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 development 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 a preschool institution.

The research problem 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 today's life of the child. 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 is abrupt in nature, appears in the form age crisis, after which those psychological neoplasms that took the place of prerequisites become the core of the future.

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

Object - children before school 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 children preschool age.

Methods: literature analysis, observation.

Chapter 1

1.1 Emotional process

emo ?tion (from lat. 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 the information coming into the brain about external and inner world. 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 the sign of emotion: 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 of 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, and satiety occur. Anticipations are another source of emotional processes: signals of pain, severe 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, causing curiosity. The same signal evokes different emotional reactions depending on whether a person has the opportunity to respond to it accordingly or 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, embitterment. 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. Pleasant enjoyment physical sensations: from delicious food, heat, 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 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 personal responsibility.

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, in emotions and feelings, the direct experience of a person is reflected. life meaning 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 the activity of the brain, 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 surrounding him. Actively influencing 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 from 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. Vilyunas 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 emotion - the need and the probability of its satisfaction in this 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 the positive result of his activity and the good mood of those around him.

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 assessments 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 younger child. 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 his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his 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 ontogenesis, we can consider them. comparative characteristic.

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, which may 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. The younger the child and the greater his helplessness, the more significant is his dependence on the conditions in which he is brought up. 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 of 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 to get 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 this person more or less subject to the influence of 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 achieving success usually contribute to an increase, and negative emotions associated with failure reduce 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 development volitional actions preschoolers can be divided into three interrelated aspects:

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 real volitional action is characterized by self-setting of a goal or acceptance of a goal set by another person (mother, teacher, other child). 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, annoy, 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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This article will be of interest to teachers and caring parents of a preschool child who care about his emotional sphere. Emotions play an important role in the life of any person. Feelings help the baby perceive the world around him and show adults his experiences.

• Control over emotions. With age, the feelings of the child change: he becomes less impulsive, and his behavior is more meaningful. Already from the age of three (the youngest preschooler), the baby is aware of the requirements of adults and can behave “about”. But parents do not need to hope that he will do this all the time. From time to time, the baby can afford to cry, although with age, tantrums in his behavior occur less and less.
• Motive. The motive of his activity also changes. If earlier the baby formed an opinion about himself only according to adults, now he can enjoy the positive reaction of others to his actions.
• Nonverbal tricks. A preschooler learns to use non-verbal communication techniques: facial expressions, pantomime, intonation. Thanks to this, he can better understand what emotions the other person is experiencing.
• Priorities. The child develops the ability to control his own behavior, he is finally able to perceive the statements of adults about what is a good deed and what is a bad one.
• Mood. A preschooler can change mood several times a day. The cheerful carefree laughter is replaced by an attack of despair, and after a few minutes the baby again laughs with joy. This phenomenon is completely normal for children of this age.
• Duty. By the age of 5 (average preschooler), the formation of a sense of duty begins. The baby is aware of the requirements that society puts forward to him. Analyzing these rules, the child forms his own norms of behavior in society.

The development of the emotional sphere of preschool children

Some tips for developing the emotional sphere of preschoolers:

• Create conditions for the communication of the little one with peers, because due to the lack of emotional connection with other children, the development of the child may be delayed. Relationship with others allows the baby to form their own feelings: joy, compassion, anger.
• The fastest way for a baby to develop emotions is in the game. Make sure the games are full of excitement.
• Constantly ask what feelings the baby experienced today: because of what he was upset, why he was crying.
• When you demand something from a preschooler, try to explain to him why it is necessary. The kid is ready to fulfill your requests, but in the absence of motivation for action on the part of adults, he can easily become hysterical.
• After a busy and difficult day, six-year-olds (senior preschoolers) will behave like four-year-olds. This is a normal reaction to overwork. nervous system. The will of the child has not yet been formed, and the baby is unable to control his emotions due to fatigue. Let him be a baby for a while, give him all your affection and care in these moments.
• Mood swings are common in preschoolers. However, if depressive states drag on for several days, then it is better to take the child to see a psychologist.
• The attitude of adults affects the emotional well-being of the baby. When adults respect the child's personality, he grows up as a calm, balanced, self-confident person.
• Do not disturb the usual way of life of a preschooler. Violation of the daily regimen or other changes can cause him a feeling of anxiety, fear,.

Diagnostics of the emotional sphere of preschool children

Both the psychologists of the institution and the parents themselves can study the level of development of the emotional sphere.

• Amen anxiety test. The kid is offered several pictures, where the contour depicts children at different times: in the classroom, in the game, during a conversation with the teacher. The child must imagine the face of the children in the picture: joyful or sad, and answer why he thinks so. If the baby in most of the pictures notes negative manifestations, then we can talk about the increased emotional anxiety of the subject.
• Luscher color test. The child shows with the help of color his attitude to the described situation.
• Drawing tests. Diagnosis takes place in two stages: drawing and discussion. A theme is given for the drawing, for example, “I am in class”, “Road to Kindergarten". There is no time limit for illustration. The specialist writes down all the events that occur during the work of the baby: how often he paused, what he wiped from the drawing, the comments of the little artist. After the end of the work, the presenter is interested in what the kid painted, who he depicted next to him, what emotions the characters in the picture experience and why.

Correction of the emotional sphere of preschool children

• Games to eliminate emotional overstrain. During such exercises, the preschooler learns to show his feelings with the help of words and gestures. For example, in a game, the teacher invites the participants to hug their friend and stroke him on the shoulder or on the head. Or, dancing in a circle, children try to show a sad bear or a happy squirrel with movements.
• Psychogymnastics. Exercises that alternately cause tension and relaxation will help to relax the muscles and relieve nervous excitement.
• Music therapy. Classical music sets the baby in a positive way and neutralizes depressive states.
• Mood simulation games.
• Massage points on the palms, face, crown, under the kneecap.

The full and correct development of the emotional sphere is extremely important for the formation of the personality of a preschooler. After all, it affects the cognitive processes, the motivation of the child's behavior.

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Committee for General and Vocational Education of the Leningrad Region

Autonomous educational institution higher professional education

LENINGRAD STATE UNIVERSITY NAMED AFTER A.S. PUSHKIN

Department of General and Applied Psychology

Psychology faculty

COURSE WORK

On discipline "Psychology"

Specialty: 050400 - Psychology and social pedagogy

On the topic: "Features of the development of the emotional sphere of a child of preschool age"

Completed by: student group No. 7451

Pecherskaya Svetlana Viktorovna

Checked by: senior lecturer of the department

Sidorova Irina Anatolievna

Saint Petersburg 2016

• Introduction
• Chapter 1. Theoretical foundations for studying the emotional sphere of personality
• 1.1 The concept and types of emotions
• 1.2 Fundamental emotions and their complexes
• 2.2 Development of the emotional sphere of preschool children
• 2.3 Conditions for the development of emotions and feelings of a preschooler
• Conclusion
• Bibliography

Introduction

emotion psychological preschooler

Preschool childhood is a very short period in a person's life, only the first seven years. But the significance of this seemingly very small segment of life is very great. During this period, development is more rapid and rapid than ever. A completely helpless, unable to do anything child becomes a relatively independent, active person. Each side of the child's psyche receives a certain development, thus laying the foundation for further growth and changes in the personality.

The emotional sphere is an important component in the development of preschoolers, since no communication, interaction will be effective if its participants are not able, firstly, to "read" the emotional state of another, and secondly, to control their emotions. Understanding your emotions and feelings is also an important point in the formation of the personality of a growing person.

The formation of a person's emotions is the most important condition for the development of him as a person. The extraordinary diversity of human emotions is explained by the complexity of the relationship between the objects of his needs, the specific conditions of occurrence and the activities aimed at achieving them. The class of emotions includes: moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in all mental processes and human states.

A developed emotional sphere contributes to the harmonious and comprehensive development of the personality. On the other hand, disturbances in the emotional sphere also introduce an imbalance in personal development, especially at preschool age, when the child's personality is actively formed. Therefore, it is extremely important to ensure the normal, natural development of the emotional sphere, to study the factors that have a positive or negative effect on it, so that it is possible to detect and eliminate negative influences in time, creating a favorable environment for the development of the emotional sphere, and, consequently, the child's psyche as a whole. .

aim term paper is to identify the features of the development of the emotional sphere of preschool children.

The object of the study is the emotional sphere of the personality, the subject is the development of the emotional sphere of the child in preschool age.

1. Research the scientific literature on the development of the emotional sphere of the personality;

2. To study the features of the psyche of preschool children;

3. To study the features of the development of emotions in preschool children.

Chapter 1. Theoretical foundations for studying the emotional sphere of personality

1.1 The concept and types of emotions

Emotions are understood as such mental processes in which a person experiences his attitude to certain phenomena of the surrounding reality. With the help of emotions, different states of the human body, its attitude to its own behavior and to its activities are reflected.

When studying the emotional process, it is important to note the presence of the following main components in it:

Component 1 - emotional arousal, with the help of which mobilization shifts in the body are determined. In any case, when an event significant for a person occurs, and it is a source of any emotion, excitability, speed and intensity of mental, motor and vegetative processes begin to increase in the human body. Sometimes the opposite reaction occurs, and excitability may decrease, but such situations are much less common.

Component 2 is a sign of emotion. Distinguish between positive and negative emotions. The first ones arise when evaluating a positive event, the second, on the contrary, a negative one. Each of these emotions prompts the corresponding actions associated with the event: for positive emotions, these are actions that support the events, and for negative emotions, these are actions aimed at eliminating contact with the event.

Component 3 - degree of emotion control. In the psychological literature, two states of strong emotional arousal are distinguished: affects and extreme arousal. Affects include states in which a person is able to maintain control and orientation (anger, joy, fear). With extreme excitement, control and orientation are practically impossible (horror, rage, panic, despair).

In cases where there is a strong tendency towards certain actions, emotional arousal can become emotional stress. For example, when fear arises, a person wants to run away. But often this tendency turns out to be blocked (a person wants to run away, but freezes in place, unable to move). Negative emotions are aimed at stopping the activity that leads to their occurrence. At the same time, negative emotions become sources of actions aimed at reducing the effect of harmful effects. For example, if a person burned his hand, which caused him pain and, accordingly, negative emotions, then he first removes his hand from the hot surface (that is, stops the activity that caused the emotions, and then applies something cold to the hand, to reduce pain and thereby reduce the negative impact).

The features of the signal stimulus that causes the emotional process directly determine the form of the emotion. All signals that are associated with specific needs (breathing, nutrition, etc.) have specific addressing. The stronger the level of exposure to the stimulus, the stronger the emotion will be, up to the most extreme excitations - pain, disgust, satiety.

Another source of the emotional process is called anticipation. For example, a person receives signals about a possible dissatisfaction of a need, which causes a feeling of anger. Or, with a prolonged negative mental state and a feeling of pain, a person has a feeling of fear. When needs are met, a person receives appropriate signals, because of which hope appears. If a person receives signals that anticipate some vague new event in life, then curiosity appears.

Many signals can evoke different emotions. It depends on whether the person has the opportunity to respond appropriately to the signal or whether she does not have such an opportunity.

The nature of the processes of performing activities and regulation is another source of emotions. If a person effectively, freely solves problems, performs any actions, then he has positive emotions, feelings of pleasure and satisfaction. On the contrary, disruptions in work, interference in activities that prevent the achievement of the set goal (this phenomenon is called frustration), are sources of dissatisfaction, anger, irritability, anger.

By their duration, emotions can be different: short-term states and long-term (stable) moods.

The study of the emotional sphere of personality is impossible without the classification of emotions. The optimal classification is considered to be a division according to the value of the experiences that arise for each subject. According to this classification, the following types of emotions are distinguished:

1. Altruistic. They are understood as experiences that arose on the basis of the need to help or patronize other people. This includes the desire to bring joy and happiness to others, concern for someone's fate, caring for someone. Also, altruistic emotions include participation in someone's life (to rejoice at someone's success, experience someone's grief).

3. Gloristic. These are emotions that are formed as a result of a person's need for self-affirmation, for gaining fame. This includes a sense of superiority, wounded pride, the desire to win recognition.

4. Practical. This includes emotions that are caused directly by the activity, its changes, its results (success, failure), difficulties in work. Practical emotions are satisfaction, admiration for the results of one's work, its products.

5. Pugnicheskie. This group of emotions comes from the need to overcome dangers. For example, the desire to get thrills, enjoyment of risk, sports passion, anger, volitional tension.

6. Romantic. These emotions arise because of a person's desire for unusual, unknown and mysterious phenomena. For example, a feeling of special significance of what is happening, a feeling of a mysterious, sinister, expectation of some kind of miracle, something very good.

7. Gnostic. This group includes emotions, the origin of which is associated with the need for new knowledge: a sense of surprise, a desire to understand the essence of a process or phenomenon, a sense of conjecture, joy at discovering the truth.

8. Aesthetic. This group of emotions is associated with the lyrical experiences of a person. For example, a sense of grace, sublime, graceful, a thirst for beauty, a sense of drama, emotion.

9. Hedonistic. These emotions arise when the need for comfort, both bodily and spiritual, is satisfied. For example, enjoying delicious food, warmth, pleasant sensations from massage, a sense of serenity, carelessness.

10. Acisitive. This type of emotion appears in people who are prone to collecting or accumulating any things.

For example, joy when you increase your savings, a pleasant feeling when looking at and sorting through your collections, the desire to look for and acquire something.

1 .2 Fundamental emotions and their complexes

Emotions that have a specifically internally determined nervous basis, expressed externally by special neuromuscular or mimic means, and also have special subjective experiences (phenomenological quality), are called fundamental.

It is the fundamental emotions that are among the most important in human life. But by themselves, without connection with other emotions, they can exist only for short periods of time, before the process of activation of other, more complex emotions.

For a more complete understanding of the emotional sphere of a person, it is necessary to consider the fundamental emotions, their causal origin and significance in people's lives.

The first fundamental emotion that motivates a person to learn, develop their skills and abilities, as well as creative aspirations. This emotion is called interest-excitement. Thanks to this emotion, a person becomes more inquisitive, his attention increases, he can be carried away by an object of interest. Thanks to the interest caused by others, a person’s life can be easier, and emotional interpersonal relationships can start to improve.

The second fundamental and at the same time the most desirable emotion is joy. One cannot speak of this emotion as the result of a direct desire to receive it; rather, it is a by-product of conditions and events.

Due to a sharp increase in neural stimulation due to some sudden event, a third fundamental emotion arises - surprise. Thanks to this emotion, all cognitive processes of the personality are directed to the object that caused surprise.

Grief or suffering is the fourth fundamental emotion. It is experienced when a person feels loneliness, has little contact with people, feels sorry for himself, loses heart.

The next fundamental emotion is anger. With the manifestation of this emotion, the physical state of a person also changes ( muscle tension, a surge of strength, blood rushes to the face), and spiritual (there is a feeling of courage, self-confidence and being right).

Along with the previous fundamental emotion, another often arises - disgust. Despite this, disgust arises for other reasons and is not experienced in the same way as anger.

The seventh fundamental emotion is contempt. It arises from the desire to excel in something other people. The person to whom contempt is directed is often depersonalized in the eyes of the individual. Therefore, this emotion is "cold".

A fundamental emotion experienced by every person at least once in a lifetime is fear. It is formed because of a real danger or because a person imagines some kind of danger. Due to intense fear, people may feel insecure and have bad feelings.

Another fundamental emotion is the motivator for desires to hide and disappear. This emotion is called shame. Because of this feeling, a person may feel mediocre, if it persists for a long time, then this hinders the development of a person. On the other hand, a sense of shame helps a person to stay in the comfort zone, encourages people to try not to violate the established norms of behavior, and this, in turn, helps to maintain the self-respect of the individual.

An emotion often associated with shame is guilt. But if shame appears with any mistake, then guilt is associated with a violation of the norms of morality and ethics, and only in situations where a person feels his own responsibility.

As a rule, each person more or less stably and often manifests several fundamental emotions in a complex, which determines his emotional traits. Their development depends not only on the characteristics of the life of the individual, but also on genetic prerequisites. There are the following emotional traits:

1. Anxiety. It is based on such a fundamental emotion as fear. Also mixed with it are feelings such as anger, shame, grief, guilt. Interest-observation can still be extremely rare.

2. Depression. This emotional trait is made up of the following set of emotions: disgust, contempt, grief, anger, fear, guilt, timidity. At the same time, disgust, contempt and anger can apply to oneself and others. Depression often manifests itself not only emotionally, but also physically: a person’s well-being worsens, he becomes more tired. These factors form a "vicious circle", they are the motivation for the development of depression.

3. Love. This complex of emotions has a special place in people's lives, thanks to it people have a feeling of joy, and life begins to play with new colors. There are many types of love, each of which has its own characteristics and its own set of factors. Common among them is that any love creates a connection between people, and this connection has not only personal, but also biological, and socio-cultural significance.

4. The complex of emotions, which is the union of such fundamental emotions as anger, disgust and contempt, is called hostility. Sometimes it leads to aggression. Depending on what knowledge a person has about the object to which hostility is directed, it can develop into hatred.

Thus, the emotions and feelings of a person are a reflection of his experiences regarding objects and phenomena occurring in his life. All activities and behavior of any person, both an adult and a child, are accompanied by feelings. But if an adult can often control his emotions, then the child becomes their prisoner, because he still cannot control them. Therefore, the main direction in the development of the emotional sphere of a preschool child is precisely the emergence of the ability to control one's own emotions, that is, to the arbitrariness of behavior. With age, feelings rationalize, begin to obey thinking. The child begins to learn the norms of ethics and morality, begins to compare his actions with them.

Fundamental emotions begin to develop over time, their content and dynamics change. They become stronger, deeper. On their basis, with age, higher feelings are formed - cognitive, moral, aesthetic.

The child first learns to understand his own feelings, and as he grows up, the feelings of other people. By external manifestation in posture, facial expressions, gestures, voice, children learn to distinguish the emotional state of other people.

Of course, the most understandable for children are the basic emotions (anger, joy, sadness). The child worries with the hero of the fairy tale, rejoices with him, fears for him. Also in games, children can convey simple basic emotions. The development of feelings in both a child and an adult takes place under the influence of many factors, including all his activities and communication with others.

Chapter 2

2.1 Psychological characteristics of preschool children

Preschool age is the stage of mental development of a child in the age range from 3 to 7 years. It includes three periods:

1. younger preschool age - from 3 to 4 years;

2. average preschool age - from 4 to 5 years;

3. senior preschool age - from 5 to 7 years.

Within the framework of Soviet and Russian psychology, each age period characterized by a social situation of development, leading activity and mental neoplasms.

Social situation of development

On the stage of preschool age, the social situation of development is characterized by the disintegration of the joint activity of the child with the adult. The child discovers the world of human relations through a role-playing game. In the game, the child repeats the actions of adults, through which he realizes the tendency to be and act like an adult. The circle of significant persons is gradually expanding, which now includes peers as partners in the game.

Leading activity

presenter activity at this stage is a role-playing game that determines the position of the child, his perception of the world and relationships. Through the plot-role-playing game, the development of various spheres of mental activity takes place. The game is a form of socialization of the child, contributing to the orientation of the child in social and interpersonal relationships.

The Soviet psychologist D. B. Elkonin identified 4 lines of influence of the game on the mental development of the child:

· The development of the motivational-required sphere - the development of functions, meanings, tasks of human activity. The child strives for a socially significant and approved activity, the first subordination of motives takes place, which is the first step towards their hierarchy, which ensures psychological readiness for school.

Overcoming cognitive "egocentrism", the child begins to correlate his own position with a different point of view, learns to coordinate his actions with the actions of others.

· Development of an ideal plan, characterized by the transition from external actions to actions in the internal plan.

· Development of arbitrariness of actions by means of obedience to rules.

Mental neoplasms

Central neoplasm of preschool age - formation visual-figurative thinking associated with the development of orienting research activities. There is a mastery of mnemonic means, the possibility of arbitrary memorization appears - memory becomes a mediated sign. Speech has the function of planning and regulating activity.

New formations of the emotional-personal sphere are associated with the subordination of motives, the formation of new motives. The development of self-esteem contributes to the differentiation of I-real and I-ideal. Emotions begin to be regulative in relation to one's own behavior. Psychological readiness to school is the most important complex neoplasm of preschool age, which includes the arbitrariness of behavior regulation, personal and intellectual readiness.

At the age of 3 years there is a transition from early to preschool age. This transition is characterized by the so-called crisis of three years, described in its positive meaning by the Soviet psychologist L. S. Vygotsky. The child develops fundamentally new system social relations with the world against the background of its increasing independence.

The crisis is characterized by the emerging contradiction between the child's desire to take part in the life of adults and the disintegration of the former joint activity and the child's attempts to assert his independence. L. Vygotsky highlights the symptoms of a crisis that characterize this transitional period:

· Negativism;

· Stubbornness;

· Obstinacy;

· Willfulness;

Devaluation of everything that used to be significant for the child;

· Despotism;

· Protest.

The neoplasm of the crisis of three years is pride in one's own achievements. The self-consciousness of the child is formed, manifested in the formation of an independent position.

As the end of this age stage, L. Vygotsky considers the crisis of 6-7 years, the main symptoms of which are:

· Loss of spontaneity;

The appearance of "secrecy" in relation to their feelings;

· Loss of former interests.

There is a desire for a socially significant position, greater independence. The child's attitude to the world begins to be regulated by the nature of his relationship with the people around him.

2.2 The development of the emotional sphere of preschool children

Under the emotional sphere of a person, it is customary to understand not only emotions, but a complex set of emotions and other emotional phenomena: tone, emotional properties of a person. Thanks to them, the concept of emotional personality types and emotionally stable relationships (feelings) appears, each of which has its own clear signs and differences from each other.

In the life of every person, emotions are of great importance. But for a child, emotions also become a determinant of the value of objects and phenomena, a kind of standard of their quality. It is with the help of feelings that a preschooler perceives the small world around him, thanks to them he can show adults what he feels and feels.

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 the positive result of his activity and the good mood of those around him.

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 relationship 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 tantrums are not as typical for older ones as for 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 younger child. 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 his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his 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 is better not to attach too much importance to the change in the child's mood, which will allow him to find emotional stability on his own. 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 receive 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 ontogenesis, 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. The younger the child and the greater his helplessness, the more significant is his dependence on the conditions in which he is brought up. 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 of 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 left out;

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, you can 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 to get 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 subject to the influence of 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 achieving success usually contribute to an increase, and negative emotions associated with failure reduce 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.

In preschool childhood, there is an intensive development of social emotions. Emotional synthonia as an emotional infection begins to lose its meaning, since 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 only affects him 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.

There are such new forms of social emotions, which include empathy, sympathy, complicity with other people, which are various forms flow 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. Senior 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 indirect moral standards and empathic relationships. The development of empathic experiences in preschool children occurs under the influence of various psychological, social and physiological factors (Fig. 1).

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;

* the arbitrariness of emotional processes - the ability to regulate their immediate desires and correlate them with consciously set goals; * verbal designation of emotional states; * emotional correction - a psychological mechanism for regulating the behavior of an older preschooler, based on his internal determination by motives.

Rice. 1 Factors in the development of empathic experiences in preschool age

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 among preschoolers, a transition is made from a relatively elementary, lagging, to a more complex, advanced one. emotional correction activities. 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 activities, a specific functional system 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 and cognitive activity, the child mentally takes a certain position in the proposed circumstances, performs certain imaginary actions, loses in an ideal way. various options 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 other people. 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. 2). 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.

Conclusion

In the course of studying the features of the development of the emotional sphere of a preschool child, it was found that it is influenced by internal and external factors.

It was also found that the following main areas are distinguished in the development of the emotional sphere of a preschooler:

Complication of the content of the emotional sphere, the emergence and development of the impressive side of emotions and feelings;

Formation of the general emotional background of the mental life of the child.

The formation of the expressive side of the emotions and feelings of a preschool child.

The will of a preschool child develops in close connection with the development of behavioral motives, the formation of mutual subordination of motives. Such a promotion of motives to the fore and the appearance of a certain direction leads to the fact that the child begins to consciously achieve the goals set for himself, does not give in to the influence of less significant and unrelated motives.

The development of volitional actions of a preschool child includes three interconnected aspects:

1) development of purposefulness of actions;

2) establishment of interdependence between the purpose of actions and their motive;

3) an increase in the regulatory role of speech in the performance of actions.

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, annoy, 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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Without emotions it is impossible to imagine our life. They accompany us in all areas of activity and sensory experiences, often dictating our behavior and conditioning actions. But if an adult is able to correctly not only express, but also control emotions, then kids only learn this, gradually increasing the volume of a variety of feelings. Therefore, it is important for parents to know how the emotional development of the child occurs at preschool age.

Since birth

The development of the emotional sphere begins at a very early age with the expression of the simplest feelings. What is an emotion? This is the state of the human psyche, which expresses his attitude towards himself and the world around him, his processes. It follows that emotional development is a process in which a person gradually learns to respond to various phenomena of the surrounding reality, as well as to be the master of his emotions, to control them.

From birth, the baby is endowed with the simplest emotions. This is crying, and a little later - a smile and laughter. Crying is a way to signal to parents about their needs, illness, discomfort, lack of attention. A smile is the first expression of joy and well-being. Gradually, surprise and interest are added to them - natural companions of the cognitive development of an early age baby.

From 1 to 3 years old, a child learns to use crying to ask for help and for psychological protection. He has the first tantrums (as a rule, peeped from other children) as a way to achieve what he wants or protest against what he does not want.

The sources of emotions at an early stage are, firstly, communication with others (primarily parents). In addition, everything that surrounds him causes different feelings in a child: toys, melodies, cartoons, books, animals, etc.

Starting from the age of 3, the baby is actively developing in speech, intellectual and emotional terms. We can say that during this period the foundation is laid for his future character and ability to understand the emotions, desires and motives of other people.

How to develop the most significant areas for a child in 20-30 minutes a day

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Why is it necessary to develop the emotions of a child?

As you know, kids need to be taught everything: walk, talk, serve themselves, think. Express, recognize and control emotions - including. Why?

If you do not pay enough attention to the emotional education of a preschooler, he will not learn how to correctly express joy or resentment, share his feelings with others. And this is a serious communication barrier. Accordingly, the baby will grow insecure, not as happy as other children.

Emotions are reflected in the character of the child, his behavior. They help (or hinder) him to correctly perceive what is happening around him, to respond to the events of reality.

In the early childhood emotions are quite impulsive. They need to be "grow" to stable likes or dislikes, which over time will develop into such feelings as friendship, mutual understanding, love, hatred. In our days, when violence and cruelty pour down on us from television screens, newspaper and book pages, the correct emotional development of the child is of paramount importance. The ability to express and control emotions helps him adapt to different situations, form social interaction, develop socially and morally.

In addition, we cannot ignore the fact that children learn by example (often from the example of the dysfunctional behavior of other children). Therefore, if adults do not control the process of the formation of their child's emotions, most often he develops negative emotions in himself - as a way of self-defense and ensuring his own well-being in the children's understanding (so that they do not deprive, do not prohibit, buy what they want, etc.). In the arsenal of such a child, resentment, fear, shyness, boredom, fatigue, anger, despair will prevail.

Features of children's emotions

Emotions develop progressively, in connection with common development child, the emergence of new skills, needs, motives, social experience.

In general, in preschool age, the following features of emotional development are distinguished.

• The child learns social ways of expressing his feelings, which is facilitated by the expansion of the sphere of his communication (parents - relatives - neighbors' children - kindergarten staff).
• Emotional anticipation appears: the child learns to understand what feelings his actions will cause in others, what result this will lead to.
• Feelings develop: gradually they become more conscious, arbitrary, reasonable, extra-situational.
• Intellectual, moral, aesthetic feelings begin to form.

In more detail, the conditionally emotional development of the baby can be divided into 2 stages.

1. Up to 3 years most emotions are due to the needs of the child, the ways of expressing them are rather primitive (mostly facial expressions, laughter or tears). Such emotions are aimed at satisfying the basic instincts (nutrition, self-preservation). During this period, the first unstable ideas about the surrounding reality appear, an attitude towards close people is formed. The first social form of anger appears - the jealousy (or envy) of the child, shown in relation to other children, if his mother pays attention to them. Including the younger children in the family. If a child at this stage is deprived of the opportunity to fully express his emotions, his emotional sphere does not develop.
2. From 4 to 6 years biological needs are preserved, but the child gradually learns to control his emotional state (for example, to suffer a little if he is hungry). Under the direct influence environment higher moral emotions begin to form. The child learns to evaluate the actions of others (good or bad). Emotions become less impulsive. The child develops stable feelings for relatives and others (love, affection, friendship).

Do not scold your child for whining, asking him to feed or quench his thirst when, for example, you are still riding public transport. Children in general can hardly control their biological processes. Even at the age of 4 - 5 years, the baby will not be able to restrain himself for a long time. It is better to distract him with something interesting, say that there is very little left before the house - show understanding.

What influences the development of children's emotions?

The emotional development of a preschooler depends on his personal development, in particular on the emergence of new motives, needs, interests, and the development of cognitive activity.

Motives include, for example:

• interest in the environment;
• interest in the game;
• maintaining good relationships with family, other significant adults, and peers;
• self-assertion, self-esteem, etc.

That is why social emotions are formed in the first place at preschool age.

AT cognitive development the change in emotions is influenced, first of all, by the inclusion of his speech in the emotional processes of a preschooler, which makes his feelings more generalized and conscious.

Emotions of the child develop in society - small (family) or wider (yard, kindergarten). The baby learns the emotions that will allow him to control his parents, while they teach him the emotions that they consider right. Communicating with others, the child gradually learns the norms of behavior and manifestations of emotions adopted in a particular society. A preschooler learns friendship, gratitude, patriotism, love.

Boys master their role (man, protector, future father), girls - the role of a woman, housewife, mother.

What helps develop the emotional sphere?

The humane feelings of a preschooler are perfectly helped to develop gaming activities, in particular role-playing games. Playing with other children, the baby learns to understand others, to sympathize with them, to understand their desires, state, mood. By the senior preschool age, a child gradually moves from a simple recreation, playing situations or feelings to the transfer of those emotions that the game contains. The child learns to empathize with others, to share their feelings.

Introducing a preschooler to work, which is aimed at achieving a useful result for others, gives the baby new emotions: sympathy for the efforts of other children, the joy of achieving a common goal, satisfaction from their work or dissatisfaction if they did it poorly.

Playing sports also brings a lot of emotional discoveries to the child. He learns to be self-possessed, strive for a goal, experience the first failures and rejoice in achievements. In group sports, children learn cohesion, responsibility for their actions to others, learn to work together for a sports result.

Any cognitive activity will certainly enrich the emotional baggage of a preschooler. This is the joy of a new discovery (albeit not such a global one), doubts, surprise, the desire to make another discovery for yourself.

Aesthetic feelings develop in preschool children in the process of their own creative activity and communication with art. beautiful sculptures, paintings, literary works help the child learn such concepts as "beautiful", "harmony", "taste", "terrible", "true", "false", "truth", "good", "evil". A preschooler learns not only to express their emotions artistic means but also to defend the truth, to protest against lies and evil, to appreciate the good and the beautiful in people.

Useful games

So, one of the main types of developmental activities of a preschooler is a game. Here are some examples of games that promote the emotional development of children.

• Painter.

You can play in a group, you can play alone. The participants of the game are offered several cards with images of children expressing various emotions. You need to choose a card for yourself, and then come up with and draw a story in which this emotional state will become the basis of the plot. In the group version, at the end of the game, an exhibition is organized where you can guess the hero and the author of the picture, and the author can tell the story he has drawn.

• Who goes where?

Similarly, a toddler (or toddlers) is presented with several images of children with different emotions. The task of the child is to choose from all the pictures images of children who, for example, can be invited to the festive table, taken to the doctor, calmed down, those who are offended by adults, do not want to obey, etc. It is necessary to explain on what grounds it was made just such a choice.

• Little Raccoon.

Group game. One kid portrays a little Raccoon from the famous cartoon. The rest become a "river" in which he sees his reflection. The raccoon stands in front of the river and depicts various emotions (joy, anger, fear, interest), and the children must accurately repeat his facial expressions and gestures. In turn, everyone can become Raccoons.

So, the program for the development of the child's emotions should, in addition to active socialization, include playing activities, familiarizing the preschooler with sports, work, art, reading books, and one's own creativity. And one of important points here is an example of parents.

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

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

If at a given age these processes are not properly formed, 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 a 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 incentive 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 basis of the foundations, it creates good health, “charges” the child 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 are able to inspire him to great deeds and noble deeds are not given to a child ready-made 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, enriching him with new knowledge, forcing him to strain his mind to solve any cognitive problem, 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?

Sounds music / Causing fear /.

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!