Emotional well-being of a child in preschool educationmaterial on the topic

Emotional well-being of a child in preschool educationmaterial on the topic

Theoretical part

The value of the emotional component as a basic component of human life is beyond doubt. Emotions (from the Latin emovere - shock, excite) are part of the mental life of an individual, determining a person’s attitude towards the surrounding reality and himself. Emotions accompany all events occurring in life, direct the activity of all mental processes: thinking, memory, attention, speech... That is why many psychologists (L.I. Bozhovich, V.K. Vilyunas, A.V. Zaporozhets, V.P. Zinchenko , K. E. Izard, A. N. Leontyev, B. G. Meshcheryakov, N. Y. Semago, etc.) argue that the formation of a person’s emotions is the most important condition for his development as a person.

The most characteristic features of a preschool child are emotional instability, brightness, and impulsiveness in the expression of emotions, which is gradually replaced by greater adaptability. All this determines the main focus of pedagogical work with a preschooler - the emotional filling of the child’s life and assistance in understanding emotions and their regulation.

Obviously, the most important factor for a child influencing his emotional state is the environment. As a rule, the development environment in a preschool educational institution is understood as the organization of space and the use of equipment and other equipment for the purposes of safety, psychological well-being of the child, and his development. When organizing the environment of a preschool educational institution, it is necessary to focus on creating not so much a subject-developing environment (i.e., based on the meaning, developing subjects), but an emotional-developmental environment, i.e. one that promotes the versatile and full development of the child’s emotional and sensory sphere. To accomplish this task, it is necessary to determine the conditions (or components of the environment) that influence the emotional atmosphere of the preschool educational institution. These include: • the teacher’s professional attitude towards organizing an emotionally-developing environment in a preschool group – an emotionally-supporting component of the environment; • external environment (color scheme, comfort of furniture, etc.) – an emotionally tuning component of the environment; • routine moments that determine the process of a child’s stay in a kindergarten group - an emotionally stabilizing component of the environment; • variety of children's activities - games, activities, surprise moments - an emotionally activating component of the preschool environment; • and finally, a condition that is not provided for by the norms of organizing the life activities of preschool educational institutions, but is recommended by psychologists and doctors - conducting psycho-gymnastic exercises with children, or an emotional-training component of the environment. I will describe each of these conditions in more detail.

Emotionally supportive component of the environment To create an optimal emotional atmosphere in a group of young children, the teacher needs to learn to correlate the goals and objectives of his pedagogical actions with the focus on emotional development: excitement, relaxation, worry, organizing emotionally rich communication between the child and adults and others, etc. d. At the first stage - the child’s adaptation to the preschool educational institution: • establishing emotional contact with the child; • involving him in the events happening around him: “(Name), look at me”, “Come to me for a minute”, “Show the toy what it does”, etc.; • creating a positive emotional mood in a group of children in relation to the admitted child; • providing an emotionally warm atmosphere in the group; • developing a positive attitude in children, accepting the situation of being in a preschool group, etc. In the process of organizing the life activities of children over the subsequent period: • creating an atmosphere of emotional safety in the preschool group; • formation in the child of a positive image of his “I”; • encouraging children to share emotional experiences (joy, surprise, etc.) in outdoor games and fun; • development of the ability to pay attention and respond to facial expressions and gestures of an adult, his intonation; • strengthening the desire and readiness for joint activities with adults; • teaching children to address each other by name, say hello, say goodbye, show sympathy, sympathy; • development in children of skills to expressly reflect their emotional state in actions; • assistance in optimizing parent-child relationships, maintaining a good attitude towards mom, dad, loved ones, etc.

Emotionally tuning component of the environment When arranging the emotionally tuning component of the environment, the following circumstances are taken into account. The color scheme in the group should be calm for perception, but not monotonous. It is imperative to take care of the aesthetics of the environment - in the bedrooms, in the dressing room, when eating, etc. The musical background in the group is created by the corresponding music - not only the usual children's songs, but also classical works and folk music. Taking care that each child feels comfortable in the atmosphere of the kindergarten, the teacher thinks through the organization of the child’s life: is it convenient to use the locker for undressing, is the tap in the washroom not too tight, are there a variety of toys, etc. In this case, it is worth keeping two circumstances in mind. The first is the acquisition of equipment for the group that helps optimize the emotional and sensory development of the child. And the second is to review the existing interior and equipment in order to strengthen their emotional and developmental orientation. Thus, the pedagogical task of ensuring emotional relaxation and relieving emotional stress is solved in the zone of children’s motor activity, the corner of fine art activities. Carrying out the task of stimulating a child’s emotional response to a gaming activity and the desire to participate in a joint game, the teacher can use gaming motor modules, a gaming “living room”, a center for educational games, etc. Thus, an emotionally tuning environment stimulates a variety of emotions in the child and helps relieve emotional stress, since the child himself has practically no control over his state. But it is equally important that the environment gives the child a feeling of stability and security. Emotional-stabilizing component of the environment It is no coincidence that in the well-known pyramid of A. Maslow, the second level of satisfaction of basic human needs is called the need for security and protection, understood as the organization of stability, predictability of events, freedom from threats such as illness, fear and chaos. Maslow believed that the need for safety and protection is most easily observed in young children. Preschoolers experience anxiety, which turns into affects, if the situation around them changes. It is no coincidence that everyone knows the difficulties of adaptation periods for children in preschool educational institutions. A certain guarantee of satisfaction of the need for safety for a preschool child is the presence of certain routine moments. The daily routine is a certain duration and alternation of various activities, sleep, rest, regular and high-calorie meals, and compliance with personal hygiene rules. Systematic fulfillment of the necessary conditions for the proper organization of the daily routine contributes to the well-being of children, maintaining a high level of the functional state of the nervous system, and has a positive effect on the processes of growth and development of the body. At the same time, repeatability must be observed in form: the presence of routine moments - nutrition, sleep, walks, classes - but in content they must differ from each other. The degree of these differences depends on the intensity of the events taking place and on the state of the children: if the latter are excited, it is worth conducting even less impressive activities that will help reduce the growing emotional intensity. However, the presence of a regime can make a child’s stay in a preschool educational institution more than traditional, routine, then one of the most important characteristics of the emotional and developmental environment is violated - the variety of experienced emotions.

Emotionally activating component of the environment Activation of emotional states occurs when the “joy of recognition” occurs, or when encountering something new, unusual (but not frightening for the child). Most often, the emotional activation of a child’s experiences occurs in play activities. Play is the leading activity for a preschooler. It is in this activity that mental processes are actively formed or restructured, ranging from simple to the most complex; Here imagination develops as the psychological basis of creativity, making the subject capable of creating something new; The game lays the foundation for other activities. Therefore, the teacher must purposefully include games and play activities aimed at activating and optimizing the child’s emotional and sensory sphere.

These include: • games with children to accumulate emotions; • games for the child’s emotional communication with peers and adults; • games to overcome negative emotions; • games to relieve emotional stress and relaxation; • games to develop empathy in children and others. So, it is obvious that it is almost impossible to overestimate the importance of play in the development of a preschooler’s emotionality. However, as mentioned above, it is necessary to teach the child not only to experience, but also to be aware of the modality and intensity of these experiences, which brings us to the next condition of the emotional-developmental environment.

Emotional training component of the environment Psycho-gymnastics is special classes aimed at developing and correcting various aspects of the child’s psyche (his cognitive and emotional-personal spheres). These activities are especially needed for children with excessive fatigue, exhaustion, restlessness, a hot-tempered or withdrawn character, etc. But it is no less important to perform these sets of exercises with healthy children as a form of psychophysical relaxation and prevention. You also need to include a psycho-gymnastic complex on days when you are planning classes with high intellectual or psycho-emotional stress. The main goal of psychogymnastics classes is to master the skills of managing one’s emotional sphere: developing in children the ability to understand, be aware of their own and other people’s emotions, express them correctly and fully experience them. To do this, it is necessary for each teacher to solve the following methodological tasks: • fix the child’s attention on other people’s manifestations of emotions; • imitatively reproduce other people's emotions; • fix attention on your muscle sensations as manifestations of these emotions; • analyze and verbally describe muscular manifestations of emotions; • repeated reproduction of emotions in given exercises; • control of sensations. To summarize, we note the following. First of all, taking into account the time a child spends in a preschool institution, it becomes obvious that experiencing joy and inducing positive emotions in early childhood should become one of the dominant directions in organizing the life of a preschool educational institution. In addition, when creating an emotionally-developing environment in a group, the teacher must be aware of the versatility of this work and, as the determining conditions for his activity in this direction, focus on organizing in the space of the preschool educational institution emotionally-adjusting, emotionally-stabilizing, emotionally-activating and, finally, emotionally- training components of the environment. So, each stage of the child’s development as an individual and personality must be lived fully, without unjustified acceleration, so that a solid basis is laid for the next stage of development. In the preschool period in general, and in early preschool childhood in particular, it is the emotional component that is dominant and determining. Accepting this fact helps to more optimally and purposefully design the environment of a preschool institution.

Practical part.

Goal: to identify pedagogical means that stimulate the emotional development of a preschooler.

Tasks:

1. Consider the features of communication between a preschooler and adults.

2. Determine the specifics of the emotional development of a preschooler.

3. Conduct an analysis of the teacher’s communication styles with children.

Hypothesis: the emotional development of a preschooler will be a condition for the formation of a holistic personality of a preschooler when the following pedagogical conditions are created:

· The teacher’s choice of communication style that matches the child’s personal expectations.

· Taking into account the child’s emotional experiences in various situations of activity and communication with others.

· Teaching the child various means of self-expression when experiencing various emotional states.

Topics for discussion:

1. The state of the child’s health while attending kindergarten as a condition of emotional comfort/discomfort.
2. Emotional well-being of the child during the period of adaptation to kindergarten.
3. Emotional well-being of a child in a peer group (reveal the structure of relationships between children in the group, difficulties in communicating with peers, methods for studying children’s relationships).
4. The influence of the teacher’s attitude on the emotional well-being of a preschooler in a kindergarten group: features of the teacher’s emotional attitude to the child, forms of pedagogical communication, the influence of the individual style of teaching on the child’s emotional well-being.
5. Tactics of educational actions to overcome the emotional distress of a child in a kindergarten group.
6. Peculiarities of interaction between the teacher and the family in ensuring the emotional well-being of a preschool child.

Organization of the seminar

Discussion of a problem involves performing a number of tasks during the lesson (a thesis presentation of the material followed by proof of one or another theoretical position, analysis of various points of view on the problem under discussion, analysis of pedagogical situations).

Main content

1. The state of the child’s health while attending kindergarten as a condition of emotional comfort/discomfort.

The problem of the emotional well-being of children in a preschool educational institution is one of the most pressing, since a positive emotional state is one of the most important conditions for the development of a child’s personality. Modern scientific data convincingly show that the result of positive childhood experiences - trust in the world, openness, willingness to cooperate - provides the basis for positive self-realization of the growing personality.

An emotional state is a special state of consciousness, a state of subjective emotional comfort-discomfort, an integral feeling of well-being or ill-being in certain subsystems of the body or the whole organism as a whole.

Kindergarten teachers and psychologists should be aware of the impact of various types of diseases on the emotional well-being of children and inform parents about this. The attitude towards a sick child in kindergarten should be extremely favorable. It is necessary to be attentive to a child whose illness has become protracted. Children with neuropsychic health disorders require special attention.

1. Emotional well-being of the child during the period of adaptation to kindergarten.

The adaptation period proceeds differently depending on the psychophysiological and personal characteristics of the child, the nature of family relationships and upbringing, and the conditions of stay in the nursery and kindergarten. Children with a strong attachment to their mother and little social experience are the most emotionally vulnerable.

A child, coming to kindergarten, strives to fulfill the need for emotional reinforcement, which can be objective or subjective. From these positions, according to the nature of the adaptation period, three groups of children can be distinguished: “doers”, “nominators”, “maximalists”.

The end of the adaptation period can be judged after 4-6 months of the child’s stay in kindergarten.

1. Emotional well-being of a child in a peer group (reveal the structure of relationships between children in the group, difficulties in communicating with peers, methods for studying children’s relationships).

A child’s emotional well-being is largely determined by the nature of his relationships with peers. Levels of relationships in the children's group: “like-antipathy” relationships (early and junior preschool age), “business” relationships, “evaluative” relationships (second half of preschool age). Stages of status differentiation of children: “stars”, preferred”, “accepted”, “not accepted”, “isolated” (Ya. L. Kolominsky).

Positive relationships with peers shape the child’s kindness, responsiveness, sincerity, and truthfulness; conflict - alienation, rudeness, secrecy, elements of aggression.

Classification of conflicts in relationships between children and peers (A. Royak):

a) conflicts caused by the child’s insufficient development of the performing side of play activity, as well as methods of cooperation with children:

- conflicts between a child and children due to his lack of development of the required level of gaming skills and abilities;

- conflicts that arise due to the child’s lack of development of ways to cooperate with children;

- conflicts that arise as a result of the child’s insufficient development of ways to cooperate with peers and play skills (low level).

b) conflicts caused by changes in the motivational side of gaming activity:

- avoidance of contacts with peers due to insufficient development of communication motives (direct conflict is not observed in such cases);

- conflicts associated with the predominance of selfish motives in the child;

- conflicts that arise due to the fact that the child’s motives for communication in the game are crowded out by other motives and goals that are not inherent to the rest of the children in the group.

Regardless of which aspect of play activity (performing or motivational) is disrupted, the preschooler “suffers” trouble among his peers.

In order to determine the emotional well-being of a child, it is necessary not only to identify the external picture of the relationships between children in the group, but also to record the meaningful side of the relationships.

Methods for studying children's relationships: systematic observations of children in conditions of communication and joint activities, creating problem situations; variants of the sociometric method: the game “Secret”, “Sticks”, sociometric conversation, the situation “choice in action”, the method of one-time slices, the “Two Houses”, “Captain of the Ship” methods; expert assessments of educators.

1. The influence of the teacher’s attitude on the emotional well-being of a preschooler in a kindergarten group: features of the teacher’s emotional attitude to the child, forms of pedagogical communication, the influence of the individual style of teaching on the child’s emotional well-being.

In a preschool educational institution, the teacher’s attitude towards him is of exceptional importance for the child’s emotional well-being. The teacher’s attitude towards the child is a system of various feelings towards the child, behavioral stereotypes, peculiarities of understanding and perception of the child’s character, his actions.

Components of an emotional attitude towards children: the actions of the teacher, the general emotional background in the work of the teacher, the characteristics of accepting the child, the presence and nature of the distance between the teacher and the child.

Violations of the relationship between a child and an adult, inattention, negative influence on the part of an adult - have a negative impact on the nervous system of preschoolers, causing in some rudeness and aggressiveness towards others, in others - isolation, unsociability, and a decrease in general tone.

The most favorable for the emotional development of children and the formation of their activity, positive experience of experiences is the democratic style of pedagogical activity, based on the child’s needs for positive emotions and claims for recognition.

1. Tactics of educational actions to overcome the emotional distress of a child in a kindergarten group.

In each specific situation, the teacher needs to understand the cause of the child’s emotional discomfort and choose the form of communication with him that is adequate to the child’s type of behavior and unmet need (V. Lisina):

- if children strive to be as close as possible to the teacher, it is necessary to choose a direct emotional form of communication and gradually move to a situational business form;

- children who want to communicate at any cost with group leaders need personal and business communication with the teacher;

- for children who are unable to establish long-term contact with peers in the presence of a friendly attitude towards them, a business form of communication, assistance in establishing contacts with peers, approval is preferable;

- if children do not feel the need to communicate with adults and peers, a personal form of communication is preferable (emphasizing interests, attention to successes).

The main directions of providing assistance to a preschooler in kindergarten (G. Figdor): providing assistance in experiencing separation from his mother; in building independent internal relationships; in expressing feelings in games, drawings, words; in acquiring confidence in one’s gender and cultural identification.

Rules for helping anxious children: avoid competition; don't compare; accept a child; express confidence in the child’s success; address by name; demonstrate examples of confident behavior; develop the child’s confidence and independence; do not make high demands; Use punishment as a last resort.

Rules for helping aggressive children: teach children ways to express anger in an acceptable form; teach children self-regulation techniques; practice communication skills in possible conflict situations; build empathy. Ways to control a child’s behavior: positive - requests, gentle physical manipulation; neutral - behavior modification (reward and punishment).

1. Peculiarities of interaction between the teacher and the family in ensuring the emotional well-being of a preschool child.

Working with parents, the teacher is interested in: the child’s position in the family; the attitude of close people towards him; relationships characteristic of adults in a given family; the prevailing mood when family members communicate with each other; content of the child’s communication with adults. The teacher tactfully draws parents' attention to the children's physical disabilities, which can make it difficult to communicate with peers and lead to the development of isolated behavior; pays great attention to the peculiarities of the neuropsychic development of children, their emotional individual characteristics.

Considering the existing dependence of the child’s one-way type of communication with peers on the value orientations of parents, the teacher should draw their attention to the significance of the child’s interaction with peers, since the child’s inability to communicate with peers leads to the underdevelopment of his emotional and moral foundations of social behavior.

The teacher needs to evoke and support a sensitive emotional attitude of parents towards the child, awaken interest in his inner world, emphasize his merits, the importance of warmth and meaningful communication with him. Working with a family, the educator invites parents to get to know their child, develop him comprehensively, and purposefully and systematically educate his emotions and feelings.

Analysis of pedagogical situations: indicate the cause of the child’s emotional discomfort, the most adequate tactics of the teacher’s behavior.

Situation No. 1. Boys are building multi-story garages from large cubes and blocks. Kolya has poor construction skills and his garage is destroyed. He is embarrassed and upset, but again gets down to business - and again fails. Now there is annoyance on his face. The other boys start laughing at him. Kolya lowers his head, collects the scattered cubes... The teacher approaches the child and, smiling, says: “Is something not working out for you today? Try again". Kolya, already with caution, takes up the construction again, but after a few minutes it crumbles again. The boys laugh loudly. Kolya, crying, destroys their garages. A fight breaks out. The teacher, after listening to the boys' explanations, irritably tells Kolya that he is dissatisfied with him and sits him on a chair. Kolya clearly looks unkindly at the teacher and the children and remains aggressive until the end of the day (Lisina V. On the influence of pedagogical communication on the emotional well-being of a preschooler // Preschool education. - 1994. - No. 3. - P. 5).

Situation No. 2. The teacher invited the children to listen to a fairy tale. Vanya, who sympathized with Seryozha, wanted to sit next to him, but he did not let him. Vanya tried to put his chair next to Serezhin on the other side, but he pushed him away again. The teacher, looking sternly at both, demanded an explanation. Vanya, with tears in his eyes, said that he wanted to sit next to Seryozha, but he wouldn’t let him. Seryozha replied with irritation that he wanted Misha to sit next to him. The teacher invited Vanya to sit in another place, but then one of the children called him, he was distracted, and Vanya again tried to put his chair next to Seryozha. A fight started, Vanya began to cry. The teacher forcibly put him in another place. Until the end of the day, the boy was restless and aggressive towards all the children (Lisina V. On the influence of pedagogical communication on the emotional well-being of a preschooler // Preschool education. - 1994. - No. 3. - P. 6).

Conclusions:

Ensuring the psychological comfort of children in preschool educational institutions is one of the most important tasks of the teaching staff. The effectiveness of teaching activities, the development of knowledge, skills and abilities in children, which contribute to further success in school education, largely depend on this. All changes in cognitive activity that occur throughout childhood must be associated with profound changes in the motivational and volitional sphere of the child’s personality. Education involves not only teaching children a certain system of knowledge, skills and abilities, but also the formation of an emotional attitude towards the activity performed and the people around them. The effectiveness of raising and educating children in preschool educational institutions, their psychological well-being depends on what feelings are evoked by this or that activity, routine moment, situation, how the child experiences his successes and failures, and the attitude of adults and peers towards him. Emotions affect all components of cognition: sensation, perception, imagination, memory and thinking.

To ensure the psychological comfort of a child in a preschool educational institution, his mental health, a balance of emotions is necessary, therefore it is important to introduce children to the emotional world of a person. Currently, not enough attention is paid to the development of the child’s emotional sphere, especially in comparison with intellectual development. When cultivating emotions, it is important not only to teach children to stimulate themselves in the process of volitional action with the help of positive emotions, but also not to be afraid of negative ones that inevitably arise in the process of activity and creativity, because it is impossible to imagine any activity without failures and mistakes. Frequently occurring negative situations, inattentive people around, and inability to cope with the problem that has arisen lead to disruption of the child’s emotional state and internal discomfort. And if you do not pay attention to the problems that have arisen in time, this can lead not only to a reluctance to attend a preschool educational institution, but also to deviations in the child’s personal sphere and disruption of social contacts. Since the child spends most of his time in kindergarten, we need to ensure their psychological comfort. When building the educational process, it is important to take into account the individual characteristics of children and age-related capabilities. When communicating and interacting with children, it is advisable to follow the rule of the three “Ps”: - Understanding – the ability to see the child “from the inside”, to look at the world simultaneously from two points of view - your own and the child’s, to see the motivations that drive children. — Acceptance is an unconditional positive attitude towards the child and his individuality, regardless of whether he is happy at the moment or not. “I treat you well, whether you succeed or not.” — Recognition is, first of all, the child’s right in solving certain problems. The child should have the feeling that he is the one who chooses.

Following the above rules, the coordinated functioning of the development of the emotional sphere and intellectual development will ensure the psychological comfort of the child in the preschool educational institution, and therefore his full development.

Main literature

1. Belkina V. N. Psychology of early and preschool age. - M., 2005.
2. Belkina V. N. Psychology and pedagogy of social contacts. - Yaroslavl, 2004. Ch. 2. Interaction of children in terms of their communication with peers. Ch. 4. Relationships between children and peers as one of the important aspects of their interaction.
3. Karelina I. O. The problem of the emotional well-being of a child during childhood // Towards the wisdom of the stage: materials of the international conference “Ushinsky Readings” of the pedagogical faculty of Yaroslavl State Pedagogical University. - Yaroslavl: Publishing House YAGPU im. K. D. Ushinsky, 2008. - P. 351-358.
4. Karelina I. O. Psychological and pedagogical conditions for the development of children’s perception, understanding and verbalization of emotional states. — Yaroslavl, 2008 (style features of interaction between an adult and a child).
5. Kosheleva A. D. et al. Emotional development of preschool children / Ed. O. A. Shagraeva, S. A. Kozlova. - M., 2003. Ch. 2. Emotional well-being of the child in kindergarten.
6. Emotional development of a preschool child / Ed. A. D. Kosheleva. - M., 1985. Section: features of the work of a teacher with families of emotionally dysfunctional children.
7. Yudina E. G. Pedagogical diagnostics in kindergarten / E. G. Yudina, G. B. Stepanova, E. N. Denisova. - M., 2002. Ch. 3. Emotional states of a preschool child and their pedagogical assessment. — P. 83-85 (studying the relationships of preschool children); — P. 85-90 (helping a child overcome a negative emotional state).

Emotional states of a preschool child and their pedagogical assessment in a kindergarten

Polina Mironenko

Emotional states of a preschool child and their pedagogical assessment in a kindergarten

Emotions play an important role in children's lives. They help the child adapt to a particular situation. The fear experienced by a child , for example, at the sight of a large dog, prompts him to take certain actions to avoid danger. If a child is sad or angry, it means that something is wrong with him. A child is happy and looks happy, which means everything is good in his world. A child’s emotions are a “message”

to the adults around him about his
condition .
Children 3-5 years old are already able to recognize their internal emotional state , the emotional state of their peers and express their attitude towards them. Thanks to this, emotions are involved in the formation of social interactions and attachments.

Children's emotions also influence a person's future behavior. For example, a boy begins to dislike all women only because he was raised by a cruel mother who was insensitive to his experiences. Emotions also contribute to social and moral development, which begins with the questions familiar to most parents and educators: “What is good? What is bad?

So, if, from the point of view of the norms of a given society or community,
a child acts badly , he becomes ashamed and experiences emotional discomfort . In addition, emotions are a source of joy and suffering, and life without emotions - both positive and negative - is insipid and colorless.
Humans recognize six basic emotions: joy , sadness, anger, surprise, disgust and fear. Research has shown that each emotion has its own facial expression, but some are easier to recognize, others more difficult. For example, joy is easier to recognize by facial expression than anger and fear. In primary and middle preschool age, children are very emotional . emotions are expressed more violently and directly compared to adults, giving their lives special expressiveness. One of the reasons for the occurrence of certain experiences of a child is his relationships with other people, adults and children. When adults treat a child , recognize his rights, and peers want to be friends with him, he experiences emotional well-being , a sense of confidence and security. Usually, under these conditions, the child is in a cheerful , cheerful mood.

Emotions play an evaluative role , encourage a person to act, and influence the accumulation and actualization of his experience.

When studying emotional phenomena, psychologists divide them depending on the place they occupy in the regulation of behavior and activity. The first group includes moods - more or less long-term emotional states that form the initial background of life. The second is feelings: stable emotional relationships towards a certain person or object. The third is the actual emotions that realize the mental state of the body .

Thus, a child of middle preschool age , feeling the need for a positive assessment of the adults and peers around him, strives to communicate with them and discover his abilities. A child who has received recognition from others is in a joyful mood. the child does not find a response from close people , then his mood deteriorates, he becomes irritated, sad or annoying, with frequent outbursts of anger or attacks of fear. This indicates that his need is not satisfied. And then we can talk about the child’s emotional distress , which is understood as negative emotional well-being .

experiences the most acute and persistent negative emotions During classes on speech development, Vova tried to correctly name objects made of glass. He named the bottle, which caused embarrassment to the teacher, and he did not mark Vova’s correct answer. Then he named the cup, which had already been named Katya. The teacher emphasized this. When Vova said that the plate was also glass, his answer was called incorrect. At the next lesson, Vova did not try to answer faster than everyone else, did not extend his hand, and was silent and sad. Using this example, we can trace how the actions of the teacher led to a negative emotional state of the child . Firstly, Vova did not receive positive reinforcement for his cognitive activity and felt the failure of his activities, and secondly, he did not find understanding in his communication with the teacher.

Negative emotions caused by relationships with others appear in the form of various experiences: disappointment, resentment, anger or fear. They can manifest themselves clearly and directly in speech, facial expressions, posture, movements, or otherwise - in a special selectivity of actions, deeds, and attitudes towards other people. From the example it is clear that Vova’s emotional distress manifests itself in the form of resentment, which in the future can lead to shyness and withdrawal.

A child to react to the words and actions of people, showing various emotions , in communication with an adult. In infancy, for the first time, such an emotional formation as attachment to a loved one arises, which later leads to the emergence of moral feelings. A child learns to rejoice and grieve with an adult in the middle of the second year of life.

Play has a great influence on emotions The game is of interest to children only when it is implemented in an emotionally rich form .

By observing certain play situations, the teacher can understand what emotions the child is experiencing emotional states may have on the development of his personality. In the process of observing children's play, educators need to pay attention to the following. Do children want to play together or do they try to avoid each other? How are they included in game-based learning? Do they accept someone else's initiative or resist it? Who is always in the center of the game, and who silently watches from afar? What emotions predominate - positive or negative?

position in the group and the nature of his relationships with peers significantly influence his emotional state and mental development in general. It depends on how the child feels, satisfied, and in a state of emotional comfort . Well-known child psychologists suggest the following types of children depending on their position in the peer group.

"Preferred"

children are in a group in an atmosphere of love and worship.
They are valued for their beauty and charm; for the ability to react quickly in different situations and to be loyal, for self-confidence. However, children with particularly high popularity can become overly self-confident and “get infected with star fever
.

"Neglected, Isolated"

Children often feel the indifference of their peers towards them or their condescension.
They are accepted into the game for roles that others did not want to play. They are touchy and often rebel against the imposed living conditions in the group .
They become aggressive or follow the path of unquestioning obedience to the leader. Emotional distress associated with communication difficulties can lead to various types of behavior.

The first is unbalanced, impulsive behavior, characteristic of easily excitable children. When conflicts arise with peers, emotions manifest themselves in outbursts of anger, loud crying, and desperate resentment. Negative emotions in this case can be caused by both serious reasons and the most insignificant ones. Flashing quickly, they also quickly fade away. Their emotional incontinence and impulsiveness lead to the destruction of the game, conflicts and fights. However, these manifestations are situational; ideas about other children remain positive and do not interfere with communication.

The second type of behavior is characterized by a persistent negative attitude towards communication. Resentment, discontent, and hostility linger in the memory for a long time, but they are more restrained than children of the first type. They avoid communication and seem indifferent to others. However, they closely but quietly monitor events in the group and the attitude of the teacher and the children. The emotional distress of these children is associated with dissatisfaction with the teacher’s attitude towards them, dissatisfaction with the children, and reluctance to attend kindergarten .

The main feature of the behavior of children of the third type is the presence of numerous fears. It is necessary to distinguish normal manifestations of fear in children from fear as evidence of emotional distress . Children's fears, with the exception of loud noises and falling, are not innate. However, starting in the first year of life, they may develop many fears. Some arise in response to real circumstances, for example, fear of dogs in general is caused by a situation in which a child was frightened by a specific dog. In other cases, the adults themselves are to blame for frightening children with possible punishment like: “If you behave badly, I will give you to a bad uncle.”

.
Thus, with normal emotional development, fear is associated with some frightening objects, animals, and sometimes with the uncertainty of the situation. In this case, fear is a necessary emotional link in behavior , mobilizing actions aimed at self-preservation or overcoming danger.
Fears roughly divided into situational and personality- based . Situational fear occurs in an unusual, extremely dangerous or shocking stop for the child . Personally determined fear is predetermined by a person’s character, for example, his tendency to experience anxiety, and can appear in a new environment or during contacts with strangers. Most children, starting from the age of 3, are afraid of: being left alone in a room or apartment; bandit attacks; get sick; death of parents; punishments; fairy-tale characters. The average number of fears among girls is higher than among boys. Children aged 6-7 years are most sensitive to fears. The situation is different for children with emotional distress . Their fear, as a rule, is not associated with any objects or situations and manifests itself in the form of anxiety. If a fearful child finds himself in a difficult situation. He begins to behave in unpredictable ways. In this case, the most insignificant objects and situations are recorded by the child , and it is these that he subsequently begins to fear.

How to establish the causes of emotional distress in children?

In stories about the "dysfunctional"

For “problem”
, educators in most cases cite unfavorable family conditions as such reasons.
Indeed, the family plays a significant role in the development of a child . However, you need to remember that the child is in kindergarten more than half the time during which he is active. In this regard, educators, first of all, need to identify the causes of emotional discomfort that arise in a child during his stay in kindergarten .
Pay attention to your actions and communication style in class. How to help a child overcome a negative emotional state ?

In order for helping a child to overcome negative emotional states to be effective , it is necessary to study his interests and inclinations, desires and preferences. To this end, you can ask him to answer the following questions.

What do you love most in the world? What would you do if you were allowed to do everything? Tell me about your favorite activity: walking, playing, etc. Tell me what you dislike most. Imagine that I am a sorceress and can fulfill any of my wishes, what do you want to ask?

Thus, having familiarized yourself with theoretical and practical developments in the field of studying the emotional states of preschool children , you now understand that the creation of emotional well-being and comfort has an impact on almost all areas of mental development, be it the regulation of behavior, the cognitive sphere, the child’s of means and ways of interacting with other people, behavior in a peer group, assimilation and mastery of social experience.

MAGAZINE Preschooler.RF

Ainullina Elena Nikolaevna BMKDOU "Kindergarten No. 10" Teacher-psychologist Berezovsky, Sverdlovsk region

One of the current trends in the development of society in Russian reality today is the attitude towards childhood as an intrinsic stage of human development, in which education is an institution of socialization and individualization of the child, notes A. Asmolov.

A significant factor influencing personality development is emotional well-being. The main content, which consists in a consistently positive, comfortable emotional state of the child, which is the basis of a person’s entire relationship to the world and influences the characteristics of experiencing a family situation, the cognitive sphere, emotional-volitional, style of experiencing stressful situations, relationships with peers (V.I. Pereguda , I.Yu. Ilyina, G.A. Sverdlova, E.P. Arnautova, etc.) [3]. The presented characteristics are included in the list of targets of the Federal State Educational Standard for Educational Education, and are one of the significant results of the implementation of the standard. The proposed activities are part of the program for developing emotional well-being in preschoolers “Visiting a Butterfly” and allow you to develop the emotional well-being of preschoolers.

Purpose and objectives of the classes:

1. Expand the conditions for experiencing a predominantly positive mood background.
2. Create a situation of experiencing success and realizing it.
3. Form a positive image of interaction with peers.
4. Create conditions for experiencing comfort (as the absence of external threat and physical discomfort),
5. To form an adequate experience of how others evaluate the results of the child’s activity.

Expected result: development of emotional well-being, empathy, emotional intelligence, communication skills, self-esteem.

Participants are 4-5 years old.

Lesson 1 (Program block – introduction: creating conditions for experiencing comfort: absence of external threat and physical discomfort).

The goal is to form a development group.

Tasks: arrange for group members to meet a psychologist; create conditions for acquaintance and acceptance of the rules of group activities; reduction of emotional stress; creating a favorable psychological atmosphere in the group; creating a situation of success.

Materials: butterfly toy, pictures of butterflies (3-4 pictures), musical accompaniment - P.I. Tchaikovsky "Polka" , music player.

Progress of the lesson. Greetings. The goal is motivation for activity, initial acquaintance with the rules in the classroom. The form is conversation.

Description: A psychologist comes to the group, gathers children around him and invites them to go with him on a trip to one of his friends. At the same time, he warns that he will take the guys on a trip if they promise to all go together (not run away), speak in turns, walk together (help each other, don’t fight, don’t offend each other) and as soon as they hear three claps, there should be silence . After which he invites everyone to get on the train and go for a visit.

Game "Steam Locomotive" . The goal is to create an emotional mood for the lesson. Form is a game. Description: the psychologist invites the children to get on a train and hit the road. At the same time, he suggests singing a song along the way: The locomotive is traveling, the locomotive is traveling, it took its friends to visit. Two pipes, a hundred wheels, he took his friends to visit. He brought two pipes and a hundred wheels to visit his friends. Tu-tu-tu...

Meet the butterfly. The goal is to develop self-presentation skills and maintain interest in activities. Form – conversation, exercise. Description: a psychologist with children drives up on a “steam locomotive” to a toy – a butterfly – lying on the table. The psychologist draws attention to how beautiful his familiar butterfly is and invites the children to sit on the carpet around the toy. “Butterfly” welcomes her guests and tells them that her name is butterfly Zoya and she loves to fly and relax on flowers. He asks what each child’s name is and what he likes to do, and shakes everyone’s hand.

Game "Flight of the Butterflies" . The goal is to reduce muscle tension, master the rule of three claps and silence, increase the emotional background, and create conditions for self-expression. Form is an active game. Description: “butterfly” invites the children to play her favorite game and imagine that they have become butterflies and are flying and dancing beautifully over the field. But as soon as three claps sound, the butterflies should immediately sit on the flowers and silence should fall. The game is played with musical accompaniment - P.I. Tchaikovsky "Polka" . The game is played in 3-4 steps.

Blitz survey. The goal is to create a situation of success. The form is conversation. Description: “Butterfly” invites everyone to sit down, praises them for their beautiful dancing and attentiveness. And he begins to show photographs of his family (pictures of butterflies). The psychologist asks the children what color this butterfly is, what shape the wings are, what size.

Parting. The goal is to accept the rules of the lesson and develop reflection. The form is conversation. Description: “Butterfly” praises the guys that they know so much and how friendly they played with her. He points out that this is because the guys followed the rules: everyone played together (don’t run away), they spoke in turns, helped each other, and after three claps there was silence.. He asks the guys if they remember what they played with the butterfly. Invites them to visit next time, says goodbye to everyone

Game "Steam Locomotive" . The goal is to create an emotional conclusion to the lesson. Form is a game. See above.

Lesson 2 (Program block – introduction. Creating conditions for experiencing comfort: absence of external threat and physical discomfort).

The goal is to form a development group and create an experience of comfort.

Tasks: organize acquaintance and acceptance of the rules for group classes; reduction of emotional stress; creating a favorable psychological atmosphere in the group; creating a situation of success.

Materials: butterfly toy, colored ottomans, rectangles of colored paper corresponding to the colors of the ottomans - “tickets” , laptop, film “Luntik: Quarrel” , musical accompaniment - P.I. Tchaikovsky children's album "Kamarinskaya" .

Progress of the lesson. Greetings. Steam locomotive (lesson 1).

Meeting with a butterfly. Game "Find the ticket" . The goal is motivation for activity, creating a situation of success. Form is an active game. Description. The guys sit around the butterfly and greet it. The butterfly “flies up” to each child, strokes the hand, and greets. Offers to visit the cinema. In order to get into the cinema you need tickets (shows an example of a ticket - a rectangle made of colored paper). children need to find and take one ticket posted around the office and come to the butterfly.

A walk to the movies. The goal is to consolidate ideas about the rules of behavior and awareness of the impact of one’s behavior on safety. Form – viewing and discussion of the cartoon. Description. Butterfly suggests how to take the seats in a real cinema that are written on the tickets: sit on an ottoman of the same color as the ticket. Then he turns on the cartoon (film “Luntik: Quarrel” ). After watching the cartoon, the butterfly asks questions: did you like the film; what happened to the heroes; why did this happen; how they got out of the situation; what we need to do to prevent this from happening (remember the rules).

Game "Flight of the Butterflies" . The goal is to reduce muscle tension, learn the rule of three claps and silence, increase the emotional background, and create a situation of success. Form is an active game. Description: the “butterfly” invites the children to help her collect pollen from the flowers. When the music starts, the children begin their flight, as soon as three claps sound there should be silence, and the butterfly names the color of the flower, the children need to sit on the flowers of the named color. Flowers made of paper in primary colors are hung around the room. The game is played with musical accompaniment - P.I. Tchaikovsky children's album "Kamarinskaya" . The game is played in 3-4 steps.

Parting. The goal is to accept the rules of the lesson and develop reflection. The form is conversation. Description: “Butterfly” asks the guys what they did at a party today. Invites them to visit next time, says goodbye to everyone.

Locomotive. (See lesson 1)

Lesson 3 (Program block - experiencing situations of success, and its awareness by students)

The goal is to create a situation of success for students.

Objectives: create conditions for children to experience comfort; create situations of success and its awareness; reduce emotional stress; create a favorable psychological atmosphere in the group.

Materials: A3 colored sheets (according to the number of children), musical accompaniment - P.I. Tchaikovsky children's album "Kamarinskaya" , "The Nutcracker: Dance of the Sugar Plum Fairy" , the sound of rain, music player, colored pencils, glue, picture of a rainbow, colored paper mugs, umbrella.

Progress of the lesson. Greetings. Steam locomotive (lesson 1).

Magic portraits. The goal is to create a visual system for realizing success. The form is conversation. Description. The children “come” to the office, the music “The Nutcracker: Dance of the Sugar Plum Fairy” , and in the middle of the carpet there are colored A3 sheets all around, according to the number of children. The psychologist says that this is a surprise gift from the butterfly, these are “magical portraits” . Invites the children to sit in front of each “portrait” . He says that the portrait on which the child sat opposite will be his, and the portrait shows not just his face, but what the person does very well, what he can do.

Self-portrait. The goal is to begin the process of identification with the “magic portrait” . Form - drawing. Description. The psychologist says that in order for a magical portrait to really become yours, you need to get to know it and draw yourself in a frame. Invites the guys to take portraits and sit at the table. Now no one will confuse your portrait and he knows whose it is.

Game "Rain" . The goal is to create a situation of success and experience comfort. Form is an active game. Description. The psychologist looks out the window and says that the clouds are gathering and it will rain soon. He asks the guys what they do when it starts to rain (they hide under an umbrella). Now, while the music is playing, you will be flying around our clearing like butterflies, and when you hear the rain, immediately run under an umbrella so as not to get wet. An audio recording is turned on where music and the sound of rain alternate. Repeat 2-3 times.

Rainbow Poll . The goal is to create a situation of success and experience comfort. Form – survey. Description. The psychologist points to a picture of a rainbow and says that the rain has stopped and a rainbow has come out, offering to come up and look at it. The children stand in a circle. The psychologist draws a colored circle and asks each child what color it is; if the child guesses right, the psychologist gives the circle to him.

Magic portraits. The goal is the experience of success and the awareness of success. Form – conversation, application. Description. The psychologist asks the children what they did in the clearing today. Gives everyone a picture for their speed and attentiveness (there is a running child in the picture). And he suggests sticking colors and pictures onto magical portraits and seeing what they come up with. And go to the group, leaving portraits in the clearing.

Locomotive. See lesson 1

Lesson 4 (Program block - experiencing comfort in the presence of other people and situations of interaction with peers).

The goal is to create comfortable interaction between students and peers.

Objectives: create conditions for children to experience comfort; create situations of success and their awareness in situations of relationships with peers; reduce emotional stress; create a favorable psychological atmosphere in the group.

Materials: magic portraits, glue, colored pencils. Pictures of children holding hands. Musical accompaniment: P.I. Tchaikovsky "Children's Album" , large coloring sheet with patterns, butterfly toy.

Progress of the lesson. Greetings. Steam locomotive (lesson 1).

Meeting with a butterfly. The goal is to maintain interest in the activity. Form – conversation, exercise. Description: a psychologist with children drives up on a “steam locomotive” to a toy – a butterfly – lying on the table. Placed on the carpet around the toy. “Butterfly” greets her guests and tells how she missed her even when she was playing with her family. He asks me to tell you about the magical portraits.

Presentation of magical portraits. The goal is for children to realize success and develop self-presentation skills in a peer group. Form is a story about yourself. Description. “Butterfly” asks the children to show their magical portraits and tell about them. The children take their portraits and sit in a circle again. The butterfly says that she also has her own magical portrait and she also wants to show it to the children (she shows an example of how you can tell about yourself using pictures in a portrait). At the end he praises the children.

Flight of butterflies. The goal is to reduce muscle tension, increase the emotional background, and create a situation of success. Form is an active game. Description: The psychologist invites the children to fulfill the butterfly’s request and help her collect nectar from the flowers. When the music starts, the children begin their flight, as soon as three claps sound there should be silence, and the butterfly names the color of the flower, the children need to sit on the flowers of the named color and collect pollen. Flowers made of paper in primary colors are hung around the room. The game is played with musical accompaniment - P.I. Tchaikovsky Children's album "Polka" . The game is played in 2-3 steps.

Color the leaf. Create situations of success and their awareness in situations of relationships with peers. Form – group productive activity: drawing. Description. The butterfly shows the children what an unusual leaf she brought from that magical land where she was visiting, only it is black and white. Offers to make it more joyful and bright. The psychologist invites the children to sit down at the table, show each child in turn which part of the sheet he will color, and then start drawing. During the activity, music by P.I. is played. Tchaikovsky "Children's Album" . At the end of which he thanks all the guys and praises them for how they drew together. He hands each person a picture of children holding hands [4].

Steam locomotive (See lesson 1).

Lesson 5 (Program block - experiencing comfort in the presence of other people and situations of interaction with peers).

The goal is to create comfortable interaction between students and peers.

Objectives: create conditions for children to experience comfort; create situations of success and their awareness in situations of relationships with peers; reduce emotional stress; create a favorable psychological atmosphere in the group.

Materials: butterfly toy, A4 artist’s picture and small ones according to the number of children, magic portraits, glue, Gouache and brushes according to the number of children, “easel” - vertically fixed plexiglass in the amount of half the group. Musical accompaniment by C. Debussy “Moonlight” , music player.

Progress of the lesson. Greetings. Steam locomotive (lesson 1).

Meeting with a butterfly. The goal is to maintain interest in the activity. The form is conversation. Description: a psychologist with children drives up on a “steam locomotive” to a toy – a butterfly – lying on the table. Placed on the carpet around the toy. “Butterfly” greets its guests by shaking hands and saying their name, and suggests trying to say hello in a circle this way.

Drawing "Two Artists" . The goal is to create situations of success and their awareness in situations of relationships with peers. Form - productive activity in pairs: drawing. Description. The butterfly tells the children that she saw a real artist in the clearing today, shows a picture of the artist with paints and an easel. He asks the guys: do they know who the artist is, what he does, what is drawn in the picture. He suggests trying to become artists, but unusual ones; the picture will need to be drawn together. To do this, a plexiglass “easel” , and each is given gouache and a brush. Children are seated on different sides of the “easel” and asked to take turns drawing one drawing on the glass, so they will get the overall picture. Before starting to draw, children are asked to say and show the place where they will draw. The completion of the task is accompanied by the music of C. Debussy “Moonlight” . At the end of the work, I invite the children to see who has achieved what - to look at the exhibition of artists.

Game "Paint" . The goal is to reduce muscle tension and create a situation of success. Form is an active game. Description. Two lines are drawn. The driver is chosen - paint, he stands between these lines. Everyone else is on one of them. The driver turns away from the children and names a color and turns around. If such a color is in the child’s clothes, then he can calmly walk to the other side, showing the color. If not, he must run so that the driver does not grease him.

Magic portraits. (See lesson 3, task: paste a picture of the artist).

Steam locomotive (See lesson 1).

Bibliography:

1. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard of preschool education” [Electronic resource] // Russian newspaper. – 2013. – No. 6241.
2. Kurzhaeva, N.Yu. Program of psychological and pedagogical classes for preschoolers 4-5 years old [Text] / N.Yu. Kurzhaeva. – St. Petersburg: Rech, 2014. -160 p.
3. Fillipova, G.G. Psychology of motherhood [Text. ]: textbook allowance / G.G. Filippova. - M.: Institute of Psychotherapy, 2002. - 240 p.
4. Khukhlaeva, O.V. Practical materials for working with children aged 3-9 years [Text] / O.V. Khukhlaeva. - M.: Genesis, 2007. - 176 p.