Tasks of emotional development of preschool children

Features of the emotional development of preschool children

According to P.A. Uruntaeva, a characteristic feature of feelings is their polarity as the simplest experience of pleasure - displeasure. Feelings have varying degrees of duration and intensity. They differ in genetic origin, depth, consciousness, dynamics of development, impact on the body, direction, method of expression, conditions of emergence and disappearance, and so on. Feelings have external expression in expressive movements of the face (facial expressions) and body (pantomime), in the intonation of speech.

Depending on the form of the flow, a sensual tone, mood, emotions themselves, passions, stress, disappointment, higher feelings arise. The highest product of human emotions is stable feelings towards objects that satisfy his highest needs. Higher feelings have a pronounced object character, since they are associated with a specific object. Depending on the subject area to which they relate, they are divided into moral, aesthetic and intellectual. Morality is experienced by a person in the process of perceiving the phenomena of reality and comparing them with the norms developed in society. Intellectual feelings arise in the process of human cognitive activity. Aesthetic feelings are a person’s emotional attitude to beauty in nature, in art, in people’s lives.

The emotional development of a preschool child is primarily associated with the emergence of new interests, motives and needs. The most important change in the field of motivation is the emergence of social motives, which are no longer driven by the achievement of narrowly personal, hidden goals. It has been established that social emotions and moral feelings, which were not present or observed at the embryonic stage, begin to develop intensively in preschool age. The establishment of a hierarchy of motives leads to changes in the emotional sphere.

Eliminating the main motive to which the entire system of others is subordinate stimulates consistent and deep experiences. And they concern not the immediate, immediate, but rather the long-term results of activity. That is, emotional experiences are no longer caused by a directly perceived fact, but by the deep inner meaning that this fact acquires in connection with the guiding motive of the child’s actions. Emotions lose their situational nature and become deeper in their semantic content, arising in response to proposed mental circumstances (P.M. Yakobson). The preschooler develops emotional anticipation, which makes him think about the possible results of his activities and anticipate the reactions of other people to his actions. Therefore, the role of emotions in a child’s activities changes significantly. If previously the child experienced joy from obtaining the desired result, now he experiences joy from the fact that he can get this result. If earlier he fulfilled a moral norm in order to deserve a positive assessment, now he fulfills it in anticipation of how others will be happy with his action.

Thus, a preschool child gradually begins to foresee not only the intellectual, but also the emotional results of his actions. At preschool age, a child masters the highest forms of expression - expressing feelings through intonation, facial expressions, pantomime, which helps him understand the experiences of another person and “discover” them for himself.

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

Also from the argumentation of A.D. Kosheleva, it can be argued that changes in the emotional sphere are associated with the development of not only the motivational, but also the cognitive sphere of personality and self-awareness. The involvement of language in emotional processes ensures their intellectualization, when they become more conscious, more generalized. The first attempts to restrain emotions, for example, their external manifestation - tears, can be noticed in a 3-4 year old child. Although kids are still not good at doing this. The older preschooler begins to control the expression of emotions to some extent, influencing himself with words.

Preschoolers have difficulty restraining emotions associated with organic needs. Hunger and thirst make them act impulsively.

Diagnostics

Basic diagnostic methods for the emotional sphere of children:

testing
observation
survey
conversation
survey
analysis of samples of children's creativity (drawings).

When observing a preschooler, pay attention to factors such as emotional background, mood, degree of expression of emotions, level of emotional mobility. By observing, you can easily notice how rich the child’s emotional background is, whether the child knows how to control his emotions, and whether he is characterized by emotional instability.

Using one of the diagnostic methods or in combination, you can find out:

How adequate is the preschooler’s reaction to phenomena?
how he perceives and interprets the states and moods of other people
the breadth of the range of emotions that the child understands and experiences, the depth of his experiences, ways of conveying emotions through speech;
Is it appropriate to display emotions during communication?

These methods can be used by both professional child psychologists and kindergarten teachers.

Features of the organization of the pedagogical process in a preschool institution

Preschool age is a bright, unique page in the life of every person. At this time, the process of socialization begins, which establishes the child’s connection with the leading spheres of life: the human world, nature and the material world. The child is introduced to culture and universal values. The child lays the foundation for his health. Preschool childhood is the time of the first formation of personality, the formation of the foundations of self-confidence and individuality of the child.

The goal of such upbringing is not to accelerate the child’s development as much as possible, not to force the timing and pace of his transition to the “rails” of school age, but, first of all, to create conditions for the fullest development of the age-related capabilities and abilities of each preschooler.

In preschool age, the process of cognition occurs in the child in an emotional and practical form. Every preschool child is a little explorer who explores the world around him with joy and surprise. The child strives to be active, and it is important not to let this desire fade in order to promote his further development. The more complete and varied the child’s activity, the more significant it is for him and corresponds to his nature, the more successful his development, the more his potential and initial creative development are realized.

It is rightly noted that the main task of the educator is to fill the daily life of preschoolers with interesting activities, problems and ideas, to involve each child in meaningful activities, to promote the realization of children’s interests and their vital activity. By organizing children's activities, the teacher develops in each child the desire to take initiative and find a reasonable and worthy way out of various life situations.

When organizing the pedagogical process in kindergarten, the question of the specifics of pedagogical and educational work with preschool children is of great importance.

Preschool education contains tasks that have not only educational, but also pedagogical value. These tasks include the formation of correct ideas about the world around us, the development of language, arithmetic and the acquisition of drawing, modeling skills, etc.

A significant number of forms and resources have been developed for pedagogical work with preschoolers, including activities, didactic games and materials. Each of these resources has different capabilities in terms of educational and educational tasks.

Preschool pedagogy selectively approaches the means of educational work with children, in accordance with the tasks of the kindergarten, based on the requirements of active management of the development of each child to ensure a high level of comprehensive development of all children in kindergarten.

Among the means of educational work in a preschool institution, teaching has a great advantage, since it provides an organized teaching role for an adult, which makes teaching very effective.

Teaching applied to a range of educational contents, namely: environmental studies, language learning, development of mathematical concepts, musical skills, movement development, drawing, sculpting and so on, has a profound educational impact on children, develops their abilities and interests, expands horizons, enriches skills in various activities and improves attention. Education makes it possible to raise the development of all children in a group to a higher level and significantly contributes to mitigating the uneven development of children observed in practice.

Emotional impact

The secret of raising a preschooler with the help of emotional influence is not to suppress the child’s emotions, but to direct them in the right direction.

If a child attends kindergarten, then his emotional development will be more effective, since he will be in the company of peers and, together with them, comprehend new things, learn to communicate with them.

Work on the emotional improvement of preschoolers should be carried out in two directions:

developing the ability to recognize and compare emotions: fun, boring, sad, calm, scary, interesting, etc.
developing the ability to correctly express emotions and identify the emotions experienced by others.

The emotional impact on the child is carried out by the following means:

role-playing games
psycho-gymnastic games
outdoor games
communication games
games and tasks to develop arbitrariness
games for developing imagination
game exercises
mimic sketches
listening to music and discussing it
reading fairy tales and stories
acquaintance with painting.

During classes, the child will experience different emotional states, will try to talk about what he feels, will get acquainted with the experiences of the same children, thanks to which he will begin to better understand himself and those around him.

Stages and methods of experimental research

To confirm the theoretical provisions of the study in practice, we organized experimental work. Conventionally, it can be divided into three main stages.

The first stage is research.

At this stage, based on the analysis of psychological and pedagogical literature and data from our own experience of working in preschool institutions, the following was done:

Formation of a research hypothesis;
Determination of research tools;
Selection and study of the experimental group.

The methodological apparatus of the research is a combination of methods: Questioning, testing, observation, analysis of activity products.

The testing method is the most important. We used tests published in the psychological literature. In particular, we used a special drawing test “Family Drawing”.

This test can be administered to children as young as five years old. It is based on the recognition that children evaluate the behavior of their parents in their own way, seem different to adults, perceive events differently than we do, and make conclusions different from us. Children's special observations cause emotional reactions that adults do not understand or accept. In the child’s inner world, seemingly incompatible, random things are woven together, fantastic images, their own “theories” and versions arise. Children use them as a basis for their original behavior.

Historically, the use of the Family Drawing technique is associated with the general development of “projective psychology.” The growth of interest in drawing techniques was fueled by the publication of fundamental monographs on this technique by K. Machover (1949) and J. Buck (1948). Drawing techniques became very popular among psychological practitioners in the 1950s and 1960s. In the 60s, this technique quickly spread among clinical psychologists, and in different geographical regions different names (in the USA - V. Hulse, in France - I. Minkowski, M. Moreau, etc.) are associated with priority in its use . E. Hamer (1958) puts it this way: “It was probably, like many worthwhile inventions, born simultaneously in the minds of different people.” However, R. Burns and S. Kaufman (1972) note that the earliest mention in the literature of the use of a family drawing belongs to W. Hume (1951). Without going into details, it should only be used for these purposes before. We can talk about a developed system of analysis and interpretation of family drawings, starting with the work of V. Wolf (1947). This researcher attached exceptional importance to the influence of the family on personality development in preschool age and developed a set of techniques for assessing intrafamily relationships. While drawing, he analyzed:

(a) the order of drawing family members, their spatial arrangement, omission of family members in the drawing;

(b) differences between graphic images in shapes, proportions.

V. Wulf notes that the order in drawing may indicate the importance of the role of the persons drawn in the family. The child draws from more significant to less significant. The author notes that the omission of family members is a rare occurrence and that there is always some motive behind it. Often this expresses a desire to reduce an emotionally unacceptable family member, to get rid of him. As for the characteristics of the characters, the author emphasizes their scale. If the actual situation does not match the size ratio in the picture, this indicates that the size is determined by mental factors rather than reality. Differences in the pattern of individual body parts can also be indicative.

In general, W. Wolf (1947) developed those features of the drawing that would later become the subject of interpretation by other authors.

The novelty of V. Hulse's work (1951, 1952) lies in the analysis of the drawing process (use of pencils, erasing drawings, crossing out, doubts, emotional reactions, spontaneous comments). These data provide additional information about the child’s attitude to the drawn details and his general emotional state.

Empathy in children

The most important component of the emotional development of a preschool child is the development of empathy, namely the ability to sympathize and understand the experiences and emotions of other people. A child who has developed empathy will always put himself in the position of this or that person and offer him his help.

"This is interesting. The author of the theory of emotional intelligence, Daniel Goleman, is convinced that success in life depends not only on the level of intelligence, but also on a good ability to manage one’s own emotions. And by understanding one’s own emotions, a person will feel and be aware of the emotions of others.”

Forming empathy in a preschooler is the key to successful schooling, easy socialization, and problem-free communication. If only for this reason, parents should definitely pay attention to the development of empathy along with the development of the child’s intellectual, communication, cognitive, creative and other abilities.

Tips for developing empathy:

Create a warm atmosphere in the family where love and mutual understanding will reign.
Discuss different life situations with your child.
Introduce your child to the principles of existence in society.
Explain how to properly deal with people in different situations.
Explain what consequences this or that behavior of people may have.
Develop positive social character traits in your child: optimism, trust, forgiveness, solidarity.
Teach your child to do useful things and help others. Don't forget about praise.
Empathize with the child, communicate with him about how he feels.
Develop your child emotionally: discuss thematic images and photographs, depict emotions in front of the mirror, play emotional games.
Be a role model for your child: adhere to the same principles that you teach your child.

Mistakes on the part of parents

The main problem with a child’s negative emotions is that parents do not understand how to ensure that they develop positive ones. A common mistake parents make when trying to please their children is a huge number of different gifts and toys. This contributes to the fact that the child ceases to experience the joy of receiving new toys and owning them; this seems to him a natural process.

Advice for parents on behavior with children

This incorrect approach on the part of the parents directly affects the development of an irresponsible attitude towards things in the child, who will not value what he has and will take all signs of attention for granted. In the future, this attitude will extend to other people's and public things. A small number of toys brings a lot of joy from their possession, and the child takes care of and appreciates them. Subsequently, this develops not only accuracy and thrift as personal qualities, but also instills respect for work.