Emotions and their types. Basic functions of emotions

The world we live in is becoming more pragmatic and tougher. What will it be like at the end of the 21st century? What values ​​will prevail in society? What ideals will our descendants serve? Every modern educator and teacher thinks about it.

After all, the future is being laid today. It will be created by the current pupils of the kindergarten and school students. We associate our best thoughts and hopes with them. In this regard, we are faced with the task of forming a creative person, a worthy citizen of our country.

Our mission is to ensure that the prerequisites for a harmonious personality are laid in the children we educate, so that in the future they will have such qualities as spirituality, the ability to see and create beauty, the desire to do good, and civic responsibility.

To ensure the emotional involvement of children in the learning process, we try to build our classes in the form of dialogue communication, giving children the opportunity to fully demonstrate their existing knowledge and express their thoughts and feelings in a drawing.

EMOTIONAL development of the child is the fundamental basis of all his mental health.

The task of harmonious development of children preschool age implies a certain level of development of a wide range of knowledge and skills, ways of mastering various content, but also necessarily a sufficiently high level of development of their EMOTIONAL sphere, social orientation and moral position.

At favorable conditions life and education in children 3-6 years old during games, visual and labor activities, complex forms of perception of space and time, visual-figurative thinking, and creative imagination intensively develop. During these years, relationships with adults and peers, preferences, and interests are formed.

If these processes are not properly formed at a given age, it will later be very difficult, and sometimes impossible, to make up for such a deficiency, which will cause significant damage both to the child's education at school and to his further development.

The development of a child is not a mechanical combination of various kinds of intellectual, volitional and emotional functions, but a complex holistic formation, 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 development of motives is closely related to the development of emotions. Emotions play a certain role in the implementation of existing and in the formation of new motives of a higher level, such as cognitive, altruistic / disinterested service to other people, the opposite of selfishness /, moral, labor, etc.

The pedagogical significance of a correct understanding of this problem lies in the fact that emotions play an important role in shaping the child's methods and techniques of mastering activities. In other words, 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. This group of emotions, which accompanies cognitive activity and ensures the effectiveness of the cognition process, is called INTELLECTUAL.

However, in addition to intellectual emotions, moral emotions play an exceptional role in the formation of the child's personality and the formation of his active life position. These are emotions that are of paramount importance for the education of socially significant traits in a person: humanity, responsiveness, humanity.

The prerequisites for the development of moral emotions arise already in early childhood, when the infant communicates mainly with close people. From the moment a child enters kindergarten, new stage in his emotional development. A powerful stimulus for the manifestation of moral emotions is the children's team, as well as various types of joint activities organized by the educator with peers. Of great importance for the development of personality is the emotional and psychological climate of the group where the child is.

Only systematic work on educating moral emotions in preschoolers can lead to the formation of such qualities and properties in them as kindness and responsiveness, generosity and humanity, a willingness to sacrifice personal benefits for the benefit of another, in the presence of which the child will become a person.

The data of pedagogy, child psychology and developmental physiology indicate that preschool education and training play a decisive role in the physical and spiritual development of the human personality. After all, it is at this age that the foundation for the future harmonious personality of the child is laid. But the enormous potentialities hidden in the nature of each child do not manifest themselves, but require educational influence for their realization.

In the preschool years, the foundations of human health and physical development are laid. 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. Properly organized physical education of children is the foundation of the foundations, it creates good health, “charges” the child with good mood and energy.

The effectiveness of training / in the narrow sense of the word / depends to a greater extent on how the child emotionally relates to the teacher, to the task proposed by him, what feelings the current situation causes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of intellectual development of the child, but also more widely on mental activity and even on creative abilities.

Therefore, considering the level of readiness of the child for schooling, we mean, first of all, his personal readiness as the unity of his intellectual qualities with an active emotional attitude towards others.

The emotional development of the child is one of the essential conditions that ensure the effectiveness of the process of upbringing and education, its various aspects. Those high moral, aesthetic and intellectual feelings that can inspire him to great deeds and noble deeds are not given to a child in a finished form from birth. They arise and develop during childhood under the influence of social conditions of life and upbringing.

The upbringing of the child's feelings, starting from the first years of his life, is the most important pedagogical task, no less, and in some sense even more important than the upbringing of his mind. For how new knowledge and skills will be assimilated and for the sake of achieving what goals they will be used in the future, decisively depends on the nature of the child's attitude to people and to the surrounding reality.

Psychologists point out that the formation of higher human feelings occurs in the process of assimilation by the child of social values, social requirements, norms and ideals, which under certain conditions become the internal property of the child's personality, the content of the motives of his behavior. As a result of such assimilation, the child acquires a peculiar system of value standards, comparing with which the observed phenomena, he evaluates them emotionally as attractive or repulsive, as good or evil, as beautiful or ugly. The decisive role in this is played by the inclusion of a preschooler in meaningful, joint activities with other children and adults. It allows him to directly experience, feel the need to comply with certain norms and rules in order to achieve important and interesting goals.

So, the child's emotions develop in activity and depend on the content and structure of this activity.

By the beginning of preschool age, the child comes with a relatively rich emotional experience. He usually reacts quite vividly to joyful and sad events, easily imbued with the mood of the people around him. The expression of emotions is very spontaneous in him, they are violently manifested in his facial expressions, words, movements. Of particular importance for a small child is the establishment of a warm, affectionate relationship with the caregiver. An adult who has managed to win the sympathy of a preschooler easily achieves from him the fulfillment of requirements, obedience to moral standards of behavior. To understand children's emotions, the educator needs to identify the sources of their origin, which lie in the meaningful activity of the child, under the influence of which he begins to not only understand, but also experience this world in a new way.

Classes and didactic games that enrich him with new knowledge, forcing him to strain his mind to solve any cognitive task, develop intellectual emotions in preschoolers. Surprise at a meeting with a new, unknown, curiosity and curiosity, confidence or doubt in one's judgments, joy from a solution found - all these emotions are a necessary part of mental activity.

Thus, the inner emotional attitude of the child to the surrounding reality, as it were, grows out of his practical interactions with this reality, and new emotions arise and develop in the process of his sensory-objective activity. Throughout childhood, emotions go the way of progressive development, acquiring ever richer content and ever more complex forms under the influence of social conditions of life and upbringing.

Emotions play a kind of orienting and regulating role in the activity in which they are formed. A child who has reached a relatively high level of emotional imagination tries, before starting to solve a problem, to preliminarily play various options for action in an imaginary plan and predict their consequences for the people around him, and therefore for himself.

In recent years, the education system has been reformed, but, unfortunately, against the background of these changes, insufficient attention is paid to the development of the EMOTIONAL SPHERE of the child, especially in comparison with intellectual development. However, as L.S. Vygotsky, A.V. Zaporozhets, only the coordinated functioning of these two spheres, their unity can ensure the full development of the child. The formation of "smart" emotions, the correction of shortcomings in emotional education should be considered as one of the priority tasks of education.

As mentioned above, in the process of growing a child, changes occur in his emotional sphere, his views on the world and relationships with others change, the ability to recognize and control his emotions develops. But by itself, the emotional sphere cannot develop. It needs to be developed. Targeted classes can play a significant role in the development of the emotional sphere of older preschoolers. When developing them, the components of the emotional characteristics of the child should be taken into account.

In classes that are enough to be held once a week, children get acquainted with five emotions: JOY, GROWTH, ANGER, FEAR and SURPRISE.

In these classes, children live through emotional states, verbalize their experiences, get acquainted with the experience of their peers, as well as with the cultural heritage of mankind /literature, painting, music/.

Synopsis of a generalizing lesson on the topic “Emotions”.

• to teach children the ability to express their mood, to feel and determine the emotional state of another, to depict various emotional states in a drawing; learn to talk about changes in facial expressions;
• determine the emotional nature of music, correlate emotions with the characters of fairy-tale heroes and heroes of literary works.

Materials and equipment:

• cards with the image of children with various facial expressions /sadness, joy, surprise, fear/;
• pictograms: a schematic representation of a face with various emotions,
• b-ba-bo dolls,
• audio cassette with music recording /various states
• “Clouds” by A. Aivazov, “Smile” by V. Shainsky/;
• - paper blanks - white clouds;
• markers;
• Balloons.

Methods and techniques: listening to music, answering questions, reading poetry, drawing.

The teacher distributes to the children sets of cards depicting children in various emotional states / sadness, joy, surprise, fear / and offers to choose and put on a flannelgraph a card that matches the mood of the children at the moment.

Educator: “Guys, today I invite you on a journey through magical countries with unusual names. The name of each country corresponds to the mood of the people who live in them.

A mysterious melody sounds.

Here we are in the first country. Do you hear what the melody sounds like? What is the nature of this music? /Answers of children/.

It seems that now something will happen, and we will be surprised. What can surprise you? Why are you, your parents, surprised?

What kind of people do you think live in this country?

What facial expression do they have? /Astonishment/.

Choose a card with such a mood / or pictogram /. Now look at the dolls and choose the one that matches this mood.

Try to portray this state, and then describe how the person's face changed in surprise /eyebrows, eyes, mouth/. /children's answers/.

That's right, the eyes widened, the eyebrows rose, the mouth parted. Here is how the poet expresses this state:

An unexpected gift
In January, a bouquet of violets,
Santa Claus appearance
All promises us SURPRISING!

So what is the name of this country? Yes, the country of surprises or Surprise.

Now we will go to another country. Go! /Children make a "train" and move on./

Listen to what music sounds now / Cheerful, cheerful, bright, festive /. Determine her character.

Let's define what kind of people live in this country?

What heroes of the works you know can have such a mood?

When have you been in such a mood?

Picture it. Choose the pictogram and doll that match the mood.

What flowers do you think can grow in this city?

What time of year is here?

What paint colors would you use when drawing such a country? /Bright, light/

Do you think joy is when...?

What shall we call this country?

Listen to how the poet portrayed:

From ice cream - sweetness,
Sweet grandmother's arrival.
That's the JOY in life
Never get bored.

The children stand one after another and the “train” goes on.

From the land of joy we find ourselves in another land. What is the melody here?

What is her character? /sad, sad/.

What is the mood of the people here?

Select the desired icon corresponding to the bi-ba-bo doll.

What heroes do you know with such a mood?

When do you feel like this?

What colors can be used to represent it? /blue, purple, black/.

Draw your own mood and describe it. / The corners of the mouth are lowered, the eyes express longing /.

What shall we call this country? / Grief, sadness /.

I grew a tomato
And the thief got there!
I have a big grief:
A worm got into a tomato.

And here is the last country where we are going. Do you hear?

The music / Causing fear / sounds.

Are you scared? Try to portray this feeling.

When do you experience fear? /children's answers/. Pick up the pictogram and the doll. Describe this state / Mouth slightly open, eyes wide open, eyebrows raised /.

If the room is dark
curtained window,
Someone at the door - cheburah!
Experience intense FEAR!

What do you think the people of this country might be afraid of?

What color clothes do they wear?

What is the name of this country?

And now let's go back to our kindergarten / “they are going” /.

Listen to the poem:

So I played for a very long time.
And I want to tell you
What are two similar clouds
I couldn't find.

Guys, which cloud did you like the most, draw this. On the tables you have various materials: felt-tip pens, pastels. Whatever you want, draw like that.

The music of V. Shainsky "Clouds" from the cartoon sounds.

At the end of the work, all the clouds are considered and determine the mood.

What mood do you like the most? If your mood has changed, change the flannelgraph card that was set at the beginning of the lesson.

Children are given balloons with painted moods of happiness.

Today we learned to determine the mood. Best of all, when a person is cheerful, then he is kind, friendly. Everyone is happy next to such a person.

SO LET'S GIVE A SMILE AND GOOD MOOD TO PEOPLE SURROUNDING US!

Introduction

emotion mental child

Preschool childhood is a very short period in a person's life, only the first seven years. But they are of lasting value. During this period, development is more rapid and rapid than ever. From a completely helpless, incompetent creature, the baby turns into a relatively independent, active person. All aspects of the child's psyche receive a certain development, thereby laying the foundation for further growth. One of the main directions mental development in preschool age is the formation of the foundations of personality. The child begins to realize his "I", his activity, activity, begins to objectively evaluate himself. A subordination of motives is formed: the ability to subordinate one's immediate impulses to conscious goals. The kid learns to control his behavior and activities within certain limits, to anticipate its result and control its implementation. The emotional life of a preschooler becomes more complicated: the content of emotions is enriched, higher feelings are formed. Small child unable to control emotions. His feelings quickly arise and just as quickly disappear. With the development of the emotional sphere in a preschooler, feelings become more rational, obey thinking. But this happens when the child learns the norms of morality and correlates his actions with them. The development of the emotional sphere is facilitated by all types of child activities and communication with adults and peers. A preschooler learns to understand not only his own feelings, but also the experiences of other people. He begins to distinguish emotional states by their external manifestation, through facial expressions and pantomimics. The child can empathize, sympathize with the literary hero, play, convey in the plot- role play various emotional states.

The relevance of the work lies in the need to study the development of the child's psyche, in particular the emotional sphere of a preschooler, which creates the basis for the meaningful assimilation of psychological and pedagogical knowledge, which subsequently will ensure the effectiveness of their application. Since the development of the emotional-sensory world of a preschool child, when he feels protected and free in his judgments, requires further improvement in the organization of the pedagogical process in preschool.

The problem of the study is to find effective ways to study the real state of the educational environment, which will more clearly determine the prospects for the development of the emotional sphere of a preschooler.

As for other, prerequisite mental properties and abilities, their formation should not go to the detriment of the formation of qualities that directly reveal themselves in the child's today's life. Any pressure is dangerous here, any running ahead, which can lead to an artificial acceleration of development with inevitable losses. Bringing the child to psychological neoplasms, the full development of which takes place outside of preschool childhood, should be carried out not in spite of the characteristics of age, but on their basis. The data of special studies and the experience of the best children's institutions show that the very logic of the development of children's activities and children's forms of cognition of the world, if they are reasonably guided, leads to the emergence of new mental qualities and, ultimately, to the transition to a new stage of childhood. Such a transition has a spasmodic character, appears in the form of an age crisis, after which those psychological neoplasms that took the place of the prerequisites become the core of the future.

Purpose: analysis of the features of the development of the emotional sphere of preschoolers.

Object - children of preschool age.

The subject is the process of development of the emotional sphere of preschoolers.

1.Theoretically study the problem of the development of emotions in preschool age;

2.Consider the development of the emotional sphere of preschoolers;

.To identify the features of the development of the emotional sphere of preschoolers.

Hypothesis: The study of the emotional sphere of preschoolers should be carried out:

· in the conditions of the educational environment;

· on the basis of the identified main components of the emotional sphere in the personality structure;

· taking into account the age characteristics of preschool children.

Methods: literature analysis, observation.

Chapter 1

1.1 Emotional process

emo ?tion (from Latin emoveo - shake, excite) - an emotional process of medium duration, reflecting a subjective evaluative attitude to existing or possible situations. Emotions are distinguished from other types of emotional processes: affects, feelings and moods.

Emotion as a process is the activity of evaluating information about the external and internal world that enters the brain. Emotion evaluates reality and brings its assessment to the attention of the organism in the language of experiences. Emotions are difficult to volitionally regulate, it is difficult to evoke them at will.

The emotional process has three main components:

The first is emotional arousal, which determines mobilization shifts in the body. In all cases, when an event occurs that is important for the individual, and such an event is stated in the form of an emotional process, there is an increase in excitability, speed and intensity of the flow of mental, motor and vegetative processes. In some cases, under the influence of such events, excitability may, on the contrary, decrease.

The second component is a sign of emotion: a positive emotion occurs when an event is evaluated as positive, negative - when it is evaluated as negative. Positive emotion induces actions to support a positive event, negative emotion induces actions aimed at eliminating contact with a negative event.

The third component is the degree of emotion control. Two states of strong emotional arousal should be distinguished. Affects (fear, anger, joy) in which orientation and control are still preserved. Extreme excitement: (panic, horror, rage, ecstasy, utter despair) when orientation and control are almost impossible.

Emotional arousal can also take the form emotional tension, which occurs in all cases where there is a strong tendency to certain actions. But this tendency is blocked (for example, in situations that cause fear, but exclude flight, cause anger, but make it impossible to express it, excite desires, but prevent their implementation, cause joy, but require seriousness, etc.). Negative emotion disorganizes the activity that leads to its occurrence, but organizes actions aimed at reducing or eliminating harmful effects. The form of the emotional process depends on the characteristics of the signal stimulus that caused it. All signals related to specific needs, such as food, sexual, breathing, etc., will be specifically addressed. In the case of too strong influences of stimuli, pain, disgust, satiety occur. Anticipations are another source of emotional processes: signals of pain, strong and prolonged deprivation, causing fear; signals of possible dissatisfaction of needs, causing anger; signals of satisfaction of the needs causing hope; signals that anticipate an uncertain, new event that arouse curiosity. The same signal evokes different emotional reactions depending on whether a person has the opportunity to respond to it accordingly or whether he is deprived of this opportunity. Another source of emotions is the nature of the processes of regulation and performance of activities. Successfully, smoothly carried out processes of perception, problem solving, actions serve as a source of positive emotions of pleasure and satisfaction. Whereas pauses, breakdowns, interference, excluding the possibility of achieving the goal (frustration), cause displeasure and emotions of anger, irritation, anger. Emotions differ in their duration: short-term emotional states (excitement, affects, etc.) and longer, stable moods.

2 Types of emotions

Emotions can be classified depending on the subjective value of the experiences that arise. So, the following types of such “valuable” emotions are distinguished:

Altruistic emotions - experiences that arise on the basis of need and assistance, help, patronage of other people: the desire to bring joy and happiness to other people; a feeling of concern for the fate of someone, caring for him; empathy for the good fortune and joy of another; a sense of security or tenderness; a sense of devotion; feeling of participation, pity.

Communicative emotions that arise on the basis of the need for communication: the desire to communicate, share thoughts and experiences, find a response to them; feeling of sympathy, location; feeling of respect for someone; feeling of gratitude, gratitude; a feeling of adoration for someone; the desire to earn approval from close and respected people.

Gloric emotions are associated with the need for self-affirmation, in glory: the desire to win recognition, honor; a feeling of wounded pride and a desire to take revenge; pleasant tickling of pride; a sense of pride; feeling of superiority; a feeling of satisfaction that, as it were, he grew up in his own eyes, increased the value of his personality.

Practical emotions caused by activity, its change in the course of work, its success or failure, the difficulties of its implementation and completion: the desire to succeed in work; feeling of tension; passion for work; admiring the results of their labor, its products; pleasant fatigue; a pleasant satisfaction that the deed is done, that the day was not in vain.

Pugnic emotions arising from the need to overcome danger, interest in the fight: thirst for thrills; intoxication with danger, risk; feeling of sports excitement; determination; sports anger; feeling of volitional and emotional tension; limiting the mobilization of their physical and mental abilities.

Romantic emotions: desire for everything unusual, mysterious; striving for the extraordinary, the unknown. Waiting for something unusual and very good, a bright miracle; alluring feeling given; an exciting feeling of a strangely transformed perception of the surroundings: everything seems different, unusual, full of significance and mystery; a sense of special significance of what is happening; a feeling of ominous mystery.

Gnostic emotions associated with the need for cognitive harmony: the desire to understand something, to penetrate into the essence of the phenomenon; a feeling of surprise or bewilderment; a feeling of clarity or vagueness of thought; an irresistible desire to overcome contradictions in one's own reasoning, to bring everything into a system; a sense of conjecture, the proximity of a solution; the joy of discovering the truth.

Aesthetic emotions associated with lyrical experiences: thirst for beauty; enjoyment of the beauty of something or someone. Feeling graceful, feeling sublime or majestic, enjoying sounds. A feeling of exciting drama, a feeling of light sadness and thoughtfulness; poetic-contemplative state; feeling of spiritual softness, touching; feeling dear, dear, close; the sweetness of memories of the past; a bittersweet feeling of loneliness.

Hedonistic emotions associated with satisfaction of the need for bodily and spiritual comfort. Enjoyment of pleasant physical sensations: from delicious food, warmth, sun, etc. Feelings of carelessness, serenity, bliss (sweet laziness), a sense of fun, pleasant mindless excitement (at dances, parties, etc.), voluptuousness.

Akizitive emotions that arise in connection with interest in accumulation, collecting: the desire to repeatedly acquire, accumulate, collect something; joy on the occasion of increasing their savings; a pleasant feeling when reviewing your savings.

3 Fundamental emotions and their complexes

An emotion is called fundamental if it has a specific internally determined nervous substrate, is externally expressed by special mimic or neuromuscular means, and has a special subjective experience - a phenomenological quality.

Fundamental emotions are important in the life of an individual, but alone, not in combination with other emotions, they exist only for a very short period of time - before other emotions are activated.

Fundamental emotions include:

Interest-excitement is a positive emotion that motivates learning, development of skills and abilities, and creative aspirations. In a state of interest, a person's attention, curiosity and dedication to the object of interest increase. The interest aroused by other people facilitates social life and promotes the development of emotional interpersonal relationships.

Joy is the most desired emotion. It is more a by-product of events and conditions than the result of a direct desire to obtain it.

Surprise appears due to a sharp increase in nerve stimulation that occurs due to some sudden event. Surprise contributes to the direction of all cognitive processes to the object that caused surprise.

Woe-suffering is an emotion, experiencing which a person loses heart, feels loneliness, lack of contact with people, self-pity.

Anger. When angry, the blood "boils", the face begins to burn, the muscles tense up, which causes a feeling of strength, a feeling of courage or self-confidence.

Disgust often occurs along with anger, but has its own motivational attributes and is otherwise subjectively experienced.

Contempt. Often the desire to feel superior in some way can lead to some degree of contempt. This emotion is "cold", leading to the depersonalization of the individual or group to which the contempt applies.

Every person must have experienced fear in his life, his experience is very harmful. Fear is caused by the news of a real or imagined danger. Intense fear accompanies uncertainty and foreboding.

Shame motivates the desire to hide, to disappear; it can also contribute to a sense of mediocrity, can be the basis of comfort, and sometimes, on the contrary, require the violation of group norms. Although a strong and persistent sense of shame can hinder a person's development, this emotion often contributes to maintaining self-esteem.

Guilt often turns out to be associated with shame, but shame can appear due to any mistakes, and guilt arises from a violation of a moral or ethical nature, moreover, in situations in which the subject feels personally responsible.

If two or more fundamental emotions in a complex manifest themselves relatively stably and often in a person, then they determine some of his emotional traits. The development of such emotional traits is highly dependent on the genetic prerequisites of the individual and on the characteristics of his life.

The main emotional traits of a person include the following:

Anxiety is a complex of fundamental emotions that includes fear and emotions such as grief, anger, shame, guilt, and sometimes interest-excitement.

Depression is a complex of emotions including grief, anger, disgust, contempt, fear, guilt, and timidity. Anger, disgust, and contempt can be directed towards oneself (inwardly directed hostility) and towards others (outwardly directed hostility). Depression also includes such affective factors as poor physical health, increased fatigue, which are often by-products of depression, but also have motivational qualities for the development of depression.

Love occupies a special place in the life of every person, it is a source of enrichment of life and joy. There are many types of love, and each of them has unique characteristics and each is a special complex of affects. Common in all types of love: it connects people with each other, and this connection has an evolutionary-biological, socio-cultural and personal significance.

Hostility is the interaction of the fundamental emotions of anger, disgust and contempt, sometimes leading to aggression. When combined with a specific set of knowledge about the objects at which hostility is directed, it develops into hatred.

Conclusions on the first chapter

So, emotions and feelings reflect a person's direct experience of the life meaning of objects and phenomena of reality. Feelings accompany all types of human activity and behavior. It is common for a small child to be "captured by emotions" because he cannot control them. His feelings quickly arise and just as quickly disappear. The main direction of development of the emotional sphere in a preschooler is:

.the emergence of the ability to control feelings, that is, the arbitrariness of behavior. Gradually, feelings become more rational, obey thinking, when the child learns moral norms and correlates his actions with them;

.the development of feelings is associated with a change in their dynamics and content, when feelings become stable, acquire greater depth, higher feelings are formed - moral, aesthetic, cognitive;

.the child learns to understand not only his own feelings, but also the experiences of other people. He begins to distinguish emotional states by their external manifestation, through facial expressions, gestures, posture;

.children are more understandable to basic emotions (joy, anger, sadness, suffering, etc.), rather than their shades. Preschoolers are able to sympathize with a literary hero, act out, convey various emotional states in a role-playing game. The development of emotions and feelings is facilitated by all types of activities of the child, as well as communication with adults and peers.

Chapter 2

1 The concept of the emotional sphere

Mental processes are a specific product of brain activity, a product whose essence lies in the reflection of the surrounding reality.

"Product" in this sense is something substantial.

These are a special kind of functional states.

Emotional processes are one of the types of this state. Domestic psychologists argue that emotions are a special form of attitude to objects and phenomena of reality, there are three aspects of these processes:

Aspect of experience (S.L. Rubinshtein, G.Sh. Shingarov).

Aspect of attitude (P.M. Yakobson).

Aspect of reflection (Y.M. Vekker, G.A. Fortunatov).

According to the first point of view, the specificity of emotions lies in the experience of events and relationships. Rubinshtein S.L. believed that "feelings are expressed in the form of experiencing the relationship of the subject to the environment, to what he knows and does" . Feelings express the state of the subject and attitude towards the object. "Mental processes, taken in a concrete integrity, are not only cognitive processes, but also effective, emotional-volitional ones. They express not only knowledge about phenomena, but also attitudes towards them; they reflect not only the phenomena themselves, but also their meaning , for the subject surrounding them, for his life and activity

S.L. Rubinstein.

Another view on the definition of emotions comes from the fact that emotions (feelings) are a form of an active attitude of a person to the world around him. Yakobson P.M. believes that "... a person does not passively, does not automatically reflect the reality around him. Actively influencing the external environment and knowing it, a person at the same time subjectively experiences his attitude to objects and phenomena of the real world" .

The aspect of reflection suggests that emotions (feelings) are a specific form of reflection of the object's meaning for the subject. Fortunatov G.A. and Yakobson P.M. define emotional processes as "a reflection in the human brain of his real relations, that is, the relations of the subject of need to objects that are significant to him" .

Emotions arise in a very complex interaction between the object and the subject and depend on the characteristics of the objects that can be caused. Therefore, according to Baturina G.I., emotions, reflecting the surrounding reality, perform the evaluative function of cognition: "In the process of cognition, the subject, on the one hand, reflects objects and phenomena as they are in natural relationships and connections, on the other hand, he evaluates these phenomena from the point of view of its needs and attitudes.

Considered definitions of emotions psychologist L.M. Wecker considers insufficient. In his opinion, emotional processes are a direct reflection of a person to reality. Vecker L.M. offers a two-component emotion formula that contains a cognitive and a subjective component. The cognitive component is the mental representation of the object of emotion, carried out by the intellect; the subjective component is a reflection of the state of the subject-bearer of the psyche. Thus, according to L.M. Wecker, "... firstly, emotion, as a reflection of the relationship of the subject to the object ... Secondly, emotion, as a direct mental reflection of the relationship of the subject to the object ...".

The same view of emotions is shared by another domestic psychologist Vilyunas V.K., who reveals and emphasizes the position on the non-separation of the emotion of the cognitive component that goes into its composition, mentally displaying the subject of emotions. VC. Viliunas reveals the two-component nature of a holistic emotional phenomenon, which "always represents the unity of two moments, on the one hand, some reflected content, on the other, the actual emotional experience, i.e. the specific coloring with which this content is reflected by the subject" .

Many domestic psychologists, such as L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, deduced a number of fundamentally important provisions regarding the dependence of emotions on the nature of the subject's activity, on the role that regulates them in this activity, and on their development in the process of assimilation by a person of social experience. In this regard, the connection of emotions with the motive of activity was pointed out. A..K. Leontiev emphasized that emotions not only correspond to the activity in which they arise, but also obey this activity, its motives. On the other hand, as Zaporozhets A.V. and Neverovich Ya.Z., emotions play an important role in the implementation of these motives. They believe that "... emotions are not the process of activation itself, but a special form of reflection by the subject of reality, through which the mental control of activation is carried out, or, rather, it would be said, the mental regulation of the general direction and dynamics of behavior is carried out ".

In addition, in domestic psychology there is an information theory of emotions, which was put forward by Simonov P.V. According to his theory, the source of emotion is the discrepancy between the amount of information available and the information necessary to solve the problem facing a person. Simonov P.V. developed a formula of emotions (E \u003d - P / N-S) - where P is a need, N is a need, C is an existing separate emotional phenomenon. The formula expresses the factors that lead to the emergence of emotions - the need and the probability of its satisfaction at the moment, right now, today.

With the formula of emotions Simonova P.V. Dodonov B.I. disagrees, who believes that "... we do not see now the possibility of covering all emotions with a single measuring formula" . Dodonov B.I. emphasizes that psychology should study not a separate emotional process, but a holistic mental activity, saturated with sensual evaluative moments, i.e. the subject of study should be the emotional-evaluative activity of a person. From this point of view, Dodonov B.I. notes that, on the one hand, emotion is an assessment necessary "... for the existence of an organism and personality, for organizing their behavior"; on the other hand, it is a positive independent value, i.e. the value of the purpose of the activity.

Domestic psychologists also emphasize the importance of those physiological mechanisms that are a condition for the emergence of emotional processes. Academician Anokhin P.K., who created the biological theory of emotions, was the largest specialist in this field. Anokhin P.K. emphasized that "... the physiological characteristics of emotions ... are connected, first of all, with the spread of excitation from the hypothalamus to all effector organs.

The area of ​​the hypothalamus determines the primary biological quality emotional state, its characteristic outward expression.

In the works of domestic researchers Kovalev A.G., Puni A.I. and others, reveals the place of mental, including emotional states in the mental structure of the personality, their connection with mental processes and mental properties of the personality.

These are the main directions in the study of emotions in domestic psychology.

Speaking about the study of feelings by domestic psychologists, it should be noted that most authors - Rubinshtein S.L., Yakobson P.M., Petrovsky A.V., Kovalev A.G. - consider feelings to be the highest, complex, social emotions.

Higher social emotions or feelings are the product of social influence. They arise only in the presence of a certain level of intelligence and reflect the relation of objects and phenomena to the highest needs and motives of human activity as a person.

Feelings are conditionally divided into ethical (moral, moral), which are formed in the process of education; intellectual (cognitive), which can be considered as the engine of the process of human society; aesthetic, which are based on the ability to perceive harmony and beauty.

Another approach to emotions and feelings is contained in Leontiev A.N., who divides them into affects.

Feelings, according to Leontiev A.N., are a subclass of emotional processes. Their main feature is objectivity.

A number of authors (Shingarov G.Kh., Baturina G.I. and others) believe that the basis for distinguishing between emotions and feelings as qualitatively different mental phenomena of the emotional sphere are, firstly, the needs that cause them; secondly, the functions they perform; thirdly, the physiological mechanisms by which they are caused.

Other scientists (S. L. Rubinshtein, O. K. Tikhomirov, V. P. Fortunatov) believe that feelings differ from emotions in ambivalence, strength, depth, and dynamism.

Domestic psychologists give a scientific explanation of the nature of emotions and feelings, although at present there is no single view among them on the nature, essence of emotions and feelings. This is explained by the fact that discussions have been going on for a long time, and are still being conducted on the questions: what to attribute to emotions? Where to look for them? How are they determined? In addition, emotions have always been considered in terms of other processes. And the main difficulty in studying emotions lies in their deeply intimate content.

But, despite this, domestic psychologists have made a huge contribution to the theoretical and experimental study of emotions and feelings, although there are still many unresolved problems.

2.2 Development of the emotional sphere of children from 3 to 7 years

Both in the life of an adult and in the life of a child, emotions play a huge role. For a baby, emotions are a kind of standard for the quality of objects and phenomena of the surrounding world, a determinant of their value. It is through the prism of emotions that the baby perceives the still small world, it is with their help that he makes others understand what he is now feeling.

In domestic psychology, starting with the works of L.S. Vygotsky, the opinion was established about the multilevel nature of emotions as the main of the fundamental laws of their manifestation and development. This idea is most clearly manifested when considering the age stages of the development of emotions, in particular, at the stages of infancy, early and preschool childhood.

The main changes in the emotional sphere in children at the stage of preschool childhood are due to the establishment of a hierarchy of motives, the emergence of new interests and needs.

The feelings of a preschool child gradually lose their impulsiveness, become deeper in semantic content. Nevertheless, emotions associated with organic needs, such as hunger, thirst, etc., remain difficult to control. The role of emotions in the activities of a preschooler is also changing. If at the previous stages of ontogenesis the main guideline for him was the assessment of an adult, now he can experience joy, foreseeing a positive result of his activity and good mood surrounding.

Gradually, a preschool child masters expressive forms of expressing emotions - intonation, facial expressions, pantomime. Mastering these expressive means, in addition, helps him to become more deeply aware of the experiences of another.

The development of the cognitive sphere of the personality has its influence on emotional development, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization.

Throughout preschool childhood, the features of emotions manifest themselves as a result of a change in the general nature of the child's activity and the complication of his relationship with the outside world. The physical and speech development of the child is accompanied by changes in the emotional sphere. His views on the world and relationships with others are changing. The child's ability to recognize and control his emotions increases as the understanding of behavior, for example, in areas where the opinion of adults about what is "bad" and "good" behavior is important. Adults need to have a good idea of ​​what to expect from children, otherwise there will be incorrect estimates that do not take into account the age characteristics of the child. The ideal attitude of an adult to a child is a gradual adjustment to the emotional development and formation of the child's personality. By the age of three, the emotional development of the child reaches such a level that he can behave in an exemplary manner. Just because children are capable of so-called "good" behavior does not mean that it will always be so. In children, manifestations of discontent in the form of tears, tantrums and screams are not uncommon. Although the older ones do not have tantrums as much as the younger ones, they have a strong sense of self and a desire for independence. If a four-year-old child in an argument argues with the help of speech, he does not need to fall into hysterics. But if the adult does not answer the child's question: "Why should I?" - then a breakdown can occur. If a four-year-old child is very tired or has had a stressful day, his behavior is more likely to resemble that of a child, more younger age. This is a signal to an adult that at the moment too much has piled on the child for him to endure. He needs affection, comfort and the opportunity to act as if he were younger for a while. The feelings of a preschooler are involuntary. They quickly flare up, are pronounced brightly and quickly go out. Rough fun is often replaced by tears. The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his feelings. Therefore, children are much more prone to mood swings than adults. It is easy to amuse them, but it is even easier to upset or offend, since they almost do not know themselves at all and do not know how to control themselves. That is why they are able to experience a whole gamut of feelings and excitement in an unusually short period of time. A child who rolls on the floor with laughter may suddenly burst into tears or despair, and a minute later, with eyes still wet, laugh again contagiously. This behavior of children is completely normal. In addition, they have good and bad days. A child can be calm and thoughtful today or capricious and whimpering, and the next day - lively and cheerful. Sometimes we can explain it Bad mood fatigue, grief in kindergarten, malaise, jealousy of a younger brother, etc. In other words, his long-term bad mood is caused by anxiety due to some particular circumstance, and although we try our best to help the child get rid of it, it often happens that the baby’s feelings cause complete bewilderment. If the bad mood does not drag on for a long time - for example, for several days - and does not cross any boundaries, there is no need to worry. But if the child is in a depressed mood for a very long time or abrupt and unexpected changes occur, a psychologist's consultation is needed. But in most cases it's best not to give too much of great importance changes in the child's mood, which will allow him to independently find emotional stability. The mood of the child largely depends on relationships with adults and peers. If adults are attentive to the child, respect him as a person, then he experiences emotional well-being. The positive qualities of the child, a benevolent attitude towards other people, are manifested and consolidated. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, to the people around him, his toys a negative attitude. With the development of the emotional sphere of the preschooler, the separation of the subjective attitude from the object of experiences gradually occurs. The development of emotions, feelings of the child is associated with certain social situations. Violation of the usual situation (change of regimen, lifestyle of the child) can lead to the appearance of affective reactions, as well as fear. Dissatisfaction (suppression) of new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, the desire to attack the enemy) or depression (passive state). Around the age of 4-5, a child begins to develop a sense of duty. Moral consciousness, being the basis of this feeling, contributes to the child's understanding of the demands made on him, which he correlates with his own actions and the actions of surrounding peers and adults. The most vivid sense of duty is demonstrated by children of 6-7 years old.

The intensive development of curiosity contributes to the development of surprise, the joy of discovery. Aesthetic feelings also get their further development in connection with the child's own artistic and creative activity. The key points of the emotional development of a preschool child are:

development of social forms of expression of emotions; - a sense of duty is formed, aesthetic, intellectual and moral feelings are further developed;

thanks to speech development, emotions become conscious;

emotions are an indicator of the general condition of the child, his mental and physical well-being.

For a clear understanding of the differences in emotional development at different stages of ontogeny, we can consider their comparative characteristics.

Communication as a factor in the development of the emotional sphere of the child.

Communication is one of the most important factors in the overall mental development of a child.

Communication, like any activity, is objective. The subject, as well as the object, of the activity of communication is another person, a partner in joint activities.

A preschool child is an emotional being: feelings dominate all aspects of his life, giving them a special color. He is full of expression - his feelings flare up quickly and brightly. A child of six or seven years old, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens in the case when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc. When close adults love a child, treat him well, recognize his rights, and are constantly attentive to him, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. It is in the conditions of mutual love in the family that the child begins to learn love himself. The feeling of love, tenderness for loved ones, especially for parents, brothers, sisters, grandparents, forms the child as a psychologically healthy person. If we evaluate the peculiarities of the feelings of a six-year-old child, then it must be said that at this age he is not protected from the whole variety of experiences that he directly has in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joyfulness, shameful envy, fear, despair, a subtle understanding of the other and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up - experiences. Emotions shape a child's personality. Emotions tire him to the point of exhaustion. Tired, he ceases to understand, ceases to follow the rules, ceases to be that good boy (or girl), that good kid that he can be. He needs a break from his own feelings. With all the mobility of emotions and feelings, a six-year-old child is characterized by an increase in "reasonableness". It has to do with the mental development of the child. He can already regulate his behavior. At the same time, the ability to reflect can lead not to the development of spiritual qualities, but to their demonstration in order to receive peculiar dividends from this - the admiration and praise of others.

Six years is the age when the child begins to realize himself among other people, when he selects the position from which he will proceed when choosing behavior. This position can be built by good feelings, an understanding of the need to behave this way and not otherwise, the conscience and sense of duty associated with this. But a position can also be built by selfishness, self-interest, and calculation. A six-year-old child is not as naive, inexperienced, spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his mind. But at the same time, he has already taken a certain position in relation to adults, to understanding how to live and what to follow. The internal attitude of the child to people, to life is, first of all, the result of the influence of adults raising him.

2.3 Conditions for the development of emotions and feelings of a preschooler

The development of emotions and feelings in preschoolers depends on a number of conditions:

Emotions and feelings are formed in the process of communication of the child with peers. Separate aspects of the psyche of children at different age stages are not equally sensitive to the conditions of education. How younger child and the greater his helplessness, the more significantly his dependence on the conditions in which he is brought up is revealed. With insufficient emotional contacts, there may be a delay in emotional development, which can persist for a lifetime. The teacher should strive to establish close emotional contacts with each child. Relationships with other people, their actions are the most important source of preschooler's feelings: joy, tenderness, sympathy, anger and other experiences. The feelings that arise in a child in relation to other people are easily transferred to the characters. fiction- fairy tales, stories. Experiences can also arise in relation to animals, toys, plants. The child sympathizes, for example, with a broken flower. In the family, the child has the opportunity to experience a whole range of experiences. Good relationships are very important. Improper communication in the family can lead to:

to one-sided attachment, more often to the mother. At the same time, the need to communicate with peers weakens;

to jealousy when a second child appears in the family, if the first child feels deprived;

to fear when adults express despair at the slightest pretext threatening the child. And in an unusual situation, excitement can arise. Fear can be instilled in the child. For example, the fear of the dark. If a child is afraid of the dark, then the darkness itself will frighten him.

An adult needs to promote the allocation and awareness of their own states and experiences of the child. As a rule, preschoolers, especially those growing up in a deficit of personal communication, do not notice their moods, feelings, experiences. An adult can highlight these experiences for the child and suggest them: “You are offended that you were not accepted into the game, you were very upset, right? Do you enjoy being praised in class? Are you proud of your successes? Are you very angry that Seryozha took your typewriter from you? etc. Similarly, it is possible to open to the child the experiences of other children, this is especially important in conflict situations:

With specially organized activities (for example, music lessons), children learn to experience certain feelings associated with perception (for example, music).

Emotions and feelings develop very intensively in the type of activity appropriate for the age of preschoolers - in a game saturated with experiences.

In the process of performing joint labor activities (cleaning the site, a group of rooms), the emotional unity of a group of preschoolers develops.

Depending on the current situation, any qualitatively diverse feelings and emotions (love, hate, joy, anger) can be positive, negative, indicative. In general, children are optimistic about life situations. They have a cheerful, cheerful mood. Usually, the emotions and feelings of preschoolers are accompanied by expressive movements: facial expressions, pantomime, voice reactions. Expressive movements are one of the means of communication. The development of emotions and feelings is associated with the development of other mental processes and, to the greatest extent, with speech. You should constantly pay special attention to the condition of children, their mood. You can ask, for example: did they have something fun, funny, who was happy about something today. Someone was upset by something, and who was crying and why. If the children do not know what to answer, you need to help - recall some funny episode or a children's quarrel, ask why it arose, whether the children forgave each other. When such conversations become habitual, the children themselves will put aside different episodes in their memory and willingly talk about them. Under the influence of emotions, the course of all cognitive processes can change. Emotions can selectively promote certain cognitive processes and inhibit others. A person who is in an emotionally neutral state reacts to objects depending on their significance. At the same time, the more important this or that factor (an object, its property) is for him, the better he is perceived. Emotions of moderate and high intensity already cause distinct changes in cognitive processes, in particular, a person has a strong tendency to perceive, recall, etc. only what corresponds to the dominant emotion. At the same time, the content of the perceived, mimic and mental material enhances and strengthens the emotion, which in turn further strengthens the tendency to focus on the content that caused this emotion. Therefore, as a rule, attempts to influence strong emotions with the help of persuasion, explanations and other methods of rational influence are unsuccessful. One way out of the vicious emotional cycle is to form a new emotional focus strong enough to slow down the old emotion. One of the main factors determining whether a given person will be more or less influenced by emotions on his cognitive processes, is the degree of simplification of these processes. Therefore, a child is more susceptible to the influence of emotions than, as a rule, an adult. Emotional arousal improves the performance of easier tasks and makes it more difficult for more difficult ones. But at the same time positive emotions, associated with the achievement of success, usually contribute to an increase, and negative, associated with failure, a decrease in the level of performance; when success evokes emotions of great strength, the flow of activity is disrupted, but even in the case when success is achieved at the cost of special efforts, fatigue may appear, which can worsen the quality of activity; when failure follows a series of successes, it can cause a short-term increase in the level of performance; a positive emotion contributes to the best, and a negative one - to the worst performance of the activity, as a result of which these emotions arose.

Conclusion on the second chapter

Here, we can highlight the main directions in the development of the emotional sphere of a preschooler:

The content of the emotional sphere, the impressive side of emotions and feelings becomes more complicated;

The general emotional background of the mental life of the child is formed.

The expressive side of the emotions and feelings of a preschool child becomes different. The development of the will of the child is closely connected with the change in the motives of behavior that occurs at preschool age, the formation of subordination of motives. It is the appearance of a certain direction, the foregrounding of a group of motives that become the most important for the child, that leads to the fact that he consciously achieves the goal, not succumbing to the distracting influence of motives associated with other, less significant motives.

In the development of volitional actions of a preschooler, three interrelated aspects can be distinguished:

Development of purposefulness of actions;

Establishing the interdependence between the purpose of actions and their motive;

An increase in the regulatory role of speech in the performance of actions.

Striving for a goal is a phenomenon of development and existence of all living things. The implementation of purposeful actions is observed already in infancy. When a child crawls, for example, to a toy that has attracted his attention, it acts as a goal, an action is directed at it. But such purposefulness does not yet make the action volitional. The object itself, as it were, attracts the child, makes him want to act, while for the real volitional action self-setting of a goal or acceptance of a goal set by another person (mother, teacher, other child) is characteristic. Purposefulness, coming not from the outside (from the subject), but from the inside (from the child, his desires and interests), begins to take shape at an early age and, as we know, manifests itself more in setting goals than in achieving them, bringing things to an end: too often external circumstances distract the child.

Conclusion

So, in the course of work on the topic "Development of the emotional sphere of preschool children", we studied the general aspects of the development of the emotional sphere of a preschooler. We saw how important this function is for the overall development of the child, for the formation of his personality, for the formation of life experience. Children are better than adults in developing an intuitive ability to capture someone else's emotional state, because they do not attach as much importance to words as adults. Therefore, it is important not to miss this fertile time for the development of empathy, compassion, sociability, kindness in a child. For empathy and the ability to show adequate reactions to other people's emotions, the child needs the experience of cohabiting his emotions and the emotions of a communication partner under emotional influences of various nature. The ways of behavior that we naturally demonstrate to a child in everyday life are not always productive, sometimes inadequate, often limited by our own experience and shortcomings. Therefore, for the development of the emotional sphere of a preschooler, special work is needed in this direction. The period of preschool childhood can be called the age of cognitive emotions, which include feelings of surprise, curiosity, curiosity. Arising as a result of a collision with new aspects of activity, these emotions, in turn, have a stimulating effect on cognitive and other mental processes, develop in the child an individual attitude to the real world of things and phenomena, and contribute to the development of creativity. At preschool age, emotions have a stormy but unstable character, which manifests itself in vivid, albeit short-term affects, in a quick transition from one emotional state to another. It is easy to frighten a child, make him angry, but with the same ease you can interest him, cause him pleasure, joy. Children are exceptionally "emotionally contagious" and are particularly susceptible to the influence of emotions experienced by other children and adults. If you begin to develop the emotional sphere in childhood, develop and train the ability to anticipate, take responsibility and direct your actions, then in adulthood you can achieve greater harmony and perfection in managing yourself.

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At preschool age, there are significant changes in the structure of the emotional sphere of the child, its complication, which is due to the socialization of the content and forms of manifestation of emotional reactions. There is an expansion of the modal range of emotional reactions, integration of emotions and intellect.

The emotional development of a preschooler is characterized by the following:

• emotions go the way of progressive development;
• activity is the basis of emotional development;
• emotional processes play an important role in the regulation of activity;
• the ontogenesis of emotions is inextricably linked with the general course of mental development;
• the development of emotions is influenced by all the structural components of the psyche (cognitive processes, the motivational-need sphere, self-consciousness).

During preschool age, there is a change in the content of emotions, a transformation of emotional experiences, new emotions and feelings appear, which is associated with a change in the content and structure of the child's activity. Under the influence of various productive activities, familiarization with the surrounding nature and music, aesthetic emotions develop as the ability to perceive, feel and experience beauty in the surrounding life and in works of art. Influenced by work and didactic games intellectual emotions develop: surprise, curiosity (curiosity), confidence or doubt in one’s opinions and actions, joy from right decision tasks that contribute to the improvement of the cognitive activity of a preschooler, its methods and techniques. As a result of the fulfillment of moral requirements, moral emotions develop, which play an important role in the personal development of the child and the formation of his active position as a subject of activity.

Practical example

AT pilot study OI Badulina identified the main psychological and pedagogical conditions that contribute to the emotional well-being of children: satisfaction of the child's need for communication with the teacher on the basis of the personality-oriented model "beside", and not "above the child"; meeting the needs of the child in communication or joint activities with peers; the formation of a positive self-esteem of the child due to the "playing life position", which will create the basis for the flexible and cheerful behavior of children in different life situations.

In preschool childhood, there is an intensive development of social emotions. Emotional synthonia as an emotional infection begins to lose its meaning, as the child becomes completely independent of the direct impact of a particular situation, and the emotional state of even close people no longer “infects” the preschooler as before, but affects only if he actively participates in the situation when this state appears, when getting acquainted with the reasons that caused this emotion. Emotional decentration arises as a mechanism for overcoming the personality's egocentrism, which is based on the psychological phenomenon of positional emotional switching, which is initially carried out in an involuntary form.

Such new forms of social emotions appear, which include empathy, sympathy, complicity with other people, which are various forms of empathy. In the younger and middle preschool years, the specifics of empathic experiences are transformed under the influence of differentiation (separation) of oneself and another person as separate subjects of communication and emotional experience. In the process of communication with adults and peers, preschoolers gradually develop the ability to anticipate the consequences of certain situations and the possibility of emotional evaluation of themselves and others, i.e. the mechanism of emotional-cognitive decentration begins to form. The emergence of emotional-cognitive decentration contributes to the development of more complex forms of empathy, such as empathy, empathy and complicity. The older preschool age is distinguished by a specific form of empathic response, which is due to the transformation of the emotional sphere of preschoolers from direct emotional response to empathy mediated by moral norms and relationships. The development of empathic experiences in preschoolers occurs under the influence of various psychological, social and physiological factors (Fig. 10.2).

At preschool age, the mechanisms of emotional regulation gradually develop:

• emotional anticipation - a psychological mechanism that allows the child to emotionally evaluate (anticipate) the possible consequences before he takes any action;
• arbitrariness of emotional processes - the ability to regulate one's immediate desires and correlate them with consciously set goals;
• verbal designation of emotional states;
• emotional correction is a psychological mechanism for regulating the behavior of an older preschooler, based on his internal determination by motives.

Rice. 10.2.

In the process of complicating the activity of preschoolers and moving its initial stages away from the results, there is a change in the place of emotional experiences in the temporal structure of activity, which consists in the fact that emotions begin to anticipate the course of future actions. The transition of emotions from the final stage of activity to its initial stage occurs gradually and involves significant transformations in the composition and structure of emotional processes. At first, certain emotional experiences appear in a preschooler only if inadequate actions have already caused negative consequences and led to a negative assessment from the adult and peers. At the initial stage of the formation of new social motives, emotional correction is imperfect and is characterized by a delayed character; it then arises under conditions of a significant deviation of behavior from the necessary parameters, and its negative results have already led to a negative social sanction.

Gradually, along with an increase in the motivating force of the social motives of behavior emerging in preschoolers, a transition is made from a relatively elementary, delayed, to a more complex, advanced emotional correction of activity. Emotional reactions begin to arise before the start of the action in the form of an emotional anticipation of its future results and the imaginary situation that may arise at the completion of the action.

Emotional anticipation appears around the fourth year of life and performs the most important regulatory function in the more complex in structure and motivational mechanisms of play and productive activity that begin to form in preschoolers and for the implementation of which it is necessary not only to imagine the future results of the action, but also to experience that significance in advance. which they will represent for the child himself and for the adults around him. Emotional anticipation appears as a result of a special orienting-exploratory activity of a preschool child on the internal plane, which arises on the basis of his practical interaction with the outside world. In such activity, a specific functional system is formed, in which both emotional and cognitive processes are organically interconnected. In the process of development of this system, emotions acquire an intellectual character, are generalized, and become anticipatory. In turn, the cognitive functions in this system begin to acquire an emotional character and realize meaning differentiation and meaning formation.

In the course of such emotional-cognitive activity, the child mentally takes a certain position in the proposed circumstances, performs certain imaginary actions, ideally plays out various options for relationships with others and thus gets the opportunity not only to imagine in advance, but also to experience the meaning of this situation, the actions taken and their possible consequences for themselves and for others. This activity is initially formed as external, expanded and involves participation in directly perceived and experienced events. Only then, and only on this basis, can such activity acquire an internal character and be carried out on an ideal plane, on the plane of emotional imagination.

In preschool childhood, the language of emotions is also formed as a system of verbal designations of emotional states and other properties of emotional expression (facial expressions, pantomimes, gestures, intonation, physiological changes), as well as the causes and results of experienced emotional states. The general age dynamics of the development of the language of emotions in preschoolers is characterized by a transition from the verbal unstructured designation of emotional phenomena, which is typical for the younger preschool age, to the verbal structured designation through generalized concepts, which is inherent in the older preschool age.

At preschool age, emotional lability, which is expressed in the ease and speed of transition from one emotional state to another, bypassing neutral forms, gradually transforms into emotional plasticity, which is characterized by the flexibility of changing emotional experiences mediated by neutral forms of emotional states. That is, a full cycle of entering and exiting an emotional state is maintained without overlapping them. In addition, the change of different situations for a preschooler does not determine the change in the content of his emotional state due to a stable emotional attitude to various objects and an increase in the duration of the emotional response. At the older preschool age, the exit from the emotional state can be carried out arbitrarily by the child himself in accordance with the social attitude or game requirements.

In the case of preservation of emotional lability by the senior preschool age with a pronounced instability of the general emotional background and its high dependence on minor changes in the situation, deviations in the emotional sphere of the child are ascertained. Emotional lability inadequate for age is also characterized by sharp transitions from an elevated and benevolent mood (euphoria) to a maliciously dreary mood (dysphoria).

Thus, during preschool childhood, important transformations take place in the emotional sphere of the child (Fig. 10.3). In general, preschool age is characterized by a significant variety of emotional states and feelings, their deepening and an increase in the level of their stability, duration, intensity and clarity of manifestation, the gradual improvement of arbitrary emotional self-regulation.

The emotional sphere is the regulator of a person's relationship to the outside world. It performs a protective function, signals to others about the state of a person. The task of a person is to get rid of negative emotions and receive positive ones. This desire is inherent in man as a regulator of his survival in the environment. In works on education and in various publications not directly related to educational field , in cinema and literature, a person who is not subject to any emotions is often cultivated. Equanimity and composure are also cultivated in different situations where a person finds himself. On the one hand, this is good, but on the other hand, isn't a human-robot being formed in this way? Good or bad man-robot? In addition to this question, another question arises in connection with the formation of the emotional sphere among different peoples. So, it is customary for the Germans to form a person with a Nordic character. This is a person whose emotional sphere does not dominate over the intellectual, a person with mature, relatively constant emotions. If you look at the problem this way, then we can say with confidence that the development of the emotional sphere should be, but that emotions help the intellectual sphere, and not replace it. Sometimes lecturers have a lack of either knowledge or skills in structuring knowledge and presenting it to recipients. In such situations, the communicator tries to speak emotionally, thus covering the deficit in the intellectual sphere. The development of the emotional sphere should be one of the most important goals of the school. There is a block of disciplines that involves the development of aesthetic emotions: fine arts, music and others. In some disciplines, this goal is set, but not very clearly, specifically. For example, literature should develop the emotional sphere of a person, but are the emotions that need to be worked on singled out, and are there technologies for their development? Such a classification of emotions, generally accepted in the implementation of the goals of teaching literature, is not yet available. There are few technologies for the development of emotions in the humanitarian block of disciplines. If the natural sciences mainly study the laws of the development of matter and, based on this, the laws of thinking and develop the intellectual activity of schoolchildren, then the humanities should study the laws of the functioning of man and human society and develop mainly the emotional sphere of man. The development of the emotional sphere can successfully take place in the block of psychological disciplines. Currently, emotions that can and should develop in a person are highlighted. There are also technologies for the development of these emotions. It is necessary to develop positive emotions of students and teach them to manage negative ones. Complete elimination of negative emotions cannot and should not be, since they serve as a regulator of human activity. When developing positive emotions, it is desirable to do this in such a way that they do not dominate the intellectual sphere in situations where emotional activity is more objectively the regulator of human behavior. On the other hand, it is desirable to develop emotions and that the intellectual sphere does not dominate the emotional to the detriment of its development. You can find descriptions of psychological types subordinate to the intellectual sphere with undeveloped positive emotions, such as love, compassion, forgiveness, etc. School education should contribute to the development of positive emotions and, above all, such of them as love. In the literature devoted to the analysis of the development of the emotional sphere of a person, much attention is paid to such an emotion as love. The development of love in religious literature presupposes, above all, love for God. Many areas of major religions are devoted to this. In secular schools, this task can currently be accomplished with some difficulty due to the separation of the school from the church. In non-religious literature, one of the first places is the development of love for people. In this regard, questions arise: is it necessary to develop love for all people, and is it possible? What is the difference between love for all people and love for your child, wife, husband, relatives? Are there development technologies various kinds love? How is love different from respect? It is also desirable to develop a person's self-confidence in different situations. If love for others is an attitude towards other people, then self-confidence is an attitude towards oneself. Here an interesting question arises: if this is an attitude towards oneself, then who is the person himself and who carries out this relationship? Who belongs to whom? It is possible to answer this question if we introduce the concept of "I" in a narrow sense. This is a mental formation that is not identified with mental processes, but exists in them, remaining autonomous. This concept is close to the concept of "soul". Psychology, as the science of the soul, has lost its soul, having taken up the study of mental processes, properties, and states. If we introduce "I" as such a mental formation, then it will be possible to answer the question of who carries out the analysis behind the attitude towards oneself. In addition to love and self-confidence, it is desirable to develop the ability to forgive. In this regard, the question arises: is the ability to forgive a skill or an emotion? How are skills related to emotions? Perhaps this question can be answered in the following way. Developing the emotional sphere, it is necessary to teach a person the ability to evoke some emotions in himself and get rid of others. At the same time, a person must also give freedom to the emergence of emotions. Thus, on the one hand, a person knows how to control his emotions, on the other hand, he allows free will to manifest itself. It seems to us that the suppression of one of the sides of this process makes a person inferior both for himself and for those around him. It is also necessary to work with the ability to manage fear. Often you can find unambiguous recommendations aimed at relieving fear. Is everything clear here? In religious sources, fear develops, primarily before God. This is done not to weaken a person, but to strengthen and preserve him. Through fear, the church seeks to save a person, to force him to comply with laws and rituals. In addition, it is known that fear develops intuition if it is expressed to the optimum degree, and its absence makes a person insensitive to dangers. Relevant is the formation of skills to manage anger. This emotion, if it dominates, can both destroy the person himself and bring a lot of trouble to other people. E. Kreysey gave interesting recommendations teaching children to let go of anger. We conducted an experiment in kindergarten. E. Kreysey's books were read to children. The results of the experiment showed that children learn how to manage their anger at least from the age of four. A very interesting fact was obtained. It turned out that children in the process of such short life already themselves, each for himself, invented techniques for removing anger. Very often, children called such a technique as “smiling when you are angry.” It turns out that this helps a lot of people, and they use it. Children, not receiving systematic, professional help from adults in managing themselves, design for themselves techniques for managing themselves. In addition to learning the ability to manage their emotions, students must learn to create situations around themselves, in themselves, that contribute to the emergence of certain emotions. Often schoolchildren cannot cope with such a phenomenon as laziness. The child understands that it is necessary to learn lessons, but he cannot do anything with himself. In such situations, the common advice about the need to "pull yourself together" and start exercising does not help. And what does it mean to "pull yourself together"? Who should take? Who should take? How should I take it? In this situation, the student must be taught to “get around” laziness, in some situations to fight it, including a strong-willed moment, and in some situations to get around it. Aggression causes many problems in the modern world. Learning to manage aggression is an urgent task that a school can solve in the course of psychological disciplines. Causes of aggression can be: certain character traits (sustainable style of behavior in certain situations); lack of nutrition or the predominance of stimulating food (food does not correspond to the body, psyche and causes aggressive behavior); dissatisfaction with work (work leads to great dissatisfaction and gradually to aggressive behavior), disease of certain organs, etc. It is impossible to get rid of aggressive behavior, and there is no need, since it also performs a constructive task - it allows you to solve situational problems in stressful conditions. Therefore, students need to be taught how to manage their aggression. Currently, a lot of work has begun to appear on the problem of the formation of happiness. Especially often psychiatrists and psychotherapists turn to this topic, as they face this problem in life, when it already becomes painful for a person. By studying this problem, several questions can be posed, the answer to which will allow us to get closer to the answer to the question of what the school can do in teaching students to be optimally happy. What is optimal happiness? Why should we strive for optimal rather than maximum happiness? How should happiness relate to physiological functional level? Is the price that a person pays when receiving a happy state justified? For example: when a person eats a lot and strongly stimulates himself with various stimulants, then by doing so he introduces himself into a state of happiness. However, this can lead to overloads of the stomach and, thereby, it can be intensively destroyed and gradually fail. The same applies to stimulants such as coffee and tea. What is the best way to achieve happiness - external or internal? How should these two paths be related? What are the techniques for achieving happiness? How stable is a person's state of happiness? How does the state of happiness relate to God's kingdom as described in the Gospels? One of the objectives of the school is to teach a person to be optimally happy. The relevance of this problem is explained by the fact that the state of a person, which can be called "happiness", is what everyone strives for. “Man is born with the desire to achieve happiness. This desire, which is the root cause of all his actions throughout his life, is called self-interest in common language. (R. Owen). Thus, the desire for happiness and images of happiness are innate: “Man’s desire for happiness, the beginnings of his natural inclinations and the abilities through which he acquires knowledge, are formed unconsciously for him even in the womb, and whether they are perfect or imperfect, they are the work of the creator alone; the child and the future person have no influence on their emergence ”(R. Owen). In the process of life, the images of happiness can be modified under the influence of the knowledge received: “The disasters experienced by a person and the happiness that he enjoys depend on the kind and degree of knowledge that he receives, and on the knowledge that people around him possess ... Clearly hence, it is a matter of first and greatest importance to teach a person to distinguish between truth and error” (ibid.). Trying to induce this state in themselves, people strive to achieve it. different ways. There are two ways: western and eastern. The Western way involves entering a state called happiness through external attributes: buying a house, making it comfortable to live in, buying a car, buying fashionable and beautiful clothes, etc. People try to create states of happiness in themselves by other means that shorten them. life, destroy the body: the use of alcohol, drugs, toxic substances. Even though these are costly means for which you have to pay a lot of money, for some people this is a means of obtaining a happy state. Thus, the Western path consists of two directions: the generally accepted positive one and the negative, destructive one chosen by individuals. The eastern path also involves two directions. One of the directions involves achieving happiness - in some psychological systems this is called "nirvana" - through psychological exercises. These techniques can be both positive and negative. With positive techniques, the body is strengthened and becomes healthier. These areas include hatha yoga, raja yoga, Buddhist techniques. The negative areas are psychological techniques that destroy the body. This can be found where narcotic, toxic drugs, strong stimulants are used: coffee, tea as a strong stimulant, leading to destructive processes. Thus, in the Western way, the source of happiness is in the external environment, so people seek this state through external stimuli. In the eastern path, happiness is inside a person, and therefore the followers of this direction are looking for it inside themselves. Between these two paths lie many others that lie between them. The modern world cannot successfully exist if all people go in search of happiness only within themselves. This will lead to regression in the world. An optimal combination of these two paths is needed. The world cannot go the way of seeking happiness only through external sources. This will lead to the destruction of all earthly resources, as people will build more and more machines and use more and more natural resources. This will lead to the depletion of earth's reserves and to a dead end. Studies have shown that the factors that contribute to happiness are almost impossible to identify. Surveys of people who consider themselves happy show that there are no correlations with either material or other factors. People are only as happy as they think they are. If a person considers himself happy, then he is such. At the same time, the level of material wealth can be very low. It can be assumed that in order to achieve an optimal happy state, people must have the necessary level of material prosperity. This level is determined by the social conditions in which a person lives. With one social environment, this level can be one. When a person moves, finds himself in a different social environment, he may begin to feel some dissatisfaction with what he had before. This dissonance is caused by those value orientations that are accepted in this environment. That is, in this environment, the norms are more exaggerated, the level of material prosperity is higher than in the social environment in which the person was before. It is necessary to take into account the correlation of three factors. A big gap leads to dissatisfaction and even stress, apathy. The coincidence of needs and satisfaction leads to a happy state. However, this is possible only if the need was strong and the person put a lot of effort into achieving this need. Thus, the amount of energy expended determines the level of a happy state, the amount of energy expended must be optimal to achieve a happy state. If the energy is not enough, then a person cannot experience a high level of a happy state. However, if too much energy has been expended to satisfy needs, then the state of happiness may no longer exist when satisfaction of one's needs is achieved. Happiness and satisfaction are very close concepts. Happiness is contentment to the maximum extent. Happiness cannot be sustainable. A person gets used to it, and then it ceases to be happiness. To achieve a state of happiness, you must first experience the state of optimal need. If a person did not feel a strong need for something, then he is unlikely to have a happy state from what he received. The emergence and maintenance of a state of happiness is influenced by both the worldview and the temperament of a person. If an optimal worldview is formed, then a person becomes happy from a little. If a worldview is formed with inflated needs, expectations, then it becomes more difficult to achieve a state of happiness. This effect can sometimes be observed in people who have sufficiently developed their intellect and even reached heights in their careers, families, but do not feel happy and even, moreover, feel angry towards the environment. They may be in a stressful, neurotic state. They are dominated by negative emotions, the slightest stimulus can even cause an aggressive reaction. A. S. Makarenko noted in his works that it is necessary to form close, medium and long-term prospects. This is true, however, only within a certain range. It is necessary to teach the student the ability to make optimal, prompt, timely corrections to the level and structure of the formation of value orientations. When life situations change, a student or an already mature person must change his attitude to values. It is the attitude towards objects and phenomena that form values. Relationships can be defined by direction and intensity. It is possible to single out positive and negative attitudes, acceptance or non-acceptance of objects and phenomena. In addition, value is determined by the intensity of the relationship. If the intensity is very high, then the value has a greater power of attraction. Thus, the strength of the attraction of a value orientation is determined by the intensity of the attitude of the subject in it. One of the problems that people are currently facing is to be able to move away (leave, separate) from those needs that control people and cause them anxiety and can even be destructive. It is probably not advisable when a person burns himself to satisfy his material needs. To be able to "burn" the need - required quality person. Various methods of "burning" are given in the literature. For example, in I. A. Krylov’s fable “The Fox and the Grapes”, this is achieved through the negative qualities of the subject: the grapes are green. The ability to use the "burning" of needs leads to a decrease in neurotic reactions, to a stable satisfied state. The following methods of eliminating the need can be distinguished: 1) search for the negative qualities of the object (green grapes), 2) search for problems that will arise when acquiring the object (if you buy a car, you can steal it, you need to take care of it, etc.); 3) comparison with the satisfaction of another need (if I am naughty, then my parents will not buy ice cream); 4) taking into account the state of health (I will not take a garden plot, since I have poor health). Summarizing the above, it can be noted that it is necessary to develop the emotional sphere of students. Positive emotions must be developed. Negative emotions must be taught to manage. However, the complete elimination of negative emotions cannot and should not be. They serve as a regulator of human activity. When developing positive emotions, it is desirable to do this in such a way that they do not dominate the intellectual sphere in situations where emotional activity is more objectively the regulator of human behavior. The role of psychological support is to determine the optimal ranges for the development of emotions, to diagnose them in students, and to teach them to manage their emotions.

The emotional sphere of a personality is a complex multi-level and multi-component formation, including emotions, feelings, experiences and manifested in the states and relationships of a person.

The emotional sphere can occupy a different place in the personality structure of different people. Depending on natural characteristics - temperament, emotional stability, excitability, sensitivity - as well as on the structure of needs and motives, emotions will play a different role in a person's behavior and life.

Emotion is a personally significant attitude towards something.

Emotional experience is connected with the deep self of a person. Emotions never lie, all significant aspects of life are reflected in the emotional experiences of the individual, and therefore one can understand the essence of a person by emotional reactions.

In the structure of the emotional sphere of the personality, according to the parameters of strength, duration, depth, form of expression of emotional experiences, its different components are distinguished. These are actually emotions, affects, feelings, passions, etc.

Actually emotions, or emotions in the narrow sense of the word, are characterized by less stability and duration in comparison with feelings. They appear more situationally and may have different level intensity. Extremely strong and relatively short-term emotions that arise in critical conditions are called affects. An affective outburst is poorly controlled and may be accompanied by pronounced motor and visceral reactions, impaired self-regulation, loss of control over actions, and increased motor activity.

The most stable emotional states are called feelings. Feelings can remain unchanged for long periods of a person's life (months, years), perhaps even a lifetime. Feelings characterize the attitude of a person to the object of his stable needs. A person's feelings reveal his orientation, life aspirations and attitudes. Depending on the field of activity, objects, objects to which feelings are directed, they are divided into different types. Among them are:

• 1) moral (moral) the senses characterizing the attitude of a person to himself and to another;
• 2) intellectual feelings - a person's attitude to the new, curiosity, interest in different areas of knowledge, etc.;
• 3) aesthetic feelings - attitude to the beautiful and the ugly, nature, art, a sense of beauty, rhythm, harmony.

Passions form a special kind of stable feelings.

Passion is an extremely deep and strong feeling that captures a person as a whole, subjugating his behavior, mastering his thoughts and actions.

A relatively long-term low intensity general condition, the background that colors feelings is mood. Mood is a general state, it is not objective, but personal. And this is its difference from other types of emotions.

Along with the noted components of the emotional sphere of the personality, emotional states are also distinguished. One type of emotional state is emotional stress.

Emotional stress is a special form of experiencing feelings, to some extent it is close to affect (in strength, depth of impact), and in duration it approaches the mood. As constituent components emotional stress called: anxiety, fear, frustration, intrapsychic conflict, crisis, post-traumatic syndrome, etc.

Along with the stressful state, some authors distinguish the state monotony(boredom); emotional burnout - as a state of exhaustion, emotional overstrain, emptiness; disgust - as a reaction of rejection of something extremely unpleasant, etc.

There is no single generally accepted classification of emotions in modern psychology, and, probably, it is impossible to create it. The number of emotions is huge. It is not always possible to determine whether this or that emotion is an independent entity, or simply an alternative designation for another emotion. It is rather difficult to list them all. Different researchers propose different classification schemes using different criteria. So, according to the evaluation criterion, emotions can be divided into positive and negative. According to the criterion of mobilization of the body's resources, sthenic (contributing to the mobilization of forces) and asthenic (relaxing, characterized by passivity, depressing) emotions are distinguished.

One of the most famous classifications of emotions is K. Izard's classification. He identifies fundamental emotions, each of which is described by a whole range of more specific psychological characteristics and external manifestations, as well as their derivatives. Izard referred interest-excitement, joy, surprise, grief-suffering, anger, disgust, contempt, fear, shame, guilt to fundamental emotions. B. I. Dodonov 1 builds a classification of emotions based on their relationship with basic needs. He identifies 10 emotions, which include: altruistic (based on the need for help), communicative (based on the need for communication), gloric (based on the need for self-affirmation), practical (arising in connection with the implementation of activities), romantic (based on the desire to the mysterious), pugnic (based on the need to struggle), gnostic (based on the desire for new information), aesthetic (based on the need to enjoy beauty), hedonistic (based on the need for comfort) and akisitivist (based on the need to accumulation) emotions.

Among the emotional characteristics of a person, there are also emotional and personal qualities or properties, which are formed in the process of growing up under the influence of external conditions and genetic prerequisites. Unlike emotions and emotional states, emotional-personal properties are highly stable and can manifest themselves over long periods of a person's life or even throughout life as a whole. These include such as emotional stability, resentment, aggressiveness, expressiveness, etc.

• Izard K. Human emotions. M., 1980.