisfaction. The behavior of a child in this state is characterized by undirected activity, the general search character of this activity; 2) the appearance of an object that can satisfy a need.
Along with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to those around them. By the example of the behavior of adolescent children, it is often necessary to make sure that these children have a need for another person, a close friend, under certain conditions, can be realized in an undesirable way if the object of this need realization is an adult or a peer with a bad reputation and negative behavior.
Consequently, the child's objectified need is already a specific motive of his behavior, prompting the preschooler to purposeful activity.
To identify the motives that stimulate the child's activity, you can offer children a number of tasks at regular intervals; technically, these are the same tasks, but presented with different motivations (for example, you need to make a napkin or a flag). The technique for making such items is fairly simple and does not take much time.
By offering similar tasks to children of different ages, they are told what they should do, why and who needs it. In one case, the results of the work are needed for the upcoming game, in the other - the labor activity itself is carried out in the form of a game in the "workshop", where the child imitates the work of adults, in the third - a gift is being prepared for the mother or children of the younger group of kindergarten, in the fourth - the child can himself choose any job that is attractive to him. Thus, one and the same work task is carried out with different motivations.
Work on the production of napkins and a flag turns out to be the most organized both in nature and in the quality of the product where the motives for productive activity were least expressed.
At the same time, the activity of children in the manufacture of the same objects for the upcoming game, when motives of productive activity are set as dominant, is at a much lower level.
This situation can be explained as follows. In the latter case, children make an object for the upcoming game. But an object can be suitable for play only when it is similar to a real object. Moreover, the requirements for the external similarity of the game object with the object it depicts are minimal. Here, another thing is important - the ability to handle the game object in the same way as an adult does with a real object. Because of this, the child's attitude to the product of labor, the requirement for its quality, changes significantly: the process of making an object itself does not have the character of an expanded labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappear.
The situation is completely different when playing the "workshop". Here children take on the role of workers carrying out an important order. A child can perform well in his role only if the process of his work is similar in detail to the real work. The attitude to the product, the desire to make it as best as possible are determined in this case by the child's attitude to the role of the worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is played by the child, and explains that the process takes on the character of an expanded and responsible labor activity.
Children don't play what they practically own. In games, children seek to reflect phenomena that are beyond their capabilities. They play "chauffeurs, builders, machinists, ship captains, pilots", i.e. reflect the professions and events that they are told about, read in the family and in kindergarten, or which they themselves partially observe.
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--PAGE_BREAK-- Based on this, it becomes clear why children, who have not seen the workshops that make flags and napkins, so willingly take on the role of workers and with a sense of responsibility carry out the "order".
Along with the "workshop" game, there is a significant increase in the efficiency of work in the manufacture of a napkin as a gift for a mother or a flag as a gift for younger children. In these cases, for the child, it is quite obvious that a connection is established between what do and for what make. Flags are really good for a gift for babies, and napkins are good for a gift for a mom. Therefore, children bring the work to the end and strive to do it well. The idea of how mother and babies will be delighted with their gift, supports the mood of the children, evokes a feeling of pleasure from the work done.
But not all children are involved in this kind of work. Cases when children do not fulfill the task offered to them are explained by the fact that the connection between the motive of labor and its product is unconvincing for the child. For example, the task of making a checkbox as a gift to mom is not fulfilled only because the generally accepted purpose of this item does not apply to mothers, but to children; and for toddlers, children willingly complete this task.
Therefore, when receiving a work task, the child, first of all, evaluates the truthfulness of the task in life: “it happens” or “not”? The more real for the child the connection between the what he does, and so for what he does this, the more planned and purposeful the process of work acquires, and the more complete the product of his labor becomes.
The foregoing facts give reason to say that a preschooler is able to perform rather complex productive work, attractive to him not only for the technical side, but also for higher moral motives. The latter also raise the level of the activity itself. This is possible only if the parents or educators set for the child broader, truly motivated tasks, in which the connection between what do and for what to do, relies on the life experience of the preschooler himself. Only then the motive, social in its content, really directs the child's work, makes it purposeful.
When acquainting a child with the work of adults, with what they work for, the child's own activity should be organized, in which the motives that he has realized would be embodied. The most convenient form of mastering labor relations between people for preschoolers is creative play, in which the child can understand the attitude of adults to work.
Social motives of labor in their simplest form, in the form of a desire to do something useful for others, begin to take shape in a child very early and can acquire a significant incentive for a preschooler, greater than motives of personal benefit or interest in the external, procedural side of activity.
But in some cases, the motives suggested by adults are not accepted by the child, and the work is either not performed at all, or is performed under the influence of other motives, which in these circumstances are more effective for the child.
These facts indicate that the motives of behavior develop and function not in isolation, but in close connection with the general development of the content of children's activity.
Influence of emotions on the emergence of social motives in a child.
The motive, as a certain object outside the child and prompting him to activity, may not be realized by him. At the same time, the emergence of such a motive is determined by the appearance of emotional experiences in the child. Motives and emotions, therefore, are phenomena of a different nature, but dynamically interconnected.
Emotions express the special significance for the child of objects and situations from the point of view of his needs and motives. Emotions are the link through which and through which motives become relevant and are often realized by the preschooler. The formation of new motives in a child or a change in existing ones is also associated with the appearance of experiences in him.
The emotional reactions and states of children can be extremely diverse in terms of the strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, painful exposure), difficult conditions of a particular type of activity (understanding the task, the nature of the material, the characteristics of the product, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in the depth of their course and consequences. So, a child can feel severe physical pain and nevertheless he will quickly forget it. At the same time, he may experience humiliation or humiliation inflicted on him by peers; experiencing such an attitude will be very stable and will affect subsequent relationships with peers.
Proceeding from the fact that a person and human life occupies a higher place in the system of material and spiritual values, it should be assumed that emotions associated with another person occupy a special place in the emotional experience of a child.
But it happens that children are brought up in such an atmosphere when a cult of the material environment (the so-called "materialism") is created in the family, to which adults show a particularly emotional, caring and respectful attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , fancy jewelry, fashion collections, etc.
This kind of expressed "materialism" is accompanied by the belittling of a person, his feelings, his relationships. Moreover, in children, it manifests itself in a very peculiar way. For example, a child brought up in an atmosphere of the cult of external beauty (clothes, jewelry), who knows how to preserve and maintain this beauty, shows an undisguised feeling of disgust when he sees a stain on a dress, a darned sleeve of a blouse or shirt at a peer. In situations of establishing children's relationships, such a preschooler is completely indifferent to the experiences of other children.
In the emotional manifestations of one child, there may be significant discrepancies in the ability to experience various emotions and the nature of the manifestation of emotional responsiveness. Emotionality is associated with the characteristics of the elementary reactions of the human body (to sound, light, etc.), and emotional responsiveness to the state of another person is an emotion of a higher order that has a moral content.
A child's emotionality as a feature of behavior is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, speaking in various forms: excessive vulnerability, increased resentment, tearfulness, etc.
Under the right conditions of training and education, oversensitivity can be reconstructed and subordinated to higher level emotional behavior. But sometimes it is necessary to create special situations that would be meaningful for the child and which, touching the inner "strings" of his personality, could reveal the possibilities of the emotional response of the preschooler.
The ability to distinguish between the manifestations of the sensitivity and emotional responsiveness of children, as well as the development and upbringing of higher, human emotions in them, is one of the important educational tasks facing parents and teachers.
The process of the formation of the simplest social motives of activity, consisting in the desire to do something useful not only for oneself, but also for others, can be observed on the example of the collective labor activity of the attendants (duty in the dining room, in the play corner, etc.).
Preliminarily, the educator explains the meaning of the work, trying to develop in children a peculiar orientation towards the upcoming activity and to form in them preliminary ideas about the social significance of these actions.
In the future, the teacher regularly evaluates the work of the attendants together with the children. Thus, a rather rigid system of group requirements and expectations is created.
Initially, some of the children refuse to be on duty, trying to shift their responsibilities onto someone else, and the rest of the children, although they accept the task, do not always do it well.
Then, in the created conditions of collective activity, the behavior of children begins to order, the fulfillment of duties of a duty officer acquires a more organized character.
Subsequently, children - some earlier, others later - move to a higher level of formation of social motives of behavior. It is characteristic here that a child begins to fulfill his small responsibilities not for the praise of an adult and not for the sake of achieving leadership, but for the sake of a result, seeking to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of the assimilated social norms and requirements into internal motives of activity.
In the course of the formation of new motives of behavior, the character of the child's emotional manifestations changes significantly, i.e. a change in the emotional sphere directly reflects changes in the motives of work.
As such motives are formed, indifference to work duties is replaced by a very great sensitivity in relation to the assessment of others. Then these worries associated with the assessment, as it were, are relegated to the background and are replaced by completely different experiences associated with how well a useful task was performed, how much the results achieved correspond to the interests of other people, which have now become the interests of the child himself.
The role of the family in raising emotional
responsiveness of the preschooler.
A significant role in the development and education of the emotions of empathy and sympathy in a preschool child belongs to the family.
In the conditions of a family, an emotional and moral experience inherent only in it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. Preferring this or that system of assessments and standards of values (material and spiritual), the family largely determines the level and content of the child's emotional and socio-moral development.
A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from a large and friendly family, where parents and children are linked by a deep relationship of responsibility and mutual dependence. In these families, the range of approved values is quite wide, but the key place in them is occupied by the person and the attitude towards him.
Emotional experience can be significantly limited in a child from an incomplete family (in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participation in the life of other children, elderly people who need to be taken care of, is an important factor that narrows the scope of emotional experience.
The experience gained in a family setting can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development in the child of certain qualities that seem extremely significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time they do not pay any significant attention to other qualities necessary for the child. as a future citizen.
Finally, a child's emotional experience can be patchy and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills in the child sensitivity and responsiveness, and the father considers such qualities to be a relic and "cultivates" in the child only strength, raising this quality to the rank of paramount.
There are parents who are firmly convinced that in our time - the time of scientific and technological achievements and progress - many moral norms of behavior have exhausted themselves and are not necessary for children; some bring up in the child such qualities as the ability to stand up for oneself, not to give oneself into offense, to give back. "You were pushed, but can't you answer in kind?" - ask children in these cases. In contrast to kindness, sensitivity, understanding of the other, children often develop the ability to use force thoughtlessly, resolve conflicts by suppressing the other, and a disdainful attitude towards other people.
In raising the emotional responsiveness of a child in a family, it is very important:
- the emotional microclimate of the family, which is largely determined by the nature of the relationship between family members, and primarily parents. With negative relationships, parental discord inflicts great harm on the child's mood, his working capacity, and relationships with peers;
- the idea of parents about the ideal qualities that they would like to see in their child in the near future. Most parents consider the ideal qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. Less often you can hear about such ideal qualities as kindness, attention to other people;
- intimate feelings of parents about certain qualities found in their own child. What parents like, what makes the child happy and what upsets, worries in him. The answers indicate that parents are aware of the need to educate a child not just one, isolated quality, but a system of qualities correlated and interconnected: intellectual and physical, intellectual and moral;
- it is important that parents notice a certain selectivity of the child in relation to activities, to different types of activity and how much this selectivity is expressed. Does he like to play and what games, how long can he do it; does he like to tinker, glue, cut, build from a designer; whether he keeps his crafts and buildings or throws them away and breaks them right there;
- to involve the child in the everyday life of the family: cleaning the apartment, cooking, doing the laundry, etc. It is necessary to constantly draw the attention of the parents to the fact that by encouraging the child even for minor help, emphasizing his involvement in the common problems and concerns of the family, the parents thereby evoke positive emotions in the child, strengthen his faith in his own strength, awaken socially necessary personality traits;
- to understand parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on an equal footing in performing feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand another, respond to his requests, state.
Children must constantly feel that parents are concerned not only about their progress in acquiring different skills and abilities. The sustained attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special area - the sphere of emotional relationship to other people.
The value of the game for overcoming
emotional difficulties
preschooler.
In their games, children usually display events, phenomena and situations that have caught their attention and aroused their interest. Reflecting life, the child relies on well-known patterns: on the actions, deeds and relationships of the people around him. At the same time, the child's play is not an exact copy of what he is observing.
It is known that a child's attitude to the world around is formed under the influence of adults' assessments and their emotionally expressive attitude to events, phenomena, people. The attitude of an adult and his example largely determine the development of the child's needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of the people around him, to empathize with them. And this determines the content of his inner world and the content of play activities.
In play, like in no other activity, the desire of the child at a certain age to join the life of adults is realized. It fulfills his desire to be like a dad, like a doctor, like a chauffeur.
The influence of play on the feelings of children is great. She has an attractive ability to fascinate a person, cause excitement, excitement and delight. A truly game is realized only when its content is given in an acute emotional form.
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Education of emotions and feelings in a preschooler. Emotions and educational process. Development of emotions in activity. The meaning of emotions. Development of the motivational sphere of preschool children. The role of the family in fostering the emotional responsiveness of the child.
Russian State Social University
Course work
EMOTIONAL AND PERSONAL DEVELOPMENT OF CHILDREN
PRESCHOOL AGE
Supervisor:
Senior Lecturer
E. A. Maksudova
Executor:
2nd year student
E. N. Galkina
Moscow 2006
1. INTRODUCTION ……………………………………………………… 3
2. Education of emotions and feelings in a preschooler:
1) Emotions and educational process …………………………………… 5
2) Development of emotions in activity ……………………………………… 8
3) The meaning of emotions …………………………………………………… .13
3. Development of the motivational sphere of preschool children:
1) Conditions for the formation of social motives of the child's behavior …………………………………………………………………… 18
2) The influence of emotions on the emergence of social motives in a child ………………………………………………………………… ... 23
4. The role of the family in fostering emotional responsiveness of the child ………………………………………………………… .27
5. The value of play for overcoming emotional difficulties of a preschooler ……………………………………………… ... 31
6. Conclusion ………………………………………………… ..37
7. Bibliography…………………………………………….39
INTRODUCTION
Preschool education as the first link in the general system of public education plays an important role in the life of our society, taking care of the protection and strengthening of children's health, creating conditions for their comprehensive development at an early and preschool age.
The leading role in the mental development and formation of the child's personality is played by education in the broad sense of the word, which consists in the assimilation of social experience accumulated by previous generations, in the mastery of the material and spiritual culture created by mankind.
The upbringing process involves not only the active influence of the adult on the child, but also the activity of the child himself (play, educational, labor), which has its own goals, focus, motives. The task of harmonious development of preschool children also presupposes a sufficiently high level of development of his emotional sphere, social orientation and moral position.
Child development is a complex, holistic education, consisting of a number of interrelated levels of behavior regulation and characterized by a systemic subordination of the motives of the child's activity. The question of the motives of the activity and behavior of the preschooler is the question of what exactly prompts this or that activity or action of the child.
The development of motives is closely related to the development of emotions. Emotions play a certain role both in the realization of specific motives of certain types of activity that already exist in a child, and in the formation of new motives of a higher level, such as cognitive, moral, labor, etc. Emotions largely determine the effectiveness of learning in the narrow sense of the word (as assimilation), and also take part in the formation of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the upbringing of socially significant traits in a person: humanity, responsiveness, humanity, etc.
The problem of the development of emotions, their role in the emergence of motives as regulators of the activity and behavior of the child is one of the most important and complex problems of psychology and pedagogy, since it gives an idea not only about the general patterns of development of the psyche of children and its individual aspects, but also about the features of the formation of the personality of a preschooler ...
At the same time, on the part of parents and teachers, the passage of the stages of emotional development, as a rule, does not pay much attention.
Object of study: socio-psychological development of preschool children.
Subject of study: emotional and personal development of preschool children.
Purpose of the study: to show the formation of the necessary mechanisms of emotional regulation of behavior in preschool age.
In accordance with the purpose, object and subject of research, its main tasks:
1. Study of psychological and pedagogical literature on the research topic;
2. studying the upbringing of emotions and feelings in a preschooler;
3. study of the development of the motivational sphere of preschool children;
4. study of the role of the family in fostering the emotional responsiveness of the child;
5. studying the importance of play for overcoming emotional difficulties of a preschooler.
Nurturing emotions and feelings
at a preschooler.
Emotions and educational process.
From the first years of life, a child, under the influence of adults, as well as in the process of games, feasible work, learning, actively masters the experience of previous generations, assimilates the norms and ideals of our society, which leads not only to the accumulation of a certain amount of knowledge, but also to the development of abilities, the formation of the necessary qualities of a child's personality. For the full development of a preschooler, the purposefulness of the pedagogical process is especially important.
In the preschool years, the foundations of human health and physical development are laid. A serious disadvantage of preschool education is the inactivity of children: if they sit a lot, move little and play in the fresh air, then this has a bad effect not only on physical, but also on their spiritual development, reduces the tone of their nervous system, and inhibits mental activity. In physically weakened children prone to rapid fatigue, emotional tone and mood are reduced. This, in turn, negatively affects the nature of the mental performance of children.
Havemental education designed to ensure not only the assimilation of the amount of knowledge and skills, but also the systematic formation of the cognitive abilities of the child.
The mental education of older preschool children is closely related to the problem of preparing for school education. Modern research shows that the intellectual potential of a preschooler is much higher than previously thought.
The effectiveness of the training itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task offered by him, what feelings the current situation evokes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of the child's intellectual development, but also more broadly, on his mental activity and even on his creative abilities.
Therefore, considering the level of a child's readiness for schooling, first of all, we mean his personal readiness as a unity of his intellectual qualities with an active emotional attitude towards others.
An important place in preschool pedagogy is art education, influencing not only the aesthetic, but also the mental and moral upbringing of the child.
Children's participation in various types of artistic activities begins in early childhood. Children listen and tell fairy tales, read poetry, sing and dance. Even in young children, this kind of performance causes emotional experiences of varying degrees of severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: the nature of the images that arise in the child (musical, literary, graphic), and the attitude towards the characters of fairy tales and stories, and the performance activity itself (dance, song, storytelling) - everything is imbued with children's experiences, reflects their own social experience and develops it.
Problem moral education children of preschool age - significant and at the same time difficult.
A child is born not evil and not kind, not moral, not immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they educate him. Correct ideas about the moral character of a person, about his attitude towards other people, towards himself, towards his labor and civil duties should become role models for the child. At the same time, he must have an understanding of what is good and what is bad; why some deeds are bad and others deserve approval.
At the same time, only knowledge of moral requirements is not enough for a child to behave morally. If parents and educators, with the help of moralizing conversations, pay attention only to the formation of moral ideas, without caring about the practice of children's relationships with people around them, cases of "moral formalism" may arise when children know moral norms well and even reason about them correctly, but they themselves violate, regardless of the interests of others.
To prevent such a discrepancy between knowledge and real behavior, it is necessary that the child's moral ideas become the driving motives of his behavior. It is important that he has not only understanding, but also a positive emotional attitude towards his moral duties. He knows that it is necessary to help the little ones, and he actively does it; he understands that it is bad to be rude and himself rebelles against the rudeness of others, etc.
To ensure a truly comprehensive and harmonious development of the child's personality, it is necessary to more closely, more organically link the physical education of the child with the mental, the mental with the moral, the moral with the aesthetic, etc. The centerpiece of this entire system is moral and labor upbringing of preschoolers, which is designed to lay the foundations of an active life position already in the first years of a child's life, an understanding of their responsibilities and readiness to fulfill these responsibilities, the unity of word and deed.
There is no doubt that labor education should be started already in preschool childhood.
It is important that any practical task offered to a preschooler is not an end in itself, but promotes the formation of the beginnings of industriousness in children, respect for the work of adults, readiness and ability to do something on their own. To bring up such qualities in a child, one should influence not only knowledge and skills, but also his emotional sphere.
Development of emotions in activity.
The upbringing of feelings in a child, starting from the first years of his life, is the most important pedagogical task, no less, and in a sense even more important than the upbringing of his mind. For how new knowledge and skills will be acquired, and for the sake of achieving what goals they will be used in the future, decisively depends on the nature of the child's attitude to people and to the surrounding reality.
The formation of higher human feelings occurs in the process of assimilation by the child of social values, social requirements, norms and ideals, which, under certain conditions, become the internal property of the child's personality, the content of the incentive motives of his behavior. As a result of such assimilation, the child acquires a peculiar system of standards of values, comparing the observed phenomena with which he evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly.
In order for a child not only to understand the objective meaning of norms and requirements, but also to be imbued with an appropriate emotional attitude towards them, in order for them to become criteria for his emotional assessments of his and others' actions, there are not enough explanations and instructions from the educator and other adults. These explanations must be reinforced in the child's own practical experience, in the experience of his activity. Moreover, the decisive role here is played by the inclusion of the preschooler in meaningful, joint activities with other children and adults. It allows him to directly experience, to feel the need to comply with certain norms and rules in order to achieve important and interesting goals.
So, the child's emotions develop in activity and depend on the content and structure of this activity.
As the child develops, new needs and interests are formed. He begins to be interested not only in a narrow circle of things that are directly related to the satisfaction of his organic need for food, warmth, and physical care. His interests extend to the wider world of surrounding objects, phenomena and events, and at the same time his emotional manifestations become more complex and meaningful.
Gradually, the child develops the simplest moral experiences. There is also a naive satisfaction in fulfilling the requirements of others. “I didn’t eat sweets that you didn’t allow to eat,” the child of two and a half years proudly declares to the mother.
Thus, emotional experiences begin to be caused not only by what is simply pleasant or unpleasant, but also by what is good or bad, what meets or contradicts the requirements of the people around.
By the beginning of preschool age, a child comes with a relatively rich emotional experience. He usually reacts rather vividly to joyful and sad events, and is easily imbued with the mood of the people around him. The expression of emotions has a very direct character, they are vigorously manifested in his facial expressions, words, movements.
Of particular importance for a small child is the establishment of a warm, affectionate relationship with the teacher.
A significant, but not always sufficiently taken into account, influence on the emotional state of the child by the teacher's assessment of his actions. In most children, positive assessments of the teacher increase the tone of the nervous system, increase the efficiency of the activities performed. At the same time, negative assessments, especially if they are repeated, create a depressed mood, depress physical and mental activity.
To understand children's emotions, the educator needs to identify the sources of their origin, which lie in the child's meaningful activity, under the influence of which he begins to not only understand, but also experience this world in a new way.
Music lessons, listening to fairy tales and art stories, acquaintance with native nature, dramatized games, modeling, drawing develop aesthetic experiences in the preschooler, teach them to feel the beauty in the surrounding life and in works of art.
Classes and didactic games, enriching him with new knowledge, forcing him to strain his mind to solve any cognitive task, develop various intellectual emotions in preschoolers. Surprise when meeting a new, unknown, curiosity and curiosity, confidence or doubts in their judgments, joy from the found solution - all these emotions are a necessary part of mental activity.
Finally, and this is the most important, moral education, acquaintance with the life of people, the fulfillment of feasible work tasks, the practical mastery of the norms of behavior in the family and in the kindergarten team form the sphere of emotional manifestations in preschoolers.
Moral feelings develop in a child in the process of activity, as a result of the practical fulfillment of the moral requirements that the people around him present to him.
In the fourth or fifth year of life, the child first begins to experience the beginnings of a sense of duty. This is due to the formation of the simplest moral ideas about what is good and what is bad. There are experiences of pleasure, joy in the successful performance of their duties and grief in violation of the established requirements. Emotional experiences of this kind arise mainly in the child's relationship with a person close to him and gradually spread to a wider circle of people.
The rudiments of a sense of duty in a preschooler are inseparable from his actions and deeds performed while fulfilling those moral requirements that are presented to the child in the family and in kindergarten. Moreover, at first they appear only in the process of actions and only later - before they are committed, as if emotionally anticipating subsequent behavior.
The nature of the development of higher specifically human emotions (empathy and sympathy) is one of the essential conditions for the fact that in some cases moral norms and principles are learned by children and regulate their behavior, while in others they remain only knowledge that does not induce action.
What conditions of life and activity of children contribute to the emergence of an active, effective emotional relationship to other people?
At all stages of social education, starting with kindergarten, the issues of learning proper, i.e. gaining knowledge and skills, occupy, as a rule, a priority place over issues of upbringing. Questions of a moral nature - sensitivity and humanity, attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to the acquisition of knowledge.
This tendency of some one-sidedness of the pedagogical process is sometimes exacerbated by the family living conditions of children. Many families today are raising mainly one child, whom family members take care of and take care of for a long time. An abundance of toys, entertainment items, etc. in the absence of everyday concern for another person, it also contributes to the fact that teaching children kindness, sensitivity is sometimes reduced to a minimum.
In preschool children, the formation of moral feelings and knowledge depends on the types and tasks of the activity.
For example, labor activity was organized in such a way that it required joint efforts and mutual assistance, and for this, favorable conditions were created that contribute to the emergence of a community of emotional experiences and mutual sympathy between the members of the group. If such work was not carried out by the teacher and the activities of the children's group, in their content, were devoid of a unifying principle, and the goals of one member of the group objectively came into conflict with the goals of another, then in these conditions negative relations between children began to develop, quarrels easily arose. The conditions for the emergence of moral emotions and their qualitative characteristics (strength, duration, stability) are different in each of the situations, which differ in tasks, structure and content of activity.
Thus, the conditions for the individual fulfillment of tasks, when the child acted next to a peer, and each of them had everything necessary to complete the task, did not contribute to unification and mutual assistance. It is characteristic that with all this, in general, the positive emotional background of the activity was often disturbed by quarrels, resentments, and discontent arising in response to the successful action of a peer, to his successful result.
At the same time, when making a common product, the first actions also led to negative emotions: intransigence, inconsistency, resentment. At the same time, as each of the children understood the meaning of the common activity and his place in it, the emotions of the children acquired a different character. Unsuccessful actions were experienced more intensely and brighter, and the experiences prompted the children to jointly look for ways to overcome difficulties.
Under the influence of the child's activity, a new attitude is formed not only towards people, but also towards things. For example, in young children, emotional preference arises for those toys that they have learned to use and that have become necessary for play.
Based on the foregoing, we can conclude that the child's internal emotional attitude to the surrounding reality, as it were, grows out of his practical interactions with this reality and that new emotions arise and develop in the process of his sensory-objective activity.
At the same time, such types of children's activities as play and acquaintance with works of art also make a significant contribution to the development of the motivational and emotional sphere of children.
So, throughout childhood, emotions go through the path of progressive development, acquiring more and more rich content and more and more complex forms under the influence of the social conditions of life and upbringing.
The meaning of emotions.
Emotions play a kind of orienting and regulating role in the activity in which they are formed.
When an adult offers a child a task, he explains why it is being performed, i.e. motivates the need for activity. At the same time, what an adult puts forward as a motive does not immediately become a motive for a child's action.
From the first days of life, the child is faced with the diversity of the surrounding world (people, objects, events). Adults, especially parents, not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude to things, actions, phenomena with the help of intonations, facial expressions, gestures, and speech.
The result of such cognitive activity is the expressed, subjective, selective attitude of the child to the objects that are around him, observed already in early childhood. The kid clearly distinguishes from the environment, first of all, people close to him. He starts looking for his mother, cries if she is not around. The child's attitude to other objects is gradually changing. At an early and preschool age, children have especially favorite toys, books, dishes, clothes, individual words, movements.
Simultaneously with the acquaintance with various properties and qualities of things, a small child receives some standards of relations and human values: some objects, actions, deeds acquire the sign of the desired, pleasant; others, on the contrary, are "labeled" as rejected. Quite often already here, the motive of activity given by an adult can be replaced by another, own motive, can be shifted to other objects or actions.
Throughout childhood, along with the experiences of pleasure and displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child has more complex feelings caused by how well he performed his duties, what significance the actions he takes for other people and to what extent certain norms and rules of behavior are observed by him and those around him.
As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the interrelation and interdependence of emotional and cognitive processes - the two most important areas of his mental development - is revealed.
The upbringing of feelings in a child should serve, first of all, the formation of a harmoniously developed personality, and one of the indicators of this harmony is a certain ratio of intellectual and emotional development. Underestimation of this requirement, as a rule, leads to an exaggerated, one-sided development of one quality, most often intelligence, which, firstly, does not make it possible to deeply understand the features of thinking itself and the management of its development, and secondly, it does not allow the end to understand the role of such powerful regulators of the child's behavior as motives and emotions.
It can be assumed that in the course of any activity, the child is equally ready to reveal his intellectual capabilities and to show an emotional attitude. At the same time, the information received by the child can acquire completely different meanings. Therefore, in some cases, purely cognitive tasks arise in front of him, and in others - tasks of a motivational and emotional nature, which require an understanding of the meaning of this situation.
The main role in the development of a child's feelings is played by his practical activity, during which he enters into real relationships with the world around him and assimilates the values created by society, masters social norms and rules of behavior. Attaching the decisive importance to practical activity in the development of children's feelings, it should be borne in mind that already in the first years of life, on its basis, special forms of orientational-research actions begin to take shape, aimed at finding out what (positive or negative) significance certain objects have. for the child himself, to meet his material and spiritual needs.
The simplest types of this kind of orientation, called motivational-semantic, are carried out using a system of trying actions. The child, as it were, preliminarily experiences the perceived object from the point of view of his needs and capabilities, penetrating, respectively, with a positive or negative attitude towards it, which largely determines the nature and direction of subsequent child's activity.
It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. At the same time, this does not provide a basis for their identification: with the same needs, depending on the circumstances, different emotions may arise and, conversely, with different needs, sometimes similar emotional experiences arise. All this suggests that emotions are peculiar mental processes that arise in the course of meeting needs and regulate behavior in accordance with the subject's motives, which are realized in complex and changeable conditions.
The role of emotions in the realization of behavioral motives already existing in the child is most clearly revealed. There is reason to believe that emotions play an essential role not only in the regulation of activity in accordance with the child's already existing needs, but also contribute to the formation, development and activation of motives.
Usually, new forms of a child's activity are organized in such a way that this activity would lead to a certain socially significant result (labor, educational, etc.), but at first such results in some cases are not the content of the motives of behavior. The child acts at first under the influence of other, previously developed motives (the desire to use this activity as an excuse for communicating with an adult, the desire to earn his praise, to avoid his censure). The final socially significant result in these circumstances appears for the child as an intermediate goal, which is achieved for the sake of satisfying a different kind of incentive.
In order for the motives to acquire an incentive force, it is necessary for the child to acquire an appropriate emotional experience. With a certain organization, socially significant activity can bring the child that emotional satisfaction, which can outgrow his initial impulses.
There is reason to believe that this kind of new emotional experiences that arise in new conditions of activity, as it were, are fixed on its intermediate goals and tasks and give them an incentive force that contributes to their transformation into driving motives of behavior.
This special process of converting goals into motives of activity is the most important feature of the assimilation of social norms, requirements and ideals. Knowledge of the conditions and patterns of this process, which plays a significant role in the formation of a child's personality, in the development of its leading motives, will allow more purposeful and effective education of the emotions and feelings of preschool children.
Development of the motivational sphere of children
preschool age.
The process of the formation of a child's personality is characterized not only by intellectual development, i.e. the acquisition of new knowledge and skills, but also the emergence of new needs and interests. In a sense, these changes are fundamental, since achievements in the mental development of children largely depend on what motives induce them to take action, what they strive for, how they emotionally relate to the people around them and the tasks they face.
Preschool childhood is an age period when high social motives and noble feelings begin to form. All subsequent development largely depends on how they will be brought up in the first years of a child's life.
Russian psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein) believe that motives and emotions, like mental and volitional processes, are formed throughout childhood, as a result of the child's mastery of the experience of previous generations and the assimilation of the moral standards, ideals.
This most complex process of more and more correct and complete reflection in the child's mind of social goals and objectives, their transformation into beliefs that regulate his behavior, is the most important content of the development of the social orientation of needs and motives in childhood.
The question of organizing the life and activities of children, contributing to the emergence of stable moral and labor motives of behavior in them, is of paramount importance today.
Conditions for the formation of social motives of the child's behavior.
Elucidation of motives as sources of children's activity, as factors that stimulate and direct it, is important for the organization of purposeful educational influences on a preschooler.
Concepts motive and motivation closely related to the concept need... It is customary to distinguish between needs of two types: biological and social (characteristic only for a person: the need for communication with another person, for social recognition, spiritual needs, etc.).
It is very important, speaking about needs, to single out two moments of their formation: 1) the appearance of a need in the absence of a specific object of its satisfaction. The behavior of a child in this state is characterized by undirected activity, the general search character of this activity; 2) the appearance of an object that can satisfy a need.
Along with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to those around them. By the example of the behavior of adolescent children, it is often necessary to make sure that these children have a need for another person, a close friend, under certain conditions, can be realized in an undesirable way if the object of this need realization is an adult or a peer with a bad reputation and negative behavior.
Consequently, the child's objectified need is already a specific motive of his behavior, prompting the preschooler to purposeful activity.
To identify the motives that stimulate the child's activity, you can offer children a number of tasks at regular intervals; technically, these are the same tasks, but presented with different motivations (for example, you need to make a napkin or a flag). The technique for making such items is fairly simple and does not take much time.
By offering similar tasks to children of different ages, they are told what they should do, why and who needs it. In one case, the results of the work are needed for the upcoming game, in the other - the labor activity itself is carried out in the form of playing in the "workshop", where the child imitates the work of adults, in the third - a gift is being prepared for the mother or children of the younger group of kindergarten, in the fourth - the child can himself choose any job that is attractive to him. Thus, one and the same work task is carried out with different motivations.
Work on the production of napkins and a flag turns out to be the most organized both in nature and in the quality of the product where the motives for productive activity were least expressed.
At the same time, the activity of children in the manufacture of the same objects for the upcoming game, when motives of productive activity are set as dominant, is at a much lower level.
This situation can be explained as follows. In the latter case, children make an object for the upcoming game. But an object can be suitable for play only when it is similar to a real object. Moreover, the requirements for the external similarity of the game object with the object it depicts are minimal. Here, another thing is important - the ability to handle the game object in the same way as an adult does with a real object. Because of this, the child's attitude to the product of labor, the requirement for its quality, changes significantly: the process of making an object itself does not have the character of an expanded labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappear.
The situation is completely different when playing the "workshop". Here children take on the role of workers carrying out an important order. A child can perform well in his role only if the process of his work is similar in detail to the real work. The attitude to the product, the desire to make it as best as possible are determined in this case by the child's attitude to the role of the worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is played by the child, and explains that the process takes on the character of an expanded and responsible labor activity.
Children don't play what they practically own. In games, children seek to reflect phenomena that are beyond their capabilities. They play "chauffeurs, builders, machinists, ship captains, pilots", i.e. reflect the professions and events that they are told about, read in the family and in kindergarten, or which they themselves partially observe.
Based on this, it becomes clear why children, who have not seen the workshops that make flags and napkins, so willingly take on the role of workers and with a sense of responsibility carry out the "order".
Along with the "workshop" game, there is a significant increase in the efficiency of work in the manufacture of a napkin as a gift for a mother or a flag as a gift for younger children. In these cases, for the child, it is quite obvious that a connection is established between what do and for what make. Flags are really good for a gift for babies, and napkins are good for a gift for a mom. Therefore, children bring the work to the end and strive to do it well. The idea of how mother and babies will be delighted with their gift, supports the mood of the children, evokes a feeling of pleasure from the work done.
But not all children are involved in this kind of work. Cases when children do not fulfill the task offered to them are explained by the fact that the connection between the motive of labor and its product is unconvincing for the child. For example, the task of making a checkbox as a gift to mom is not fulfilled only because the generally accepted purpose of this item does not apply to mothers, but to children; and for toddlers, children willingly complete this task.
Therefore, when receiving a work task, the child, first of all, evaluates the truthfulness of the task in life: “it happens” or “not”? The more real for the child the connection between the what he does, and so for what he does this, the more planned and purposeful the process of work acquires, and the more complete the product of his labor becomes.
The foregoing facts give reason to say that a preschooler is able to perform rather complex productive work, attractive to him not only for the technical side, but also for higher moral motives. The latter also raise the level of the activity itself. This is possible only if the parents or educators set for the child broader, truly motivated tasks, in which the connection between what do and for what to do, relies on the life experience of the preschooler himself. Only then the motive, social in its content, really directs the child's work, makes it purposeful.
When acquainting a child with the work of adults, with what they work for, the child's own activity should be organized, in which the motives that he has realized would be embodied. The most convenient form of mastering labor relations between people for preschoolers is creative play, in which the child can understand the attitude of adults to work.
Social motives of labor in their simplest form, in the form of a desire to do something useful for others, begin to take shape in a child very early and can acquire a significant incentive for a preschooler, greater than motives of personal benefit or interest in the external, procedural side of activity.
But in some cases, the motives suggested by adults are not accepted by the child, and the work is either not performed at all, or is performed under the influence of other motives, which in these circumstances are more effective for the child.
These facts indicate that the motives of behavior develop and function not in isolation, but in close connection with the general development of the content of children's activity.
Influence of emotions on the emergence of social motives in a child.
The motive, as a certain object outside the child and prompting him to activity, may not be realized by him. At the same time, the emergence of such a motive is determined by the appearance of emotional experiences in the child. Motives and emotions, therefore, are phenomena of a different nature, but dynamically interconnected.
Emotions express the special significance for the child of objects and situations from the point of view of his needs and motives. Emotions are the link through which and through which motives become relevant and are often realized by the preschooler. The formation of new motives in a child or a change in existing ones is also associated with the appearance of experiences in him.
The emotional reactions and states of children can be extremely diverse in terms of the strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, pain), difficult conditions of a particular type of activity (understanding the task, the nature of the material, the characteristics of the product, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in the depth of their course and consequences. So, a child can feel severe physical pain and nevertheless he will quickly forget it. At the same time, he may experience humiliation or humiliation inflicted on him by peers; experiencing such an attitude will be very stable and will affect subsequent relationships with peers.
Proceeding from the fact that a person and human life occupies a higher place in the system of material and spiritual values, it should be assumed that emotions associated with another person occupy a special place in the emotional experience of a child.
But it happens that children are brought up in such an atmosphere when a cult of the material environment (the so-called "materialism") is created in the family, to which adults show a particularly emotional, caring and respectful attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , fancy jewelry, fashion collections, etc.
This kind of expressed "materialism" is accompanied by the belittling of a person, his feelings, his relationships. Moreover, in children, it manifests itself in a very peculiar way. For example, a child brought up in an atmosphere of the cult of external beauty (clothes, jewelry), who knows how to preserve and maintain this beauty, shows an undisguised feeling of disgust when he sees a stain on a dress, a darned sleeve of a blouse or shirt at a peer. In situations of establishing children's relationships, such a preschooler is completely indifferent to the experiences of other children.
In the emotional manifestations of one child, there may be significant discrepancies in the ability to experience various emotions and the nature of the manifestation of emotional responsiveness. Emotionality is associated with the characteristics of the elementary reactions of the human body (to sound, light, etc.), and emotional responsiveness to the state of another person is an emotion of a higher order that has a moral content.
A child's emotionality as a feature of behavior is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, speaking in various forms: excessive vulnerability, increased resentment, tearfulness, etc.
Under the right conditions of training and education, oversensitivity can be reconstructed and subordinated to higher level emotional behavior. But sometimes it is necessary to create special situations that would be meaningful for the child and which, touching the inner "strings" of his personality, could reveal the possibilities of the emotional response of the preschooler.
The ability to distinguish between the manifestations of the sensitivity and emotional responsiveness of children, as well as the development and upbringing of higher, human emotions in them, is one of the important educational tasks facing parents and teachers.
The process of the formation of the simplest social motives of activity, consisting in the desire to do something useful not only for oneself, but also for others, can be observed on the example of the collective labor activity of the attendants (duty in the dining room, in the play corner, etc.).
Preliminarily, the educator explains the meaning of the work, trying to develop in children a peculiar orientation towards the upcoming activity and to form in them preliminary ideas about the social significance of these actions.
In the future, the teacher regularly evaluates the work of the attendants together with the children. Thus, a rather rigid system of group requirements and expectations is created.
Initially, some of the children refuse to be on duty, trying to shift their responsibilities onto someone else, and the rest of the children, although they accept the task, do not always do it well.
Then, in the created conditions of collective activity, the behavior of children begins to order, the fulfillment of duties of a duty officer acquires a more organized character.
Subsequently, children - some earlier, others later - move to a higher level of formation of social motives of behavior. It is characteristic here that a child begins to fulfill his small responsibilities not for the praise of an adult and not for the sake of achieving leadership, but for the sake of a result, seeking to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of the assimilated social norms and requirements into internal motives of activity.
In the course of the formation of new motives of behavior, the character of the child's emotional manifestations changes significantly, i.e. a change in the emotional sphere directly reflects changes in the motives of work.
As such motives are formed, indifference to work duties is replaced by a very great sensitivity in relation to the assessment of others. Then these worries associated with the assessment, as it were, are relegated to the background and are replaced by completely different experiences associated with how well a useful task was performed, how much the results achieved correspond to the interests of other people, which have now become the interests of the child himself.
The role of the family in raising emotional
responsiveness of the preschooler.
A significant role in the development and education of the emotions of empathy and sympathy in a preschool child belongs to the family.
In the conditions of a family, an emotional and moral experience inherent only in it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. Preferring this or that system of assessments and standards of values (material and spiritual), the family largely determines the level and content of the child's emotional and socio-moral development.
A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from a large and friendly family, where parents and children are linked by a deep relationship of responsibility and mutual dependence. In these families, the range of approved values is quite wide, but the key place in them is occupied by the person and the attitude towards him.
Emotional experience can be significantly limited in a child from an incomplete family (in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participation in the life of other children, elderly people who need to be taken care of, is an important factor that narrows the scope of emotional experience.
The experience gained in a family setting can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development in the child of certain qualities that seem extremely significant, for example, the development of intelligence (mathematical abilities, etc.), and with all this, no significant attention is paid to other qualities necessary child as a future citizen.
Finally, a child's emotional experience can be patchy and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills in the child sensitivity and responsiveness, and the father considers such qualities to be a relic and "cultivates" in the child only strength, raising this quality to the rank of paramount.
There are parents who are firmly convinced that in our time - the time of scientific and technological achievements and progress - many moral norms of behavior have exhausted themselves and are not necessary for children; some bring up in the child such qualities as the ability to stand up for oneself, not to give oneself into offense, to give back. "You were pushed, but can't you answer in kind?" - ask children in these cases. In contrast to kindness, sensitivity, understanding of the other, children often develop the ability to use force thoughtlessly, resolve conflicts by suppressing the other, and a disdainful attitude towards other people.
In raising the emotional responsiveness of a child in a family, it is very important:
The emotional microclimate of the family, which is largely determined by the nature of the relationship between family members, and primarily parents. With negative relationships, parental discord inflicts great harm on the child's mood, his working capacity, and relationships with peers;
Parents' idea of the ideal qualities that they would like to see in their child in the near future. Most parents consider the ideal qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. Less often you can hear about such ideal qualities as kindness, attention to other people;
Intimate feelings of parents about certain qualities found in their own child. What parents like, what makes the child happy and what upsets, worries in him. The answers indicate that parents are aware of the need to educate a child not just one, isolated quality, but a system of qualities correlated and interconnected: intellectual and physical, intellectual and moral;
It is important that parents notice a certain selectivity of the child in relation to activities, to different types of activity, and how much this selectivity is expressed. Does he like to play and what games, how long can he do it; does he like to tinker, glue, cut, build from a designer; whether he keeps his crafts and buildings or throws them away and breaks them right there;
Involve the child in the everyday life of the family: cleaning the apartment, cooking, doing the laundry, etc. It is necessary to constantly draw the attention of the parents to the fact that by encouraging the child even for minor help, emphasizing his involvement in the common problems and concerns of the family, the parents thereby cause positive emotions in a child, strengthen his faith in his own strength, awaken socially necessary personality traits;
Understand the role of parents of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on an equal footing in performing feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand another, respond to his requests, state.
Children must constantly feel that parents are concerned not only about their progress in acquiring different skills and abilities. The sustained attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special area - the sphere of emotional relationship to other people.
The value of the game for overcoming
emotional difficulties
preschooler.
In their games, children usually display events, phenomena and situations that have caught their attention and aroused their interest. Reflecting life, the child relies on well-known patterns: on the actions, deeds and relationships of the people around him. At the same time, the child's play is not an exact copy of what he is observing.
It is known that a child's attitude to the world around is formed under the influence of adults' assessments and their emotionally expressive attitude to events, phenomena, people. The attitude of an adult and his example largely determine the development of the child's needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of the people around him, to empathize with them. And this determines the content of his inner world and the content of play activities.
In play, like in no other activity, the desire of the child at a certain age to join the life of adults is realized. It fulfills his desire to be like a dad, like a doctor, like a chauffeur.
The influence of play on the feelings of children is great. She has an attractive ability to fascinate a person, cause excitement, excitement and delight. A truly game is realized only when its content is given in an acute emotional form.
For the assimilation of knowledge and skills, didactic games are used with great success, for the formation of physical perfection - mobile games, and for the development of social emotions and social qualities of a person - games with rules, plot-based role-playing. That is why the inability of children to play can mean a delay in the development of the child's social qualities, his social consciousness.
Among the various ways to correct emotional difficulties, play takes an important place. Play is especially fond of young children, it arises without coercion on the part of adults, it is a leading activity. This means that the most important changes in the child's psyche, in the development of his social feelings, in behavior, etc. occur in the game.
Emotionally disadvantaged children experience various difficulties in playing. They show, for example, a cruel attitude towards dolls who are offended, tortured or punished. The games of such children can have the character of monotonous repetitive processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain actions, despite the normal mental development of preschoolers. The listed features of the incorrect development of the emotional sphere require a special educational approach, special pedagogical correction. Otherwise, these disorders can lead to mental deficiencies, a delay in the formation of social qualities and the personality of the child as a whole.
The indicated close connection between the emotional development of children and the development of play indicates that psychological and pedagogical techniques carried out in the process of playing should normalize the emotional sphere, remove emotional barriers and lead to the emergence of more highly developed, progressive forms of emotional behavior.
Taking into account the specifics of emotional behavior, various types of games should be used: plot-based role-playing, dramatization games, playing with rules, and control the game in such a way that the undesirable qualities of the child's personality or negative emotions are successfully overcome by him.
At the same time, some of the preschool children do not know how to play. One of the reasons for this is that no one in the family plays with these children, since parents prefer other types of activities (most often these are different types of intelligence development, which the child learns to the detriment of play). Another reason is that these children at an early age, for various reasons, are deprived of communication with peers and have not learned to establish relationships with them. The play of such children is individual. Human relationships rarely become the content of their games.
At a low level of play, children only manipulate objects. These objective actions are basically the object of a positive emotional attitude of children. In this regard, some children choose the same familiar games (in "kindergarten", "daughters-mothers", etc.) and play them according to a pattern.
Each doll is a character in the game with which the child has a variety of emotions. And we must take care that the child not only performs some duties, but also deeply experiences the role.
It is also necessary to develop the child's emotional attitude to the content of the game as a whole. It is necessary that children not only know the content of this or that game, but that they relate to this content in a certain way, so that they have a need to master the corresponding role.
Equally important in the game is the setting of tasks, which are the basis for emotional and moral development. These tasks direct the child's attention to the position of the character, to his condition, teach him to express sympathy and provide assistance. By setting play tasks, the adult supports the cooperation of the preschooler with other children. The role-playing behavior of an adult is the core on which the child's business interaction with peers is held.
The child gets great pleasure from successful play. He asserts himself in his role, feels genuine pride. Realization of creative possibilities in the game, improvisation, implementation of ideas cause emotional inspiration of children, their stormy joy, the requirement to repeat the game, which is overgrown with new details. Emotional upsurge in play helps a preschooler to overcome negativism towards other children, to accept them as partners.
Role-playing games have a different effect on the emotional manifestations of children in cases where the roles are distributed, but the qualities of the character partners are not named. In these cases, the child interprets the norms and rules of human relationships, depending on his life experience.
Children with narrow, one-sided social experience or younger children often turn out to be helpless in a role-playing game, since they have little idea of how to act under certain circumstances, what qualities a particular character should have. So, saying to a small child, pointing at a peer playing the role of a rabbit: "Here is a rabbit, look how soft it is, what long ears it has, a white skin" - and the child, who had not paid attention to the peer before, begins to look at him from tenderness, strokes "ears", "fur". Often, with all this, the child develops a persistent emotional manifestation of sympathy, which persists not only in role relationships, but also outside them.
The role can also be used to change the qualities of the child himself. For example, if an aggressive boy was told: "You are a big, strong goose, you can fly fast, you are not afraid of a wolf, you can protect little goslings from danger!" - and the child, who was trying to outrun everyone and was proud of it, began to block the gosling and almost carried him away from the wolf in his arms. He no longer offends this kid, as before, and becomes his intercessor even outside the game. From this example, it can be seen that the role helped the child radically change his behavior and his attitude towards the baby.
When restructuring the emotional experience of children with a negative attitude towards peers, which is based on their social passivity, lack of creativity in relationships with people, it is useful to turn to games-dramatizations on the themes of fairy tales. In them, good and evil are delimited, clear assessments of the actions of the heroes are given, positive and negative characters are identified. Therefore, in conditions of play on the theme of a fairy tale, it is easier for a child to enter the role, create an image, and admit convention. After all, the creation of an imaginary situation necessarily requires a connection with life and the preschooler's initial ideas about it.
For these games, you can use folk tales, for example. The fairy tale "Hare's hut", the fairy tale "Cat, rooster, fox". If in the first fairy tale the features of the main characters are given clearly and unambiguously (the fox is a negative character, and the rooster - the savior of the hare - is positive), then in the second fairy tale the characteristics of the already familiar positive and negative characters who interact in an imaginary situation are somewhat different. The character of the characters in this tale is more complex and richer than in the previous one, therefore, the child, relying on his experience, receives a new, enriched, playful and emotional experience in reproducing the plot of the fairy tale.
As the story progresses, you can see how the children become more interested in the characters and their lives. Revitalization, laughter, anxiety indicate anticipation of events, an emotional attitude to emerging collisions, expectation of a happy ending.
One form of play common in preschool age is playing with rules. Its specificity lies in the fact that relations are no longer defined by roles, but by rules and norms. Often a child, without noticing it, begins to act in a game with rules, especially in an active game, in a way that he cannot do either in real conditions or in a role-playing game. It should be emphasized that contacts that have arisen under the influence of playing with the rules do not disappear with the end of the action.
When carrying out mobile plot games with rules, it is possible to create conditions under which such qualities of a child as decisiveness or indecision, resourcefulness, ingenuity, etc .; in these conditions, children learn to act in concert, together.
Games with rules involve specific forms of communication that are different from the forms of communication in role-playing games. So, if in plot-based role-playing games each role has a form that is opposite in meaning and action (mother - children, doctor - patient, driver - passenger, etc.), then in games with rules along with this type of relationship (opposite commands) arises and Another very important type of relationship is the relationship of peers within the team.
Thus, playing with rules presupposes going beyond role relationships to personal relationships, develops a collectivist orientation in children, and serves as the foundation for the development of genuine human emotions. This is especially important in connection with the fact that relations that arise within games with rules begin to be transferred by them into real life later on. Games with rules help the child to relieve existing emotional development difficulties.
GOU VPO "Dagestan State Pedagogical University", Russia
EMOTIONAL AND PERSONAL DEVELOPMENT OF A CHILD IN PRESCHOOL AGE
One of the priority tasks of modern Russian society is the upbringing of the younger generation as active citizens of Russia.
In our time, the situation has developed in such a way that abrupt changes in the political, socio-economic structure of our state have put forward new requirements in the upbringing system of the younger generation. Changes in the system of values and attitudes of people affect the change in the socio-psychological climate, both in society and in all. Economic difficulties that arise in adults, uncertainty about the future, domestic disorder, a decrease in the moral and moral level of society become the causes of family problems. Inability to cope with a difficult situation, constant mood swings, depression leads to emotional burnout and various diseases. Frequent mood swings are reflected primarily in children, who are very susceptible to changes in the emotional background in the family.
The emotional sphere is an important component in the development of children, since no communication, interaction will be effective if its participants are not able, firstly, to "read" the emotional state of another, and secondly, to control their emotions. Understanding your emotions and feelings is also an important point in the formation of the personality of a growing person.
Emotions (from lat. Emovere - excite, excite) - psychophysiological complexes of the processes and states of the individual, i.e. under emotions, it is customary to consider a person's reaction to any external stimulus, and as a result, processes of increasing or decreasing readiness for action occur automatically and urgently in the body, as well as strengthening, weakening, termination and even disruption of current activity, Accompanying almost any manifestation of the subject's activity, emotions serve as one of the main mechanisms of internal regulation of mental activity and behavior, aimed at meeting urgent needs. A person perceives objects and phenomena of the surrounding world, he always somehow relates to them, reacts to them. Some events cause joy, anger, fear, displeasure. In every person, this reaction is expressed in various external manifestations. A person either turns pale (fright), blushes, experiencing shame, embarrassment, his breathing and heartbeat may become more frequent. That is accompanied by various changes in the activity of internal organs, nervous processes, hormonal mechanisms. Emotions cannot arise by themselves. The source of emotions is objective reality, the environment and the needs of a person, what is associated with the satisfaction of human needs: organic, physical, communicative - causes positive emotions in a person (joy, laughter, etc.). And what is associated with the acquired actions causes negative emotions (anger, sadness, tears, etc.).
Despite the fact that emotional communication is to a greater extent the leading type of activity in infancy, it is still present in the development of a child of preschool and primary school age.
Preschool childhood is the first period of a child's mental development and therefore the most responsible one. At this time, the foundations of all mental properties and qualities of a person, cognitive processes and types of activity are laid. It is at this age that an adult is in the closest relationship with a child, takes an active part in his development. Therefore, the positive emotional well-being of children in the family and in preschool institutions is one of the most important conditions for the development of personality.
The high emotionality of the child, which colors his mental life and practical experience, is a characteristic feature of preschool childhood. The child's inner, subjective attitude to the world, to people, to the very fact of his own existence is his emotional outlook. In some cases, it is joy, fullness of life, agreement with the world and oneself, lack of affectivity and withdrawal into oneself; in others, excessive tension in interaction, a state of depression, low mood, or, conversely, pronounced aggression.
The child experiences all these emotions and feelings in the game. Entering into a game of real relationships with his partners, he displays his inherent personal qualities and exposes emotional experiences. Play is the leading activity of preschool age - an emotionally intense activity that requires a certain mood and inspiration from the child. In play, on the one hand, the methods and habits of emotional reaction that have already developed in children are revealed, on the other hand, new qualities of the child's behavior are formed, his emotional experience develops and is enriched.
A child's emotional experience can have both positive and negative connotations. Modern scientific evidence shows that the result of a positively directed childhood experience: trust in the world, openness, willingness to cooperate provides the basis for positive self-realization of a growing personality,. Children's mental health requires a balance of positive and negative emotions to maintain mental balance and life-affirming behavior. Violation of the emotional balance contributes to the emergence of emotional disorders, leading to a deviation in the development of the child's personality, to a violation of his social contacts.
In our opinion, the development of the emotional sphere in children is a very delicate process. This process is based on the ability to manage your emotions. Where it is not a question of suppressing and eradicating emotions and feelings, but appropriately channeling them. Emotions do not lend themselves to arbitrary formation, but arise, live and die depending on the changes in the process of a person's relationship to the environment.
Both foreign and our psychologists attach great importance to the development of the emotional sphere to a fairy tale that allows us to nurture in a young soul that Adult, without whose formation true maturity is inconceivable.
Preschool children show a great interest in patterns of behavior. A child, listening to a fairy tale, necessarily tries to find out who is good and who is bad, does not tolerate any uncertainty in this regard, and often tries to evaluate even inanimate objects from this point of view. After listening to the fairy tale "The Snow Queen", a four-year-old child says: "Gerda is good, she found her brother and saved, and the Snow Queen is bad, she took him."
The famous American psychoanalyst Bruno Bettelheim, in the foreword to his book Psychoanalysis of a Fairy Tale, notes: "Nothing in all children's literature (with very rare exceptions) enriches and satisfies children to the same extent as fairy tales." After all, fairy tales "attract attention", "arouse curiosity", while stimulating the imagination. This means that such literature helps the child "develop his mental abilities and better understand his own emotions", as well as "put things in order in his inner home."
Tales make it possible to understand through an example that his psychological difficulties have temporary or permanent solutions. Any character from the tales of H.C. Andersen, the Brothers Grimm, Charles Perrault, P.P. Bazhov offers him such solutions that the kid is able to understand. Here, the key role is assigned to an adult who is able to guide, help in clarifying a particular situation.
Once A.S. Pushkin, recalling his childhood, said that he grew up in childhood, "not knowing sorrows and troubles" and this owes this to his nanny Arina Rodionovna Yakovleva. In Pushkin's poems, “my decrepit dove” appears, whose “wonderful legend” has sunk into the soul forever and, through the transformation of a gigantic work of genius, has flashed more than once in his work. Both fairy tales, Boris Godunov, Dubrovsky, and Eugene Onegin keep, albeit at times subtle, traces of this amazing friendship between the poet and the illiterate nanny, who told him the tales of antiquity.
In the studies of many scientists (M.I. Lisina, D.B. Elkonin, R. Beres and others), it has been shown that physical and emotional contact with parents is the most important condition and source of the child's development, and the lack and impairment of communication interfere with normal psychophysical development , and further exacerbate the disorder of abnormal children. The psychological balance of a child depends mainly on his closeness to his parents. Throughout childhood, it is the parents who have the greatest influence on the child. The surest way to create the best possible relationship with your children is to be in control, not blame the children. The nature of the relationship with the child is manifested in everything that the parents do not do for him. Everything he learns with the help of his parents helps him to form an idea of his parents. The most useful and pleasant thing that a child can get is the belief that the parents love him and are always ready to help.At each age stage, for the successful development of a child, the presence of adults is necessary, the most positive will be the case when in the process of personality formation they will acceptparticipation of people close and significant to him - mother and father.
Consequently, the peculiarities of the child's interaction with the social environment mainly depends on the experience that he acquired in the family. Family conflicts, different requirements for a child, misunderstanding of his interests can cause him negative experiences. The following types of parental attitudes are unfavorable for the emotional and personal development of a preschooler: rejection, overprotection, treatment of the child according to the principle of a double bond, over-demanding, avoiding communication, etc. the ability to emotional decentration, feelings of anxiety, suspiciousness, emotional instability in communicating with people. Whereas close, intense emotional contacts, in which the child is "the object of a benevolent, but demanding, evaluative attitude, ... form in him confidently optimistic personal expectations."
Having considered the multifaceted nature of the emotional development of children, I would like to note once again that emotions are the "central link" of the mental life of a person, and above all of a child. The development of emotions is one of the essential conditions for the effectiveness of the learning and education process. It is in this area that lies the ability and ability of a person to look at the world with indifference, the ability to rejoice and be upset, understand and love - in general, everything that can be called the short word "happiness".
Literature
1. Volkov B.S., Volkova N.V. Child Psychology: Logical Schemes. - Moscow: Humanit Publishing Center VLADOS, 2002.
2. Kalinina R.R. Visiting Cinderella. - Pskov; POIUU, 1997
3. N.V. Kosterina Psychology of individuality (emotions): Text of lectures Yaroslavl, 1999.
4. A. D. Kosheleva The problem of the child's emotional outlook // Psychologist in kindergarten. 2000. No. 2-3.
5. Modern psychological dictionary / edited by B.G. Meshryakov, V.P. Zinchenko. - SPb, 2006.
6. Stepanov S. Bruno Bettelheim 1903-1990 // School psychologist, No. 1-2006, - P.4-7
7. Social and emotional development of a child in the preschool period / Materials of an international seminar. SPb .: RGPU im. A.I. Herzen, 1999.
8. Social relationships and the emotional world of the child. M: Ileksa, Stavropol: Service School, 2001.
9. Slobodchikov I.M. Child development. Emotional development of the child.
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Russian State Social University
Course work
EMOTIONAL AND PERSONAL DEVELOPMENT OF CHILDREN
PRESCHOOL AGE
Supervisor:
Senior Lecturer
E. A. Maksudova
« » 2006
Executor:
2nd year student
E. N. Galkina
« » 2006 year
Moscow 2006
1. Introduction ………………………………………………………… 3
2. Education of emotions and feelings in a preschooler:
1) Emotions and educational process …………………………………… 5
2) Development of emotions in activity ……………………………………… 8
3) The meaning of emotions …………………………………………………… .13
3. Development of the motivational sphere of preschool children:
1) Conditions for the formation of social motives of the child's behavior …………………………………………………………………… 18
2) The influence of emotions on the emergence of social motives in a child ………………………………………………………………… ... 23
4. The role of the family in fostering emotional responsiveness of the child ………………………………………………………… .27
5. The value of play for overcoming emotional difficulties of a preschooler ……………………………………………… ... 31
6. Conclusion ………………………………………………… ..37
7. References …………………………………………… .39
Introduction.
Preschool education as the first link in the general system of public education plays an important role in the life of our society, taking care of the protection and strengthening of children's health, creating conditions for their comprehensive development at an early and preschool age.
The leading role in the mental development and formation of the child's personality is played by education in the broad sense of the word, which consists in the assimilation of social experience accumulated by previous generations, in the mastery of the material and spiritual culture created by mankind.
The upbringing process involves not only the active influence of the adult on the child, but also the activity of the child himself (play, educational, labor), which has its own goals, focus, motives. The task of harmonious development of preschool children also presupposes a sufficiently high level of development of his emotional sphere, social orientation and moral position.
Child development is a complex, holistic education, consisting of a number of interrelated levels of behavior regulation and characterized by a systemic subordination of the motives of the child's activity. The question of the motives of the activity and behavior of the preschooler is the question of what exactly prompts this or that activity or action of the child.
The development of motives is closely related to the development of emotions. Emotions play a certain role both in the realization of specific motives of certain types of activity that already exist in a child, and in the formation of new motives of a higher level, such as cognitive, moral, labor, etc. Emotions largely determine the effectiveness of learning in the narrow sense of the word (as assimilation), and also take part in the formation of any creative activity of the child, in the development of his thinking. Emotions are of paramount importance for the upbringing of socially significant traits in a person: humanity, responsiveness, humanity, etc.
The problem of the development of emotions, their role in the emergence of motives as regulators of the activity and behavior of the child is one of the most important and complex problems of psychology and pedagogy, since it gives an idea not only about the general patterns of development of the psyche of children and its individual aspects, but also about the features of the formation of the personality of a preschooler ...
However, on the part of parents and teachers, the passage of the stages of emotional development, as a rule, does not pay much attention.
Object of study: socio-psychological development of preschool children.
Subject of study: emotional and personal development of preschool children.
Purpose of the study: to show the formation of the necessary mechanisms of emotional regulation of behavior in preschool age.
In accordance with the purpose, object and subject of research, its main tasks:
1. Study of psychological and pedagogical literature on the research topic;
2. studying the upbringing of emotions and feelings in a preschooler;
3. study of the development of the motivational sphere of preschool children;
4. study of the role of the family in fostering the emotional responsiveness of the child;
5. studying the importance of play for overcoming emotional difficulties of a preschooler.
Nurturing emotions and feelings
at a preschooler.
Emotions and educational process.
From the first years of life, a child, under the influence of adults, as well as in the process of games, feasible work, learning, actively masters the experience of previous generations, assimilates the norms and ideals of our society, which leads not only to the accumulation of a certain amount of knowledge, but also to the development of abilities, the formation of the necessary qualities of a child's personality. For the full development of a preschooler, the purposefulness of the pedagogical process is especially important.
In the preschool years, the foundations of human health and physical development are laid. A serious disadvantage of preschool education is the inactivity of children: if they sit a lot, move little and play in the fresh air, then this has a bad effect not only on physical, but also on their spiritual development, reduces the tone of their nervous system, and inhibits mental activity. In physically weakened children prone to rapid fatigue, emotional tone and mood are reduced. This, in turn, negatively affects the nature of the mental performance of children.
Havemental education designed to ensure not only the assimilation of the amount of knowledge and skills, but also the systematic formation of the cognitive abilities of the child.
The mental education of older preschool children is closely related to the problem of preparing for school education. Modern research shows that the intellectual potential of a preschooler is much higher than previously thought.
The effectiveness of the training itself (in the narrow sense of the word) largely depends on how the child emotionally relates to the teacher, to the task offered by him, what feelings the current situation evokes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of the child's intellectual development, but also more broadly, on his mental activity and even on his creative abilities.
Therefore, considering the level of a child's readiness for schooling, first of all, we mean his personal readiness as a unity of his intellectual qualities with an active emotional attitude towards others.
An important place in preschool pedagogy is art education, influencing not only the aesthetic, but also the mental and moral upbringing of the child.
Children's participation in various types of artistic activities begins in early childhood. Children listen and tell fairy tales, read poetry, sing and dance. Even in young children, this kind of performance causes emotional experiences of varying degrees of severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: the nature of the images that arise in the child (musical, literary, graphic), and the attitude towards the characters of fairy tales and stories, and the performance activity itself (dance, song, storytelling) - everything is imbued with children's experiences, reflects their own social experience and develops it.
Problem moral education children of preschool age - significant and at the same time difficult.
A child is born not evil and not kind, not moral, not immoral. What moral qualities he will develop depends, first of all, on the attitude of those around him, on how they educate him. Correct ideas about the moral character of a person, about his attitude towards other people, towards himself, towards his labor and civil duties should become role models for the child. At the same time, he must have an understanding of what is good and what is bad; why some deeds are bad and others deserve approval.
However, just knowing the moral requirements is not enough for a child to behave morally. If parents and educators, with the help of moralizing conversations, pay attention only to the formation of moral ideas, without caring about the practice of children's relationships with people around them, cases of "moral formalism" may arise when children know moral norms well and even reason about them correctly, but they themselves violate, regardless of the interests of others.
To prevent such a discrepancy between knowledge and real behavior, it is necessary that the child's moral ideas become the driving motives of his behavior. It is important that he has not only understanding, but also a positive emotional attitude towards his moral duties. He knows that it is necessary to help the little ones, and he actively does it; he understands that it is bad to be rude and himself rebelles against the rudeness of others, etc.
To ensure a truly comprehensive and harmonious development of the child's personality, it is necessary to more closely, more organically link the physical education of the child with the mental, the mental with the moral, the moral with the aesthetic, etc. The centerpiece of this entire system is moral and labor upbringing of preschoolers, which is designed to lay the foundations of an active life position already in the first years of a child's life, an understanding of their responsibilities and readiness to fulfill these responsibilities, the unity of word and deed.
There is no doubt that labor education should be started already in preschool childhood.
It is important that any practical task offered to a preschooler is not an end in itself, but promotes the formation of the beginnings of industriousness in children, respect for the work of adults, readiness and ability to do something on their own. To bring up such qualities in a child, one should influence not only knowledge and skills, but also his emotional sphere.
Development of emotions in activity.
The upbringing of feelings in a child, starting from the first years of his life, is the most important pedagogical task, no less, and in a sense even more important than the upbringing of his mind. For how new knowledge and skills will be acquired, and for the sake of achieving what goals they will be used in the future, decisively depends on the nature of the child's attitude to people and to the surrounding reality.
The formation of higher human feelings occurs in the process of assimilation by the child of social values, social requirements, norms and ideals, which, under certain conditions, become the internal property of the child's personality, the content of the incentive motives of his behavior. As a result of such assimilation, the child acquires a peculiar system of standards of values, comparing the observed phenomena with which he evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly.
In order for a child not only to understand the objective meaning of norms and requirements, but also to be imbued with an appropriate emotional attitude towards them, in order for them to become criteria for his emotional assessments of his and others' actions, there are not enough explanations and instructions from the educator and other adults. These explanations must be reinforced in the child's own practical experience, in the experience of his activity. Moreover, the decisive role here is played by the inclusion of the preschooler in meaningful, joint activities with other children and adults. It allows him to directly experience, to feel the need to comply with certain norms and rules in order to achieve important and interesting goals.
So, the child's emotions develop in activity and depend on the content and structure of this activity.
As the child develops, new needs and interests are formed. He begins to be interested not only in a narrow circle of things that are directly related to the satisfaction of his organic need for food, warmth, and physical care. His interests extend to the wider world of surrounding objects, phenomena and events, and at the same time his emotional manifestations become more complex and meaningful.
Gradually, the child develops the simplest moral experiences. There is also a naive satisfaction in fulfilling the requirements of others. “I didn’t eat sweets that you didn’t allow to eat,” the child of two and a half years proudly declares to the mother.
Thus, emotional experiences begin to be caused not only by what is simply pleasant or unpleasant, but also by what is good or bad, what meets or contradicts the requirements of the people around.
By the beginning of preschool age, a child comes with a relatively rich emotional experience. He usually reacts rather vividly to joyful and sad events, and is easily imbued with the mood of the people around him. The expression of emotions has a very direct character, they are vigorously manifested in his facial expressions, words, movements.
Of particular importance for a small child is the establishment of a warm, affectionate relationship with the teacher.
A significant, but not always sufficiently taken into account, influence on the emotional state of the child by the teacher's assessment of his actions. In most children, positive assessments of the teacher increase the tone of the nervous system, increase the efficiency of the activities performed. At the same time, negative assessments, especially if they are repeated, create a depressed mood, depress physical and mental activity.
To understand children's emotions, the educator needs to identify the sources of their origin, which lie in the child's meaningful activity, under the influence of which he begins to not only understand, but also experience this world in a new way.
Music lessons, listening to fairy tales and art stories, acquaintance with native nature, dramatized games, modeling, drawing develop aesthetic experiences in the preschooler, teach them to feel the beauty in the surrounding life and in works of art.
Classes and didactic games, enriching him with new knowledge, forcing him to strain his mind to solve any cognitive task, develop various intellectual emotions in preschoolers. Surprise when meeting a new, unknown, curiosity and curiosity, confidence or doubts in their judgments, joy from the found solution - all these emotions are a necessary part of mental activity.
Finally, and this is the most important, moral education, acquaintance with the life of people, the fulfillment of feasible work tasks, the practical mastery of the norms of behavior in the family and in the kindergarten team form the sphere of emotional manifestations in preschoolers.
Moral feelings develop in a child in the process of activity, as a result of the practical fulfillment of the moral requirements that the people around him present to him.
In the fourth or fifth year of life, the child first begins to experience the beginnings of a sense of duty. This is due to the formation of the simplest moral ideas about what is good and what is bad. There are experiences of pleasure, joy in the successful performance of their duties and grief in violation of the established requirements. Emotional experiences of this kind arise mainly in the child's relationship with a person close to him and gradually spread to a wider circle of people.
The rudiments of a sense of duty in a preschooler are inseparable from his actions and deeds performed while fulfilling those moral requirements that are presented to the child in the family and in kindergarten. Moreover, at first they appear only in the process of actions and only later - before they are committed, as if emotionally anticipating subsequent behavior.
The nature of the development of higher specifically human emotions (empathy and sympathy) is one of the essential conditions for the fact that in some cases moral norms and principles are learned by children and regulate their behavior, while in others they remain only knowledge that does not induce action.
What conditions of life and activity of children contribute to the emergence of an active, effective emotional relationship to other people?
At all stages of social education, starting with kindergarten, the issues of learning proper, i.e. gaining knowledge and skills, occupy, as a rule, a priority place over issues of upbringing. Questions of a moral nature - sensitivity and humanity, attentive and kind attitude towards adults and peers - often occupy a subordinate position in kindergarten practice in relation to the acquisition of knowledge.
This tendency of some one-sidedness of the pedagogical process is sometimes exacerbated by the family living conditions of children. Many families are currently raising mainly one child, whom the family members take care of and take care of for a long time. An abundance of toys, entertainment items, etc. in the absence of everyday concern for another person, it also contributes to the fact that teaching children kindness, sensitivity is sometimes reduced to a minimum.
In preschool children, the formation of moral feelings and knowledge depends on the types and tasks of the activity.
For example, labor activity was organized in such a way that it required joint efforts and mutual assistance, and for this, favorable conditions were created that contribute to the emergence of a community of emotional experiences and mutual sympathy between the members of the group. If such work was not carried out by the teacher and the activities of the children's group, in their content, were devoid of a unifying principle, and the goals of one member of the group objectively came into conflict with the goals of another, then in these conditions negative relations between children began to develop, quarrels easily arose. The conditions for the emergence of moral emotions and their qualitative characteristics (strength, duration, stability) are different in each of the situations, which differ in tasks, structure and content of activity.
Thus, the conditions for the individual fulfillment of tasks, when the child acted next to a peer, and each of them had everything necessary to complete the task, did not contribute to unification and mutual assistance. It is characteristic that, in this case, the generally positive emotional background of the activity was often disturbed by quarrels, resentments, and discontent arising in response to the successful action of a peer, to his successful result.
At the same time, when making a common product, the first actions also led to negative emotions: intransigence, inconsistency, resentment. However, as each of the children understood the meaning of the common activity and his place in it, the emotions of the children acquired a different character. Unsuccessful actions were experienced more intensely and brighter, and the experiences prompted the children to jointly look for ways to overcome difficulties.
Under the influence of the child's activity, a new attitude is formed not only towards people, but also towards things. For example, in young children, emotional preference arises for those toys that they have learned to use and that have become necessary for play.
Based on the foregoing, we can conclude that the child's internal emotional attitude to the surrounding reality, as it were, grows out of his practical interactions with this reality and that new emotions arise and develop in the process of his sensory-objective activity.
At the same time, such types of children's activities as play and acquaintance with works of art also make a significant contribution to the development of the motivational and emotional sphere of children.
So, throughout childhood, emotions go through the path of progressive development, acquiring more and more rich content and more and more complex forms under the influence of the social conditions of life and upbringing.
The meaning of emotions.
Emotions play a kind of orienting and regulating role in the activity in which they are formed.
When an adult offers a child a task, he explains why it is being performed, i.e. motivates the need for activity. However, what an adult puts forward as a motive does not immediately become a motive for a child's action.
From the first days of life, the child is faced with the diversity of the surrounding world (people, objects, events). Adults, especially parents, not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude to things, actions, phenomena with the help of intonations, facial expressions, gestures, and speech.
The result of such cognitive activity is the expressed, subjective, selective attitude of the child to the objects that are around him, observed already in early childhood. The kid clearly distinguishes from the environment, first of all, people close to him. He starts looking for his mother, cries if she is not around. The child's attitude to other objects is gradually changing. At an early and preschool age, children have especially favorite toys, books, dishes, clothes, individual words, movements.
Simultaneously with the acquaintance with various properties and qualities of things, a small child receives some standards of relations and human values: some objects, actions, deeds acquire the sign of the desired, pleasant; others, on the contrary, are "labeled" as rejected. Quite often already here, the motive of activity given by an adult can be replaced by another, own motive, can be shifted to other objects or actions.
Throughout childhood, along with the experiences of pleasure and displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child has more complex feelings caused by how well he performed his duties, what significance the actions he takes for other people and to what extent certain norms and rules of behavior are observed by him and those around him.
As one of the conditions for the emergence of complex emotions and feelings in a preschooler, the interrelation and interdependence of emotional and cognitive processes - the two most important areas of his mental development - is revealed.
The upbringing of feelings in a child should serve, first of all, the formation of a harmoniously developed personality, and one of the indicators of this harmony is a certain ratio of intellectual and emotional development. Underestimation of this requirement, as a rule, leads to an exaggerated, one-sided development of one quality, most often intelligence, which, firstly, does not make it possible to deeply understand the features of thinking itself and the management of its development, and secondly, it does not allow the end to understand the role of such powerful regulators of the child's behavior as motives and emotions.
It can be assumed that in the course of any activity, the child is equally ready to reveal his intellectual capabilities and to show an emotional attitude. However, the information received by the child can take on completely different meanings. Therefore, in some cases, purely cognitive tasks arise in front of him, and in others - tasks of a motivational and emotional nature, which require an understanding of the meaning of this situation.
The main role in the development of a child's feelings is played by his practical activity, during which he enters into real relationships with the world around him and assimilates the values created by society, masters social norms and rules of behavior. Attaching the decisive importance to practical activity in the development of children's feelings, it should be borne in mind that already in the first years of life, on its basis, special forms of orientational-research actions begin to take shape, aimed at finding out what (positive or negative) significance certain objects have. for the child himself, to meet his material and spiritual needs.
The simplest types of this kind of orientation, called motivational-semantic, are carried out using a system of trying actions. The child, as it were, preliminarily experiences the perceived object from the point of view of his needs and capabilities, penetrating, respectively, with a positive or negative attitude towards it, which largely determines the nature and direction of subsequent child's activity.
It must be remembered that motives and emotions are closely related and their manifestations are often difficult to distinguish from each other. However, this does not provide a basis for their identification: with the same needs, depending on the circumstances, different emotions may arise, and, conversely, with different needs, sometimes similar emotional experiences arise. All this suggests that emotions are peculiar mental processes that arise in the course of meeting needs and regulate behavior in accordance with the subject's motives, which are realized in complex and changeable conditions.
The role of emotions in the realization of behavioral motives already existing in the child is most clearly revealed. There is reason to believe that emotions play an essential role not only in the regulation of activity in accordance with the child's already existing needs, but also contribute to the formation, development and activation of motives.
Usually, new forms of a child's activity are organized in such a way that this activity would lead to a certain socially significant result (labor, educational, etc.), but at first such results in some cases are not the content of the motives of behavior. The child acts at first under the influence of other, previously developed motives (the desire to use this activity as an excuse for communicating with an adult, the desire to earn his praise, to avoid his censure). The final socially significant result in these circumstances appears for the child as an intermediate goal, which is achieved for the sake of satisfying a different kind of incentive.
In order for the motives to acquire an incentive force, it is necessary for the child to acquire an appropriate emotional experience. With a certain organization, socially significant activity can bring the child that emotional satisfaction, which can outgrow his initial impulses.
There is reason to believe that this kind of new emotional experiences that arise in new conditions of activity, as it were, are fixed on its intermediate goals and tasks and give them an incentive force that contributes to their transformation into driving motives of behavior.
This special process of converting goals into motives of activity is the most important feature of the assimilation of social norms, requirements and ideals. Knowledge of the conditions and patterns of this process, which plays a significant role in the formation of a child's personality, in the development of its leading motives, will allow more purposeful and effective education of the emotions and feelings of preschool children.
Development of the motivational sphere of children
preschool age.
The process of the formation of a child's personality is characterized not only by intellectual development, i.e. the acquisition of new knowledge and skills, but also the emergence of new needs and interests. In a sense, these changes are fundamental, since achievements in the mental development of children largely depend on what motives induce them to take action, what they strive for, how they emotionally relate to the people around them and the tasks they face.
Preschool childhood is an age period when high social motives and noble feelings begin to form. All subsequent development largely depends on how they will be brought up in the first years of a child's life.
Russian psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein) believe that motives and emotions, like mental and volitional processes, are formed throughout childhood, as a result of the child's mastery of the experience of previous generations and the assimilation of the moral standards, ideals.
This most complex process of more and more correct and complete reflection in the child's mind of social goals and objectives, their transformation into beliefs that regulate his behavior, is the most important content of the development of the social orientation of needs and motives in childhood.
The question of the organization of the life and activities of children, contributing to the emergence of stable moral and labor motives of behavior in them, is now of paramount importance.
Conditions for the formation of social motives of the child's behavior.
Elucidation of motives as sources of children's activity, as factors that stimulate and direct it, is important for the organization of purposeful educational influences on a preschooler.
Concepts motive and motivation closely related to the concept need... It is customary to distinguish between needs of two types: biological and social (characteristic only for a person: the need for communication with another person, for social recognition, spiritual needs, etc.).
It is very important, speaking about needs, to single out two moments of their formation: 1) the appearance of a need in the absence of a specific object of its satisfaction. The behavior of a child in this state is characterized by undirected activity, the general search character of this activity; 2) the appearance of an object that can satisfy a need.
Along with the appearance of an object of need, children often develop stable forms of behavior, which are not always desirable and acceptable to those around them. By the example of the behavior of adolescent children, it is often necessary to make sure that these children have a need for another person, a close friend, under certain conditions, can be realized in an undesirable way if the object of this need realization is an adult or a peer with a bad reputation and negative behavior.
Consequently, the child's objectified need is already a specific motive of his behavior, prompting the preschooler to purposeful activity.
To identify the motives that stimulate the child's activity, you can offer children a number of tasks at regular intervals; technically, these are the same tasks, but presented with different motivations (for example, you need to make a napkin or a flag). The technique for making such items is fairly simple and does not take much time.
By offering similar tasks to children of different ages, they are told what they should do, why and who needs it. In one case, the results of the work are needed for the upcoming game, in the other - the labor activity itself is carried out in the form of playing in the "workshop", where the child imitates the work of adults, in the third - a gift is being prepared for the mother or children of the younger group of kindergarten, in the fourth - the child can himself choose any job that is attractive to him. Thus, one and the same work task is carried out with different motivations.
Work on the production of napkins and a flag turns out to be the most organized both in nature and in the quality of the product where the motives for productive activity were least expressed.
At the same time, the activity of children in the manufacture of the same objects for the upcoming game, when motives of productive activity are set as dominant, is at a much lower level.
This situation can be explained as follows. In the latter case, children make an object for the upcoming game. But an object can be suitable for play only when it is similar to a real object. Moreover, the requirements for the external similarity of the game object with the object it depicts are minimal. Here, another thing is important - the ability to handle the game object in the same way as an adult does with a real object. Because of this, the child's attitude to the product of labor, the requirement for its quality, changes significantly: the process of making an object itself does not have the character of an expanded labor process, everything is done imperfectly, responsibility for the quality of the product and a critical attitude towards the work itself disappear.
The situation is completely different when playing the "workshop". Here children take on the role of workers carrying out an important order. A child can perform well in his role only if the process of his work is similar in detail to the real work. The attitude to the product, the desire to make it as best as possible are determined in this case by the child's attitude to the role of the worker. The fact that the quality of the product is an expression of the quality of the worker, whose role is played by the child, and explains that the process takes on the character of an expanded and responsible labor activity.
Children don't play what they practically own. In games, children seek to reflect phenomena that are beyond their capabilities. They play "chauffeurs, builders, machinists, ship captains, pilots", i.e. reflect the professions and events that they are told about, read in the family and in kindergarten, or which they themselves partially observe.
Based on this, it becomes clear why children, who have not seen the workshops that make flags and napkins, so willingly take on the role of workers and with a sense of responsibility carry out the "order".
Along with the "workshop" game, there is a significant increase in the efficiency of work in the manufacture of a napkin as a gift for a mother or a flag as a gift for younger children. In these cases, for the child, it is quite obvious that a connection is established between what do and for what make. Flags are really good for a gift for babies, and napkins are good for a gift for a mom. Therefore, children bring the work to the end and strive to do it well. The idea of how mother and babies will be delighted with their gift, supports the mood of the children, evokes a feeling of pleasure from the work done.
But not all children are involved in this kind of work. Cases when children do not fulfill the task offered to them are explained by the fact that the connection between the motive of labor and its product is unconvincing for the child. For example, the task of making a checkbox as a gift to mom is not fulfilled only because the generally accepted purpose of this item does not apply to mothers, but to children; and for toddlers, children willingly complete this task.
Therefore, when receiving a work task, the child, first of all, evaluates the truthfulness of the task in life: “it happens” or “not”? The more real for the child the connection between the what he does, and so for what he does this, the more planned and purposeful the process of work acquires, and the more complete the product of his labor becomes.
The foregoing facts give reason to say that a preschooler is able to perform rather complex productive work, attractive to him not only for the technical side, but also for higher moral motives. The latter also raise the level of the activity itself. This is possible only if the parents or educators set for the child broader, truly motivated tasks, in which the connection between what do and for what to do, relies on the life experience of the preschooler himself. Only then the motive, social in its content, really directs the child's work, makes it purposeful.
When acquainting a child with the work of adults, with what they work for, the child's own activity should be organized, in which the motives that he has realized would be embodied. The most convenient form of mastering labor relations between people for preschoolers is creative play, in which the child can understand the attitude of adults to work.
Social motives of labor in their simplest form, in the form of a desire to do something useful for others, begin to take shape in a child very early and can acquire a significant incentive for a preschooler, greater than motives of personal benefit or interest in the external, procedural side of activity.
But in some cases, the motives suggested by adults are not accepted by the child, and the work is either not performed at all, or is performed under the influence of other motives, which in these circumstances are more effective for the child.
These facts indicate that the motives of behavior develop and function not in isolation, but in close connection with the general development of the content of children's activity.
Influence of emotions on the emergence of social motives in a child.
The motive, as a certain object outside the child and prompting him to activity, may not be realized by him. At the same time, the emergence of such a motive is determined by the appearance of emotional experiences in the child. Motives and emotions, therefore, are phenomena of a different nature, but dynamically interconnected.
Emotions express the special significance for the child of objects and situations from the point of view of his needs and motives. Emotions are the link through which and through which motives become relevant and are often realized by the preschooler. The formation of new motives in a child or a change in existing ones is also associated with the appearance of experiences in him.
The emotional reactions and states of children can be extremely diverse in terms of the strength, duration and stability of experiences. They are caused by various influences: individual physical stimuli (sound, light, pain), difficult conditions of a particular type of activity (understanding the task, the nature of the material, the characteristics of the product, etc.), the attitude of other people - peers and adults. These emotions, different in content, also differ in the depth of their course and consequences. So, a child can feel severe physical pain and nevertheless he will quickly forget it. At the same time, he may experience humiliation or humiliation inflicted on him by peers; experiencing such an attitude will be very stable and will affect subsequent relationships with peers.
Proceeding from the fact that a person and human life occupies a higher place in the system of material and spiritual values, it should be assumed that emotions associated with another person occupy a special place in the emotional experience of a child.
But it happens that children are brought up in such an atmosphere when a cult of the material environment (the so-called "materialism") is created in the family, to which adults show a particularly emotional, caring and respectful attitude and which, accordingly, is instilled in children: the cult of modern furniture, beautiful clothes , fancy jewelry, fashion collections, etc.
This kind of expressed "materialism" is accompanied by the belittling of a person, his feelings, his relationships. Moreover, in children, it manifests itself in a very peculiar way. For example, a child brought up in an atmosphere of the cult of external beauty (clothes, jewelry), who knows how to preserve and maintain this beauty, shows an undisguised feeling of disgust when he sees a stain on a dress, a darned sleeve of a blouse or shirt at a peer. In situations of establishing children's relationships, such a preschooler is completely indifferent to the experiences of other children.
In the emotional manifestations of one child, there may be significant discrepancies in the ability to experience various emotions and the nature of the manifestation of emotional responsiveness. Emotionality is associated with the characteristics of the elementary reactions of the human body (to sound, light, etc.), and emotional responsiveness to the state of another person is an emotion of a higher order that has a moral content.
A child's emotionality as a feature of behavior is more accessible to superficial observation than emotional responsiveness. Most often, it is emotionality that attracts attention, speaking in various forms: excessive vulnerability, increased resentment, tearfulness, etc.
Under the right conditions of training and education, oversensitivity can be reconstructed and subordinated to higher level emotional behavior. But sometimes it is necessary to create special situations that would be meaningful for the child and which, touching the inner "strings" of his personality, could reveal the possibilities of the emotional response of the preschooler.
The ability to distinguish between the manifestations of the sensitivity and emotional responsiveness of children, as well as the development and upbringing of higher, human emotions in them, is one of the important educational tasks facing parents and teachers.
The process of the formation of the simplest social motives of activity, consisting in the desire to do something useful not only for oneself, but also for others, can be observed on the example of the collective labor activity of the attendants (duty in the dining room, in the play corner, etc.).
Preliminarily, the educator explains the meaning of the work, trying to develop in children a peculiar orientation towards the upcoming activity and to form in them preliminary ideas about the social significance of these actions.
In the future, the teacher regularly evaluates the work of the attendants together with the children. Thus, a rather rigid system of group requirements and expectations is created.
Initially, some of the children refuse to be on duty, trying to shift their responsibilities onto someone else, and the rest of the children, although they accept the task, do not always do it well.
Then, in the created conditions of collective activity, the behavior of children begins to order, the fulfillment of duties of a duty officer acquires a more organized character.
Subsequently, children - some earlier, others later - move to a higher level of formation of social motives of behavior. It is characteristic here that a child begins to fulfill his small responsibilities not for the praise of an adult and not for the sake of achieving leadership, but for the sake of a result, seeking to satisfy the needs of the people around him. Now he acts on his own initiative - this indicates the transformation of the assimilated social norms and requirements into internal motives of activity.
In the course of the formation of new motives of behavior, the character of the child's emotional manifestations changes significantly, i.e. a change in the emotional sphere directly reflects changes in the motives of work.
As such motives are formed, indifference to work duties is replaced by a very great sensitivity in relation to the assessment of others. Then these worries associated with the assessment, as it were, are relegated to the background and are replaced by completely different experiences associated with how well a useful task was performed, how much the results achieved correspond to the interests of other people, which have now become the interests of the child himself.
The role of the family in raising emotional
responsiveness of the preschooler.
A significant role in the development and education of the emotions of empathy and sympathy in a preschool child belongs to the family.
In the conditions of a family, an emotional and moral experience inherent only in it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. Preferring this or that system of assessments and standards of values (material and spiritual), the family largely determines the level and content of the child's emotional and socio-moral development.
A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from a large and friendly family, where parents and children are linked by a deep relationship of responsibility and mutual dependence. In these families, the range of approved values is quite wide, but the key place in them is occupied by the person and the attitude towards him.
Emotional experience can be significantly limited in a child from an incomplete family (in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participation in the life of other children, elderly people who need to be taken care of, is an important factor that narrows the scope of emotional experience.
The experience gained in a family setting can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development in the child of certain qualities that seem extremely significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time they do not pay any significant attention to other qualities necessary for the child. as a future citizen.
Finally, a child's emotional experience can be patchy and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills in the child sensitivity and responsiveness, and the father considers such qualities to be a relic and "cultivates" in the child only strength, raising this quality to the rank of paramount.
There are parents who are firmly convinced that in our time - the time of scientific and technological achievements and progress - many moral norms of behavior have exhausted themselves and are not necessary for children; some bring up in the child such qualities as the ability to stand up for oneself, not to give oneself into offense, to give back. "You were pushed, but can't you answer in kind?" - ask children in these cases. In contrast to kindness, sensitivity, understanding of the other, children often develop the ability to use force thoughtlessly, resolve conflicts by suppressing the other, and a disdainful attitude towards other people.
In raising the emotional responsiveness of a child in a family, it is very important:
The emotional microclimate of the family, which is largely determined by the nature of the relationship between family members, and primarily parents. With negative relationships, parental discord inflicts great harm on the child's mood, his working capacity, and relationships with peers;
Parents' idea of the ideal qualities that they would like to see in their child in the near future. Most parents consider the ideal qualities of a child that are directly or indirectly related to intellectual development: perseverance, concentration, independence, diligence, desire to learn, conscientiousness. Less often you can hear about such ideal qualities as kindness, attention to other people;
Intimate feelings of parents about certain qualities found in their own child. What parents like, what makes the child happy and what upsets, worries in him. The answers indicate that parents are aware of the need to educate a child not just one, isolated quality, but a system of qualities correlated and interconnected: intellectual and physical, intellectual and moral;
It is important that parents notice a certain selectivity of the child in relation to activities, to different types of activity, and how much this selectivity is expressed. Does he like to play and what games, how long can he do it; does he like to tinker, glue, cut, build from a designer; whether he keeps his crafts and buildings or throws them away and breaks them right there;
Involve the child in the everyday life of the family: cleaning the apartment, cooking, doing the laundry, etc. It is necessary to constantly draw the attention of the parents to the fact that by encouraging the child even for minor help, emphasizing his involvement in the common problems and concerns of the family, the parents thereby cause positive emotions in a child, strengthen his faith in his own strength, awaken socially necessary personality traits;
Understand the role of parents of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him on an equal footing in performing feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand another, respond to his requests, state.
Children must constantly feel that parents are concerned not only about their progress in acquiring different skills and abilities. The sustained attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special area - the sphere of emotional relationship to other people.
The value of the game for overcoming
emotional difficulties
preschooler.
In their games, children usually display events, phenomena and situations that have caught their attention and aroused their interest. Reflecting life, the child relies on well-known patterns: on the actions, deeds and relationships of the people around him. At the same time, the child's play is not an exact copy of what he is observing.
It is known that a child's attitude to the world around is formed under the influence of adults' assessments and their emotionally expressive attitude to events, phenomena, people. The attitude of an adult and his example largely determine the development of the child's needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of the people around him, to empathize with them. And this determines the content of his inner world and the content of play activities.
In play, like in no other activity, the desire of the child at a certain age to join the life of adults is realized. It fulfills his desire to be like a dad, like a doctor, like a chauffeur.
The influence of play on the feelings of children is great. She has an attractive ability to fascinate a person, cause excitement, excitement and delight. A truly game is realized only when its content is given in an acute emotional form.
For the assimilation of knowledge and skills, didactic games are used with great success, for the formation of physical perfection - mobile games, and for the development of social emotions and social qualities of a person - games with rules, plot-based role-playing. That is why the inability of children to play can mean a delay in the development of the child's social qualities, his social consciousness.
Among the various ways to correct emotional difficulties, play takes an important place. Play is especially fond of young children, it arises without coercion on the part of adults, it is a leading activity. This means that the most important changes in the child's psyche, in the development of his social feelings, in behavior, etc. occur in the game.
Emotionally disadvantaged children experience various difficulties in playing. They show, for example, a cruel attitude towards dolls who are offended, tortured or punished. The games of such children can have the character of monotonous repetitive processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain actions, despite the normal mental development of preschoolers. The listed features of the incorrect development of the emotional sphere require a special educational approach, special pedagogical correction. Otherwise, these disorders can lead to mental deficiencies, a delay in the formation of social qualities and the personality of the child as a whole.
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