Emotional development and emotional sphere of personality. Development of the emotional sphere of children

Lapteva Yu.A.
Morozova I.S.

Keywords

EMOTIONAL SPHERE / EMOTIONAL DEVELOPMENT OF PRESCHOOLERS / DIRECTIONS OF EMOTIONAL DEVELOPMENT/EMOTIONAL GROWTH/ MODEL OF EMOTIONAL DEVELOPMENT / EMOTIONAL SPHERE / EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN / DIRECTIONS OF EMOTIONAL DEVELOPMENT / EMOTIONAL NEOPLASMS / MODEL OF EMOTIONAL DEVELOPMENT

annotation scientific article on psychology, author of scientific work - Lapteva Yu.A., Morozova I.S.

The article analyzes the current state of the problem of the emotional development of preschool children in the framework of domestic research. Emotional neoplasms are considered as a significant regulator of most important life functions and as a factor in the formation of a complex system of the emotional worldview of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated directions of emotional development during preschool childhood: emotional-expressive, emotional regulation of behavior and communication, development of social emotions. Emergence of key neoplasms is shown emotional sphere preschooler: the ability to differentiate the signs of expression and identify their meaning in the context of certain emotional states; development of empathy; ability for emotional anticipation. The results of theoretical generalizations are presented in the author's models of emotional development preschool children. The conclusion indicates the relationship of key neoplasms emotional sphere, the nature of socially significant relationships that develop in the space of a kindergarten, with a sense of emotional (psychological) comfort of a preschool child.

The text of the scientific work on the topic "Development of the emotional sphere of a preschool child"

UDC 159.99

DEVELOPMENT OF THE EMOTIONAL SPHERE OF A CHILD OF PRESCHOOL AGE

Yu. A. Lapteva1 and I. S. Morozova1 [email protected]

1 Kemerovo State University [email protected] [email protected] [email protected] [email protected]

Abstract: The article analyzes the current state of the problem of the emotional development of preschool children in the framework of domestic research. Emotional neoplasms are considered as a significant regulator of most important life functions and as a factor in the formation of a complex system of the emotional worldview of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated areas of emotional development during preschool childhood have been identified: emotional-expressive, emotional regulation of behavior and communication, and the development of social emotions. The emergence of key neoplasms of the emotional sphere of a preschooler is shown: the ability to differentiate signs of expression and identify their meaning in the context of certain emotional states; development of empathy; ability for emotional anticipation. The results of theoretical generalizations are presented in the author's model of the emotional development of preschool children. In conclusion, it is pointed out the connection between the key neoplasms of the emotional sphere, the nature of socially significant relationships that develop in the kindergarten space, and the feeling of emotional (psychological) comfort of a preschool child.

Key words: emotional sphere, emotional development of preschool children, directions of emotional development, emotional neoplasms, model of emotional development.

For citation: Lapteva Yu. A., Morozova I. S. Development of the emotional sphere of a preschool child // Bulletin of the Kemerovo State University. 2016. No. 3. S. 51 - 55.

The development of the emotional sphere of children in psychological and pedagogical research is considered as one of the leading characteristics of child development. Changes taking place in adult society, changes in socio-economic conditions, among other things, cause an increase in the number of children with psycho-emotional disorders. Such trends lead to a complication of the process of socialization of a preschool child, make it difficult for him to enter the world of culture of interpersonal relations. The reflection of social relations in the child's experiences not only determines the dominant emotional background, but also acts as a source of development and "crystallization" of his emotional sphere.

The experience of interaction with preschool children in the framework of monitoring activities in preschool educational organizations suggests that the current situation in the development of children does not always contribute to meeting the child's needs for emotional experience. Thus, recent studies show an increase in the number of children with signs of anxiety and aggression, a decrease in emotional intelligence, emotional responsiveness, the ability to take into account the feelings of others, empathize with failures, rejoice in the successes of others, adequately express their feelings. Studies have shown a decrease in the age of onset of emotional disorders in preschool children.

The appearance in the child of a sense of psycho-emotional comfort as a whole is actually provided by key neoplasms of the emotional sphere. The formation of key neoplasms of the emotional sphere falls mainly on

school childhood, which makes the emotional sphere of a preschool child the busiest and most competent, acting as a regulator of most important life functions, a factor in the formation of a complex system of the child's emotional worldview.

The study of the general patterns of emotional development at different stages of preschool childhood greatly deepens the understanding of the mechanisms of personal and intellectual development of children. Within the framework of the system-activity approach, which is the basis of modern educational standards, emotional development is explained mainly from the standpoint of the appearance of neoplasms within the emotional sphere at certain age stages. Significant neoplasms are formed within the framework of emotional and expressive development; formation of emotional regulation of communication and behavior; development of emotional interaction and social emotions.

One of the key directions in the process of emotional development, scientists consider the formation of the perception and reproduction of emotional states by preschoolers. Within the framework of individual tasks of experimental research (A. S. Zolotnikova, A. M. Shchetinina, O. V. Gordeeva, E. M. Listik, I. O. Karelina, N. V. Kapitonenko, N. A. Dovgaya , T. V. Garmaeva, E. I. Izotova, L. V. Popova, T. V. Grebenshchikova, etc.) established the features of the expansion of the modal range of emotional experiences, the complication of the system of knowledge about emotions in children at different stages of preschool childhood.

With regard to the ability to perceive and reproduce emotional states by children, we consider it legitimate to consider its formation in

within the emotional and expressive development of preschoolers (N. E. Razenkova, T. V. Grebenshchikova). In the process of emotional and expressive development, the formation of “emotional coding”, that is, the ability to transform the expressive expression (modified expression) of certain emotions in the context of the socialization of a preschooler, and “decoding of emotions” by children are considered in a complex way.

So, within the framework of emotional and expressive development, T. V. Grebenshchikova identifies two key lines. He connects the first line of emotional-expressive development with the regular changes that occur in the perception, recognition, and definition of emotions by children by expression. The second line determines the changes that occur in the reproduction of various emotional states by children. The latter is considered by the author as one of the most important elements of social perception of the preschool period of ontogeny.

Agreeing with T. V. Grebenshchikova, we believe that emotional-expressive development during preschool childhood actually ensures the child's ability to differentiate signs of expression and identify the meanings of emotions in the context of certain emotional states. This ability is one of the key neoplasms of the emotional sphere of preschool children.

Another priority direction of emotional development in most domestic studies is the improvement of the emotional regulation of communication and behavior.

During the period of preschool age, the child begins to separate himself as the cause of his mood from the outside world, which leads to a gradual weakening of egocentrism. Improving the emotional regulation of behavior is directly related to the development of the mechanism of emotional decentration, the emergence of emotional synthonia and empathy, manifesting itself in the ability to distance oneself from one's own emotional experiences, switch to the perception and understanding of the emotions of others.

The absence of emotional decentration, empathy, and emotional self-regulation by the end of senior preschool age is considered by G. M. Breslav as the most significant factor in the emotional distress of preschool children.

E. I. Izotova, E. V. Nikiforova note that the development of emotional decentration in preschool age is based on the psychological phenomenon of positional emotional switching. The formation of the mechanism of emotional decentration occurs as egocentrism is overcome and the subject's position changes as a result of collision, comparison and integration with positions that are different from the child's own position. At the same time, emotional decentration and, as a result, empathy are considered as the central phenomenon of the socialization of emotions. Consequently, the appearance of emotional decentration directly determines the development of empathy, which in the period of preschool age begins to occupy an important place in the circle of social emotions of the child.

In the studies of T. P. Gavrilova, Yu. A. Mendzheritskaya, T. A. Gaivoronskaya and others, it was noted that empathy, among other things, is based on the ability of children to correctly recognize the emotional state of a person. The complex multi-level structure of empathy contains a set of emotional, cognitive and behavioral variables mediated by the experience of social interaction.

Sharing the position of domestic scientists (G. M. Breslav, A. V. Zaporozhets, Ya. Z. Neverovich, L. P. Strelkova, A. D. Kosheleva, etc.), according to which empathy is considered as a special process, the deployment of which is presented in the form of the sequential appearance of the following forms (levels) of its manifestation: "empathy - sympathy - an impulse to contribute", we believe that the development of empathy in the process of establishing emotional regulation occurs in close relationship with other areas of emotional development in preschool age - emotionally expressive and development of social emotions.

Thus, the formation of emotional regulation of communication and behavior in preschool age as a direction of emotional development causes the appearance of emotional decentration, improvement of the child's ability to empathy, which manifests itself in a consistent change in the forms of its manifestation, from empathy to sympathy, and from it to assistance.

We consider it important to emphasize that the development of the ability to empathize is directly dependent on the level of development of the preschooler's ability to differentiate and identify emotional states, which determines the formation of social emotions as an independent direction of the preschooler's emotional development.

The basis of modern research in the field of the development of social emotions as a separate direction in the development of the emotional sphere was laid within the cultural-historical and activity approaches, primarily in the works of L. S. Vygotsky, P. P. Blonsky, S. L. Rubinshtein, A. N. Leontiev, D. B. Elkonina. The development of emotions follows the path of progressive development and is considered mainly according to the laws of development of higher mental functions, in connection with which the development of social emotions involves a transition from external socially determined forms of emotions to internal emotional processes. Therefore, during preschool childhood, the child gradually forms completely new feelings (moral, aesthetic, intellectual), which are not directly related to natural affects and are not connected with the satisfaction of organic needs.

On the one hand, in preschool childhood there is a noticeable change in the content of emotions, complex feelings arise caused by the evaluation of an action, the significance of this action for other people, a measure of how the norms and rules of behavior are observed when performing this action. On this basis, a “motivational-semantic orientation” of activity is formed. In the period of preschool childhood, motivational-semantic orientation passes from a simple form, carried out in

directly perceived field, to a complex form presented in an imaginary plane.

On the other hand, affective and cognitive processes enter into an interconnection, form a single affective system of foresight and anticipation of individual consequences of one's actions. Thus, the relationship between affect and intellect, the interdependence of emotional and cognitive processes, described in the works of L. S. Vygotsky, is formed.

The above trends in the development of social emotions determine the emergence of emotional anticipation - the child's ability "not only to foresee, but also to feel what personal meaning the consequences of his actions and actions will have for him and for those around him" .

It can be noted that the problem of the development of social emotions in scientific research is presented exclusively in the light of the works of L. S. Vygotsky. Modern researchers rely on the work

A. V. Zaporozhets, Ya. Z. Neverovich, A. D. Kosheleva, L. A. Abromyan and other employees of the Institute of Preschool Education of the Academy of Pedagogical Education of the USSR, who have been the most authoritative in the field of studying social emotions for more than 40 years. Scientists have identified general patterns in the development of social emotions, their dependence on the content and structure of children's activities.

For constructing a model of emotional development, the point of view of Ya. Z. Neverovich and A. V. Zaporozhets is important, according to which emotional anticipation is an important neoplasm of the emotional sphere of a preschooler, undergoing a number of regular changes throughout preschool childhood.

Thus, as the main interrelated directions (lines) of the development of the emotional sphere in preschool age, we consider it legitimate to name the emotionally expressive direction, emotional regulation of behavior and communication, and the development of social emotions.

Emotionally Expressive Development

perception, recognition,

determination of emotions by expression (decoding of emotions)

Playback, social

transformation and expression by children of various emotional states (emotion coding)

The ability to differentiate signs of expression with the subsequent identification of their meanings in the context of certain emotional states

The development of empathy as the ability to empathize, sympathize with another

The ability to emotional anticipation, which provides the ability to anticipate and feel the personal meaning of the consequences of the child's actions and deeds in advance

Creation of the emotional well-being of the child (subjective characteristic as an indicator of a qualitative assessment of the development of the emotional sphere of the child)

Emotional attitude (generalized feeling

mental comfort)

Rice. Model of emotional development of preschool children The model of emotional development of preschool age children

Key neoplasms of the emotional sphere of a preschool child appear as a result of progressive regular changes that occur within the framework of perception, recognition, definition and verbal designation of emotions; the formation of emotional decentration; complication and expansion

the subject content of emotions, the emergence of new forms of motivational-semantic orientation of activity, the generalization of affect and intellect.

Emotional neoplasms include, first of all, the ability to differentiate the signs of expression and identify their meanings in context.

the text of certain emotional states; the development of empathy as the ability to empathize, sympathize, promote the feeling of another person, the ability to emotional anticipation.

We believe that the appearance of a feeling of emotional (psychological) comfort in a child is actually provided by the above-mentioned neoplasms of the emotional sphere of a preschooler. In the process of diagnostic assessment of emotional development, it is also necessary to take into account the nature of socially significant relationships that develop in the space of the kindergarten. Taking into account the point of view of L. A. Abromyan, A. D. Kosheleva, we consider the child’s emotional worldview as a generalized feeling of psychological comfort in the “I-World” system, and also as an indicator of the normative age-related development of key neoplasms of the emotional sphere at preschool age.

Theoretical generalizations of the above provisions of domestic researchers on the problem of the development of the emotional sphere of a preschooler can be represented in the form of a model (Fig.).

In general, the presented approach makes it possible to determine the key invariants of the development of the emotional sphere of a preschooler. The lines of emotional development that we have identified are consistent with the three-component structure of the emotional sphere (E. I. Izotova, E. V. Nikiforova, etc.).

We consider the following promising directions for studying the problem of the emotional development of preschool children: the identification of age standards for the development of individual emotional neoplasms at different stages of preschool childhood; organization of a system of psychological and pedagogical support for the emotional development of preschoolers, ensuring the optimal emotional worldview of the child and his emotional well-being in general.

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Lapteva Yuliya Alexandrovna - Senior Lecturer, Department of General and Preschool Pedagogy and Psychology, Kemerovo State University, [email protected]

Morozova Irina Stanislavovna - Doctor of Psychology, Professor, Head of the Department of General and Developmental Psychology, Kemerovo State University, [email protected]

The article was submitted to the editorial board on January 18, 2016, accepted for publication on April 7, 2016.

EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

Lapteva Julia A.1"m, Morozova Irina S.1" [email protected]

1 Kemerovo State University [email protected] [email protected] [email protected] [email protected]

Abstract: The paper analyzes the current state of the emotional development of children of preschool age within the framework of national studies. Emotional growth is considered to be a significant regulator of the most important life functions and a factor in the formation of a complex system of emotional attitude of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated areas of emotional development during the preschool years were identified: emotional expressiveness, emotional regulation of behavior and communication, the development of social emotions. The appearance of growths of the emotional sphere of a preschool child is shown: the ability to differentiate and identify signs expressing their values in the context of certain emotional states; development of empathy; the capacity for emotional anticipation. The results of theoretical generalizations are presented in the authors" model of emotional development of children of preschool age. In conclusion, the connection of key growths of emotional sphere, the nature of the socially important relations in the space of a kindergarten with a sense of emotional (psychological) comfort of the child is displayed.

Keywords: emotional sphere, emotional development of preschoolers; directions of emotional development; emotional growth; model of emotional development.

For citation: Lapteva J. A., Morozova I. S. Emotional development of preschool children. Bulletin of Kemerovo State University, no. 3 (2016): 51 - 55.

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10. Lapteva Yu. A., Morozova I. S. K probleme izucheniia osobennostei emotsional "nogo razvitiia sovremennykh doshkol" nikov. Sovremennaia nauka: opyt, problemy i perspektivy razvitiia: materialy Mezhdunarodnoi nauchno-prakticheskoi konferentsii. Neftekamsk. Neftekamsk: Education & Science (2015): 56 - 59.

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14. Fedorova N. I. Monitoring psikhicheskogo razvitiia detei doshkol "nogo vozrasta v usloviiakh krupnogo promyshlennogo goroda. Sibirskii pedagogicheskii zhurnal - Siberian Pedagogical Journal, no. 7 (2010): 134 - 143.

The concept of emotions. Classifications of emotions

Topic 11. EMOTIONAL SPHERE OF PERSONALITY

Emotions- mental reflection in the form of direct experience of the vital meaning of phenomena and situations, due to the relationship of their objective properties to needs.

General purpose of emotions. Emotions reflect the degree of compliance with reality to actual needs and functionally, energetically prepare the body for action.

Classifications of emotions

1. 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. And all of them can be divided according to the criterion of intensity:

ü A - mood - a general generalized emotional background, manifested as a long-term emotional experience of low intensity.

ü B - affect - a particularly pronounced emotional state that quickly takes possession of a person and proceeds rapidly, accompanied by changes in consciousness, visible changes in the behavior of the person who experiences it (impaired control over actions, loss of self-control, change in the entire life of the organism). This is an outburst of emotions (intense, pronounced) in significant situations, a way of "emergency" resolution of the situation - flight, numbness, aggression, etc.

ü В - feeling - the highest, complex stable emotion in relation to any object (object, person, life event). Arising as a result of the generalization of individual emotions, the formed feelings become formations of the emotional sphere of a person, determining the dynamics and content of situational emotional reactions.

ü G - passion - a strong dominant feeling, which is an alloy of emotions, motives and feelings concentrated around a certain type of activity, object or person. This impulse, passion, orientation of all aspirations and forces of the individual.

ü D - stress - a state of mental stress that occurs in a person in the process of activity in the most difficult, difficult conditions, both in everyday life and under special circumstances. A special form of experiencing feelings, close in its psychological characteristics to affect, but in duration approaching moods; physiological state that accompanies an emotional state - a non-specific reaction of the body in order to adapt

Intensity

Fig.18. Conditional Emotion Graphs

2. Linear classifications (there are several), for example:

§ By attractiveness for the subject (positive/negative);

§ By intensity and duration (affects/moods);

§ According to the degree of awareness (conscious experiences and feelings / unconscious emotions, experiences).

3. Multifactor classifications:

Wundt's 3-dimensional theory: all feelings can be defined as a variety of three dimensions, and each dimension has 2 opposite directions, excluding each other (and all emotional states can be "expanded" along these dimensions) (see Fig. 19).

satisfaction dissatisfaction

Psychological theory and pedagogical practice are closely related and mutually influence each other. The modern practice of public education of preschoolers testifies to the deformation of the pedagogical process towards the one-sided dominance of educational values over educational ones. The emotional life of the child, as a rule, is taken out of the framework of an organized pedagogical process.

An unjustified enthusiasm for early education at preschool age has led to the fact that today “under-played” children who can read and write, but are lagging behind in development, are increasingly coming to school: they cannot observe, compare, establish the simplest cause-and-effect relationships, and perform creative tasks , with insufficiently developed imagination, attention, arbitrariness of mental processes; such children do not have volitional regulation of behavior, communication skills, etc.

The emotional sphere can be considered as one of the internal factors affecting the mental and physical health of the child, as a powerful regulator of the psyche, as a complexly organized system for regulating his behavior.

It is known that in the process of child development, changes occur in his emotional sphere: his views on the world and relationships with others change, and the ability to recognize and control emotions increases. But qualitative changes in the emotional sphere do not occur by themselves. The emotional sphere needs to be developed.

It has been established that in modern conditions of the development of society and education, the attention of the teacher should mainly be directed to creating special conditions for the favorable development of the emotional sphere of children in various activities.

The results of numerous experimental studies in the field of emotions are presented in the works of Bozhovich L.I., Vygotsky L.S. (1982), Vilyunas V.K., Davydov V.V., Zaporozhets A.V., Zenkovsky V.V., Leontiev A.N. (1947), Neverovich Ya.Z., Rubinshteina S.L. (1946), Simonova P.V., Ilyina E.P., Yusupova I.M.

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Features of the gaming activity of preschoolers

1. Ontogeny of the development of a role-playing game.The beginning of the development of game theory is associated with the names of such thinkers of the 19th century as F. Schiller, G. Spencer, W. Wundt. Developing their philosophical, psychological and mainly aesthetic views, they incidentally touched on the game as one of the most common phenomena of life, linking the origin of the game with the origin of art.

On the basis of ethnographic data, it was concluded that there are no developed forms of play in modern society, it was supplanted and replaced, on the one hand, by various forms of art, and on the other, by sports.

The game in the expanded form of the speech game continues to live in childhood, representing one of the main forms of life of the modern child.

Two directly opposite positions can be distinguished in understanding the nature and content of children's play.

According to the first position, play is an activity that is instinctively biological in nature. According to G. Spencer's theory of "excess of strength", the game is an artificial exercise of strength and is characteristic only for representatives of its higher species. The biological meaning and purpose of the game, according to the theory of exercises by K. Gross, is the acquisition in childhood of new useful devices necessary for the successful survival of individuals in adulthood. V. Stern believed that due to the existence of a special "instinct of the game", there is another possibility for the realization of his prematurely maturing abilities. According to the theory of functional pleasure by K. Buhler, the development of new useful qualities, abilities and skills is carried out due to the fact that the movement towards perfection gives pleasure and therefore is fixed. Buytendijk proceeds from the fact that the game arises at a certain stage of evolutionary development in connection with the complication of the way of life of animals.

A significant contribution to the development of theoretical ideas about the nature and significance of children's play was made by Z. Freud. He considered the game as a special way of defensive behavior or conflict resolution.

In Russian psychology, a role-playing game is understood as an activity that is social in origin and structure (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin), ensures the development of the world of human relations and creates conditions for the mental development and preparation of the child to the future life. Mastering first actions with objects, and then with substitutes, the child in the game gradually begins to think in the inner plane.

According to K.D. Ushinsky, the child, by imitation, reproduces in the game attractive, but so far not really accessible forms of behavior and activities of adults.

In games, wrote S.T. Shatsky, the personality of the child is most fully manifested, therefore the game is a means of comprehensive development of the personality, a “life laboratory”.

Researchers (L.S. Vygotsky, D.V. Elkonin, A.P. Usova, D.V. Mendzheritskaya, L.A. Venger, N.Ya. Mikhailenko and others) note that it is precisely the independent forms of play that have in Pedagogy most important for the development of the child.

When describing children's play, psychologists emphasized the work of the imagination or fantasy.

The central point that unites all other parties is the role that the child takes on. Almost all authors note that the content of the role is decisively influenced by the reality surrounding the child. The plot of the game, according to D. B. Elkonin, is the area of reality that is reproduced in the game.

Role

Image (for example, a chef)

Activities Relationships Sequence

(for example, prepares (collaborations, and communication events

lunch) mutual aid,

Division of labor, care and attention,

Or domination, hostility, rudeness, etc.)

The structure of the role-playing game

Role-playing games are games on everyday topics, games with industrial themes, building games, games with natural material, theatrical games, fun games, entertainment games.

The plot-role-playing game of a child in its development goes through several stages, successively replacing each other: an introductory game; display game; plot-display game; role-playing game; drama game. Together with the game, the child himself develops: at first, his actions with a toy object are manipulative in nature, then he learns various ways of acting with objects. At the stage of plot-representative play, a young child directs his actions to fulfill the conditions of the goal, and instead of a real result, an imaginary one appears. The transition to a role-playing game, which begins to develop gradually from the second younger group, is evidenced by the appearance in the game of generalized actions, the use of substitute objects in the game; combining objective actions into a single plot, enriching the content of the game.

D.B. Elkonin writes that a game object should be partially familiar and at the same time have unknown possibilities.

The first concentration reaction is a positive mimic-somatic complex as a reaction to the caring adult.

As a result of random pushing of hands on objects and visual concentration, an act of grasping occurs, as a result of which visual-motor coordination is instantly established.

Further development of movements and visual concentration (examination of an object) form the main action with objects - manipulations. The actions of a child of the first year of life are stimulated by the novelty of objects and are supported by the influence of new qualities of objects that are revealed in the course of manipulating them.

From this primary manipulative activity, other types of activity arise, and above all - objective, the meaning of which is the mastery of socially developed actions with objects and "research" as a search for something new in the subject.

In the process of deploying manipulative actions, there is a change in relationships with an adult: the emotional relationship "child - adult" turns into a relationship "child - object - adult", when the child sees the object indirectly through his relationship with an adult (situational-business form of communication - the child's interest in the object and adult skills). The child seeks evaluation of his activity, attention and approval and refuses the caress of an unfamiliar adult if this caress is not related to the activity.

In such a joint activity with an adult, there is a gradual transfer to the child of socially developed ways of using objects, i.e. actions on the model when an adult encourages and controls the child.

In early childhood, the germ of a game situation arises - the replacement of one object with another.

The first beginnings of the role appear between two and a half and three years, which is expressed in calling oneself the name of an adult, in calling the doll by the name of the character, the appearance of the child talking on behalf of the doll.

A child who puts himself in the position of an adult has an emotionally effective orientation in the relations of adults and the meanings of their activities.

Role play begins to develop actively at the beginning of preschool age.

At a younger age, the game is procedural in nature, in the middle preschool age, roles are of primary importance and interest lies in fulfilling the role, at older ages, children are interested not only in the role itself, but also in the truthfulness and persuasiveness of its performance.

Research has established that the development of a role-playing game goes from a specific objective action to a generalized game action and from it to a game role-playing action, to role-images, to display which the child uses speech, action, facial expressions, gestures and the corresponding attitude. The generalization and abbreviation of play actions is a symptom of the fact that the highlighted meaning of adult relationships is emotionally experienced, due to which there is an emotional understanding of the functions of an adult.

To attract a child to the game, it is necessary to emphasize in every possible way with intonations, gestures, facial expressions an emotionally positive attitude towards toys and actions with them. The adult should reveal to the child the connection between the role and the activities associated with it.

In playing the plot and the role of older children, unwritten, but mandatory for the players, internal rules appear. The child, entering the role of an adult, emotionally comparing himself with an adult, discovers that he is not yet an adult, and from here a new motive arises - to become an adult and actually perform its functions.

So, the game is not a world of fantasy and conventionality, but a world of reality and unconditionality, recreated by special means.

Experimental materials show that in order for a word to be included in this dynamic structure, it must absorb all possible actions with an object, become a carrier of objective actions, and only then can a word replace an object.

The game acts as an activity that is closely related to the child's needs sphere, it is in the game that a new psychological form of motives arises - the transition from motives that have the form of preconscious affective-colored immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness.

In no other activity is there such an emotionally filled entry into the life of adults, such an effective allocation of social functions and the meaning of human activity, as in the game.

2. Role-playing game in a preparatory group for school.Voluntary behavior, which is a criterion for a child's readiness for school, is characterized by the presence of a pattern and control over the implementation of this pattern.

Role behavior in the game is complexly organized. It has a model that orients behavior and is a standard for control, as well as actions determined by the model. The child in the game performs two functions: he performs his role and controls his behavior. The control function is still very weak and often still requires support from the situation, from the participants in the game. The purpose of the game is that the arbitrariness function is born in it. That is why the game can be called the school of arbitrary behavior.

The norms that underlie human relationships become, through play, a source of moral development for the child himself.

The development of personality traits under the influence of the game prepares the transition to a new, higher level of mental development.

Preview:

The psychological structure of emotions

1. The role and place of emotions in the structure of the child's personality.Preschool childhood is a period of special social and emotional sensitivity, mastering the essence of human relations.

The pedagogical work of a preschool educational institution (according to L.M. Klarina, V.A. Petrovsky) should be built on the unity of the cognitive, activity-practical and emotional components.

Well-known domestic psychologist V.V. Zenkovsky wrote: "The mental organization of childhood is exceptionally beautiful, and childhood owes its beauty and grace to that immediacy, the root of which lies in the predominant development of the emotional sphere."

L.S. Vygotsky noted that the dominance of emotions in the perception of the world and surrounding people, in understanding everything that surrounds, brings the emotional sphere of the child to the rank of the basic foundations of the personality, its “central link”.

In order for the formation of the emotional sphere of children as a prerequisite for psychological readiness for schooling to be purposeful, it is necessary to have a good idea of the dynamics of the flow of emotional processes in children, the stages in their development, and the features of the formation of children's feelings in senior preschool age.

Personality is a person taken in the system of his psychological characteristics that are socially conditioned, manifested in social connections and relations by nature, are stable, determine the moral actions of a person that are essential for him and those around him.

Personality is a complex, unique inner key of a person. The essential spiritual properties of a person at birth are given in potency. He needs to develop them, “to highlight” in himself.

Development is a single holistic process that can only be considered in relation to the system. A living organism is a complex biological system.

The structure of the personality is the foundation on which the psychic system of the personality exists and develops.

As can be seen from the figure, the human psyche, as a large system, is represented by three subsystems - processes, states and integral psychological formations.

The subsystem of processes consists of transformative-cognitive primary (1-3), secondary (4-6) and central-regulatory (7-8)

together with value-oriented (9th) levels.

The subsystem of integral psychological formations includes the psychological properties of a person as a natural being (conditionally called the properties of an individual), and the properties of the personality itself, formed as a result of the interaction of a person with the social

the world.

In complex systems, special regulatory structures are usually formed. Regulatory processes are also formed in the psyche. These are the highest feelings and involuntary attention, will and voluntary attention, and above them, at the highest, ninth level, there is morally oriented attention.

The stimulus for development is the growing needs of the body first, and then the spirit. As simpler ones are satisfied, new, higher and higher needs are formed.

2. Historical analysis of theoretical concepts in the field of research on the emotional sphere.An analysis of theoretical concepts that consider the characteristics and features of the functioning of emotional phenomena makes it possible to single out several basic approaches to the problem of emotions.

Back in the III century. BC e. raised the question of the physiological determinants of emotion. Already in ancient Greece, there was an opinion that bodily changes precede emotional ones and are their immediate cause.

In the first concepts of emotions, two diametrically opposed views on the problem of the emergence of emotions and their connection with activity can be noted. Thus, the ancient Greek materialist philosophers Democritus and Epicurus (5th century BC) believed that the emergence and development of emotions are associated with the objects of the surrounding world, and that emotions and feelings are the leaders of human behavior.

In a modified form, these concepts of emotional development also exist in modern psychology as physiological, psychodynamic, and cognitive components (Table).

C. Darwin, one of the first scientific researchers of emotions, showed the commonality of human and animal emotional expressions: human feelings are of animal origin. bodily manifestations intensify

Table

Conceptual approaches to the problem of the psychology of emotions

p/n	theoretical concept and direction research	Representatives of the direction
	Physiological The study of physiological determinants of emotions, the role of motor, neurohumoral and central mechanisms of emotions	C. Darwin (1872), R. Woodworth and G. Schlosberg (middle of the 20th century), W. James and G. Lange (beginning of the 20th century), S. Tompkins (1962), K. Izard, R. Zayants (1980 - 1990), C. Landis, P. Ekman, W. Friesen, W. Kennon (1931), F. Bard (1950), W. Hess, J. Olds, P. Milner, D. Delgado (1954 ), G. Hunspeiger (1962), J. Peipets (1937), R. Kluver and P. Bucy (1936), R. McLean (1960), E. Gelgorn (1966), I.S. Beritov (1969 ), P.V.Simonov, M.M.Khananashvili (1972), K.Kh.Pribram, D.M.Takker (1981), T.A.Dobrokhotova, N.N.Bragina, V.L.Deligin, R.Davidson and N.Fox (1982), E.D.Khomskaya, V.Geller (1993)

	dynamic (motivational)) The study of emotions as motivational components of dynamic responses	W. Wundt (late 19th century), E. Clapared, Z. Freud, L. I. Petrazhytsky, N. Ya. Groth, W. McDougall, R. W. Leeper, P. Ekman, K. Izard (1972), E. Duffy (1948), M. Arnold (1969), S. L. Rubinstein
	cognitive The study of emotions in relation to cognitive processes	B. Spinoza (1677), N. Ya. Grot (1880), S. Schechter, E. Spinger, R. S. Lazarus (1968), J.-P. Sartre, P. V. Simonov (1964), S .L.Rubinshtein (1957)

affect. Emotional manifestations are associated with the work of the nervous system and somatic conditions.

W. James put forward the thesis about the primacy of bodily manifestations in relation to the experienced emotion, that is, bodily changes following the perception of an exciting fact are emotions.

Vasomotor changes, excited by the activity of our sense organs, assumed G. Lange, constitute a real, fundamental manifestation of emotions.

Spencer proposed an understanding of emotions as dimensions of consciousness or states of consciousness, which was subsequently framed by Wundt in the assessment of the emotional sphere of consciousness by such quantitative measures as "pleasure - displeasure", "relaxation - tension", "calmness - excitement".

In his reasoning, E. Claparede noticed that from a functional point of view, emotion seems to be a regression of behavior.

Exploring the nature of emotions and feelings, W. McDougall was inclined to believe that there are two primary and fundamental forms of feeling - pleasure and pain, or satisfaction and non-satisfaction, which color and determine all the aspirations of the body.

M. Pradin, comparing physical feelings and emotional phenomena generated by perception, noted that the latter perform a regulatory function in life. He proposed to distinguish three groups of emotions: normal, passionate and pathological.

M.B. Arnold and J.A. Gasson noted that the emotional situation sets in motion many forces, often the entire organized system of possibilities that a person had at the time the emotional situation arose. Emotion can harm the integrity of the personality, even when it promotes self-affirmation.

The theory of differential emotions goes back to a rich intellectual heritage, the merit of the conceptual substantiation of which belongs to S. Tomkins. This theory has kinship with the classical works of Jacobson, Sinnot, Maurer, Gelhorn, Bowlby, Simonov and many others, with those who tend to recognize the central role of emotions in motivation, social communication, cognition and behavior.

The theory of differential emotions defines emotion as a complex process that has neurophysiological, neuromuscular, and sensory-experiential aspects.

K. Izard singled out the criteria on the basis of which it is possible to determine whether an emotion is basic. These criteria are met by emotions of interest, joy, surprise, sadness, anger, disgust, contempt and fear. He emphasized that mimic expression and a person's reaction to his own emotion play an important role in the flow and regulation of the emotional process.

The cognitive direction in the theory of emotions has its foundations in the theory of B. Spinoza. By affects (hatred, anger, envy, etc.) he meant bodily states that increase or decrease the capacity of the body itself to act.

Experimental study of cognitive determinants in emotional processes began with the works of N.Ya. Grot, who laid the foundations of the domestic psychology of emotions, proving their great importance for the development of cognition and personality of a person and linking them with the moral development of the child.

Critically using the experience accumulated in world psychology, and relying on the results of their own research, domestic psychologists Rubinshtein S.L. (1946), Leontiev A.N. (1947), Vygotsky L.S. (1982) and others established a number of important provisions regarding the role of the practical activity of subjects in the development of various mental processes. The new approach to the study of mental processes and phenomena was called the active one.

Domestic psychologists Bozhovich L.I., Vygotsky L.S., Zaporozhets A.V. put forward fundamental provisions on the dependence of a person's emotions on the nature of his activity.

S.L. Rubinstein characterized emotions as a sphere of feelings, experiences of a person's attitude to what surrounds him. The main starting point that determines the nature and function of emotions is that emotions are formed in the course of human activity aimed at satisfying his needs; thus arising in the activity of the individual, emotions or needs experienced in the form of emotions are, at the same time, incentives for activity. These inner impulses, expressed in feelings, are determined by the individual's real relationship to the world around him.

Rubinstein noted the presence of three stages in the development of emotions: 1) elementary feelings; 2) various objective feelings; 3) generalized worldview feelings. Along with them, he noted related affects, as well as passions.

A.N. Leontiev, characterizing the needs, wrote that they are the state of the body, expressing its objective need for a supplement that lies outside of it. The presence of the subject's needs is the same fundamental condition for his existence, as well as metabolism. That which is the only stimulus of directed activity is not a need in itself, but an object that meets this need, which is the motive of activity. Emotions play the role of internal signals, as they directly reflect the relationship between motives and the implementation of activities that meet these motives.

Feelings form a series of levels - from immediate feelings to a specific object to higher social feelings related to social values and ideals.

3. Structure and ontogeny of the development of the emotional sphere." Emotions - mental reflection in the form of a direct biased experience of life meaning, phenomena and situations, due to the relationship of their objective properties to the needs of the subject.

Need - the state of need of an organism, individual, personality in something necessary for their normal existence (scheme).

motive - motivation for activity associated with the satisfaction of the needs of the subject.

Personal needs

Biological Organic Social

Material Spiritual

Man's objective needs Man's social existence

Communication Isolation

Emotionally-playing Cognitive In the referential solitude

empathic, etc. social

group

Scheme. Types of personality needs

E.P. Ilyin gives the following description of various emotions.

1. Emotions of expectation and forecast (excitement, anxiety, fear, despair).

2. Emotions of satisfaction and joy.

3. Frustration emotions (resentment, disappointment, annoyance, anger, frenzy, sadness, despondency, loneliness, melancholy and nostalgia, grief).

4. Communicative emotions (fun, embarrassment, shame, guilt as a reflection of conscience, contempt).

5. Intellectual "emotions", or affective-cognitive complexes (surprise, interest, sense of humor, emotion of conjecture, feeling of confidence - uncertainty).

In addition, E.P. Ilyin notes the role of emotions in human life and activity: their expediency, reflective and evaluative role, motivational, communicative, activation-energetic, the role of positive and negative emotions, applied and their destructive role.

In modern psychology, there are five levels of manifestation and study of emotions: 1) the subjective plan for the manifestation of emotions; 2) manifestation of emotions in behavior; 3) the manifestation of emotions in speech; 4) vegetative level of manifestation of emotions; 5) the manifestation of emotions at the biochemical level.

According to F. Bassin, the simplest emotion, as a primary psychophysiological phenomenon in the course of ontogenesis, as it is enriched with new meanings (and personal meanings), is transformed into new, more and more complex mental phenomena.

The level of development of the psyche with which a child is born consists of three components - proto-emotion, proto-attention and protopsyche.

The emergence of an individual psychic life is the central neoplasm of the newborn.

From the “fabric” of emotions, psychomotor structures are formed, then sensory psyche and all other psychological structures.

In 2 - 3 months, an adult is singled out as a central element of the surrounding reality. The main goal of the psyche is the realization of the "principle of pleasure" with its limited capabilities.

Until the age of 6 months, the emotional-vegetative psyche remains the highest level of the infant's psyche. With the development of the child, it remains the basic structure in the general "building" of the psyche.

The first basic level of the psyche is directly related to all bodily needs and determines the dependence of spiritual needs, motives and attitudes on emotional-vegetative processes.

Active interest, which replaced passivity, makes it possible to develop perception, memory, and attention.

The consciousness of psychic communion with the mother in infancy precedes the isolation of one's own "I".

From the pleasant or unpleasant actions of an adult, a positive or negative attitude towards adults develops.

The existing positive reaction is transferred to objects that acquire an attractive character (secondary emotional attraction) and begin to evoke positive reactions in the child on their own.

In infancy, most of the emotional reactions to an adult are caused by the activity of the adults themselves and can be called passive reactions of communication.

In the second half of the year, the first reverse reactions that appear indicate a growing need for communication with an adult by the end of infancy, the criteria for which are: 1) the child's attention, interest in an adult; 2) emotional manifestations of the child in relation to an adult; 3) initiative actions of the child, aimed at attracting an adult; 4) the reaction of the child to the attitude of an adult towards him.

The motive for the activity of communication for the child is an adult.

Classical psychologists note that the development of emotional life goes from emotion as the end result of satisfying a need to emotion that is formed in the very process of activity, and, finally, to anticipatory emotion.

Characterizing the emotional life of the infant, it was noted that during the first three months, in addition to the "complex of revival", a number of reactions appear that express various emotional states. One of them is the inhibition of motor activity and a decrease in heart rate in response to an unexpected phenomenon - surprise in response to surprise; anxiety in response to physical discomfort; relaxation in response to a need; excitement at the perception of a familiar phenomenon.

The new social situation of development in early childhood "child - object - adult" is due to the fact that the child is completely absorbed in the object, in the process of which there is an active assimilation of socially developed methods of acting with it. In this activity speech arises.

The unity between sensory and motor functions that appears at the beginning of early childhood, as well as the close connection of perception (the dominant function of consciousness) and emotional attitude, determine behavior.

Object perception is a prerequisite for further mental development associated with the mastery of objective activity and speech.

L.S. Vygotsky wrote that a child in early childhood is a being who is always in the grip of direct affective relations with those around him with whom he is connected.

D.B. Elkonin suggested that affect, as a manifestation of the crisis of 3 years, is the stronger, the more generalized concepts it is associated with, and which consist in the desire to act oneself, like adults.

The living conditions of a preschooler, changing demands on him from adults, the growing possibilities of cognition, as well as a change in the type of leading activity complicate the structure of the child's personality. Russian psychologists associate the beginning of personality formation with the subordination of motives that appears at the beginning of preschool age and develops throughout it. For different children, a variety of motives may come to the fore, subjugating the rest and organizing the child's activities.

In general, the motivational-need sphere of the child is characterized by the following groups of motives: 1) interest in the activities and relationships of adults; 2) gaming; 3) positive relationship with adults and children; 4) cognitive; 5) competitive; 6) achievements; 7) self-affirmation; 8) moral; 9) public.

Emphasizing that affect is a phenomenon that organizes the behavior and consciousness of a child, V.V. Lebedinsky and O.S. Nikolsky distinguish four levels of development of human relations with the environment: the first is the protection of the body from the destructive effects of the external environment (comfort - discomfort), the second is the level of stable interaction with the environment, the development of ways to satisfy somatic needs (pleasure - displeasure), the third is an assessment of the possibility of overcoming unexpected obstacles on the way to an affective goal (I can - I can’t), the fourth is the level of emotional control, orientation to another person, norms and rules of interaction. Each level for the child has its own life meaning and contributes to the processes of adaptation and self-regulation of his behavior.

The emotional life of a preschooler is connected with the dominance of feelings over all aspects of the child's activity. Emotionality is characterized by involuntary, immediacy. Only in especially necessary situations and only older preschoolers can restrain their feelings, hide their external manifestations.

The source of the child's emotional experiences is, first of all, his relationships with adults and other children, as well as those situations that made a strong impression on him. By the senior preschool age, an inner world is formed in which he analyzes the feelings, experiences, relationships that have arisen, giving them an assessment.

One of the leading needs of preschool children is the need for emotional well-being - affection, protection, attention and respect, recognition of their rights and needs.

Throughout preschool childhood, feelings acquire greater depth and stability; they are more often directed to the expression of concern for others, to the formation of friendship, love. The main direction in the development of the emotional sphere is an increase in the intelligence of emotions (according to L.S. Vygotsky, “intellectualization of affect”), associated with the general mental progress of the child.

Higher emotions, i.e. feelings, together with involuntary attention, become the most important central regulatory process.

Thus, the functions of emotions are all the functions of the psyche without exception.

Emotions are not only the primary, basic mental process, they not only figure as the highest feelings, but they also alternate with intellectual structures in a peculiar way.

So, the psyche remains an emotion, a feeling, an experience, the difference is in the degree of intellectual filling of these feelings.

Preview:

Conditions for the development of the emotional sphere of children

1. Identification of effective conditions for organizing joint activities of children and adults as a factor in the emotional development of children in the process of playing activities.Preschool age, like no other, is characterized by the strongest dependence on an adult. This is the age when the personal qualities of adults become the property of children, are interpreted in a peculiar way according to the specifics of childhood.

The style of the attitude of adults towards the child affects not only the formation of a tendency towards a certain style of children's behavior, but also the mental health of children.

Under the influence of communication experience, the child not only forms criteria for evaluating himself and others, but also develops a very important ability - to sympathize with other people, to experience other people's sorrows and joys as their own. In communicating with adults and peers, he realizes for the first time that it is necessary to take into account not only his own, but also someone else's point of view.

It is with an established system of relationships between a child and an adult that the orientation of the child to others begins.

An experimental study showed that the influence of the educator on children involves taking into account two aspects: functional and personal, which exist in unity, but it is the personal characteristics of the educator that give him an individual identity in the eyes of the child. The ability of the educator to "be a person" largely mediates the process of education, of which he is the main subject, and allows the child to fully satisfy the need to "be a person" within the limits accessible to his age.

Focusing on the studies of the authors (V.K. Vilyunas, V.P. Zinchenko, A.D. Kosheleva, D.A. Leontiev), in which the interaction of emotions is considered as one of the main mechanisms that activate the sphere of representations, cognitive processes, consciousness in In general, we can consider the relationship of the educator to the child as an "emotional relationship", which includes:

1. Various actions of the educator, inherent in him to a greater or lesser extent: punishes - does not punish; screaming - not screaming; regrets - does not regret; caresses - does not caress.

2. The general emotional tone in the work of the educator: calm, phlegmatic; brightly emotional; excitable, inadequate; direct; other varieties.

3. Peculiarities of acceptance of the child: adequately positive perception and understanding of the actions and deeds of the child; inadequately negative perception of the child, the expectation of negative actions and deeds from him.

4. The presence and nature of the distance between the educator and the child: solves the problems of the child or interacts with him detachedly, condescendingly, most often when it comes to disciplinary issues.

The theme of the origin and formation of interpersonal relationships is extremely relevant. The main approaches related to the study of children's relationships at preschool age were considered by E.O. Smirnova and V.M. Kholmogorova.

The most common approach to understanding the interpersonal relationships of preschoolers is sociometric. Interpersonal relationships are considered in this case as the selective preferences of children in the peer group. In numerous studies (Ya.L. Kolomensky, V.R. Kislovskaya, A.V. Krivchuk, V.S. Mukhina, T.A. Repina, etc.) it was shown that during preschool age (from 3 to 7 years), the structuring of the children's team is rapidly increasing - some children are becoming more and more preferred by the majority in the group, others are more firmly in the position of outcasts. The content and justification of the choices that children make vary from external qualities to personal characteristics. It was also found that the emotional well-being of children and the general attitude towards kindergarten largely depend on the nature of the child's relationship with peers.

In studies carried out in laboratory conditions on preschool children (G.A. Zolotnyakova, R.A. Maksimova, V.M. Senchenko, etc.), age-related features of preschoolers' perception of other people, understanding of the emotional state of a person, ways of solving problematic situations, etc., which is reflected in the terms "social intelligence" or "social cognition". The other person was considered as an object of knowledge.

A significant number of experimental studies are devoted to the real contacts of children and their influence on the formation of children's relationships.

The position in the peer group significantly affects the development of the child's personality. It depends on how the child feels calm, satisfied, to what extent he learns the norms of relations with peers.

In the concept of M.I. Lisina (as well as G.M. Andreeva, K.A. Abulkhanova-Slavskaya, Ya.L. Kolomensky, T.A. Repina), communication acts as a special communicative activity aimed at forming relationships.

The development of communication with a peer in preschool age goes through a number of stages. On the first of them (2 - 4 years), a peer is a partner in emotional and practical interaction (imitation and emotional infection). The main communicative need is the need for the complicity of a peer, which is expressed in parallel (simultaneous and identical) actions of children. At the second stage (4-6 years old), a peer becomes a more preferred communication partner than an adult; The content of communication becomes a joint (mainly gaming) activity, which is characterized by extreme emotional richness, non-standard and unregulated communicative acts (M.I. Lisina). At the same stage, there is a need for respect and recognition of a peer, and children prefer those peers who adequately satisfy their needs for communication. At the age of 6-7, communication with a peer acquires features of extra-situation (non-situational-business form of communication). Stable electoral preferences between children begin to take shape.

By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new position in life and for socially significant activities that provide this position. Surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an “internal position”, which in the future will be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.

Summarizing the research material, it can be noted that along with the readiness of mental processes, a significant role is played by emotional and motivational readiness (the presence of a cognitive motive, the need for socially significant and socially valued activities; emotional stability, lack of impulsivity) and the formation of communication.

As shown by the work carried out in line with this direction, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the main of them remains the need for benevolent attention and respect from a peer.

It is the formation of communication (R.A. Smirnova, R.I. Tereshchuk) that is a very important indicator, since it determines the development factor of other indicators of school readiness. So, the proposed E.E. Kravtsov's non-traditional approach to solving the actual problem of a child's psychological readiness for schooling shows that forms of cooperation with adults and peers stand behind the schemes of intelligence. The author has practically proved the importance of the role-playing game for the formation of skills of new forms of communication.

2. Identification of the components of the development of the emotional sphere.The content of the emotional sphere includes the following components: self-emotional development, which includes a number of interrelated areas, each of which has its own specific ways of influencing the emotional sphere and, accordingly, the mechanisms for switching on emotions - this is the development of emotional response, emotional expression, empathy, the formation of ideas about emotions , a dictionary of emotional vocabulary; indirect emotional development - a deliberate impact on the emotional sphere of children in order to implement and improve the process of cognition of the world around, intellectual actions, activities in general.

It is with the development of emotional response that the socialization of emotions begins, the formation of emotional and sensory experience, and the dynamics of a complex process as a whole unfolds. Although emotional reactions are set by nature itself, only in the process of communication, purposeful pedagogical influences, it is possible to form socially significant forms of emotional life, diverse, vivid, adequate to the social stimulus of emotional reactions (A.V. Zaporozhets, Ya.Z. Neverovich).

Socially mediated emotional reactions must be developed from an early age within the framework of “emotional-personal communication” (M.I. Lisina). At preschool age, emotional reactions are mainly a response to the actions and actions of people. They underlie the responsiveness of the child, the expressiveness of his expressive actions. According to L.A. Abrahamyan, V.V. Lebedinsky, many violations of emotional development are associated precisely with trouble in emotional responses to the environment. It is advisable to carry out work in this direction through a specially organized meaningful interaction with sensory stimuli - multimodal sensations. Their dominant influence on sensory processes is due to the fact that the sensory and emotional spheres are interconnected, the emotional tone accompanies sensations, perceptions (A.V. Zaporozhets). Enriching the sensory experience of children, it is possible at the same time to involuntarily influence the affective sphere, causing emotional reactions. At preschool age, the nature of the presentation of sensory information becomes more complicated in the direction of subtle nuances, the complexity of the impact (visual-vistibular, visual-auditory-tactile, etc.), isolation of one of the analyzers (for example, close your eyes or ears).

The most effective means of developing emotional expression - facial expressions, gestures, pantomime, speech intonation - game dramatization (L.P. Strelkova, N.A. Sorokina), game improvisations (G. Bardner, I.P. Voropaeva). When organizing such emotional and expressive games, the teacher should take into account:

The specifics of the motor profile of each emotion (the context of the game includes content that provokes children to demonstrate an emotional state - joy, sadness, fear, surprise, etc.);

Consistency in the complication of games, ways of organizing them (games are played that involve repeating actions according to the model, completing actions started by adults, provoking independent improvisations both with objects - real and imaginary, and without objects);

The sequence of introducing the components of the expressive side

emotions, starting with the components most subject to control and self-control - gestures, facial expressions. Then include content that encourages expressive speech intonation, expressive body movements, postures.

The empathic process (empathy, sympathy, assistance - the desire to help, support, real assistance, assistance) of development includes several stages: expanding ideas about emotional states, adequate and inadequate ways of expressing emotions in situations "I and others"; development of experience in assessing the content of an empathogenic situation, actions through the analysis of cause-and-effect relationships, the ability to express compassion for another with specific actions. An analysis of experimental data (A.D. Kosheleva, L.P. Strelkova, etc.) showed that the formation of “empathic chains” most successfully occurs in gaming and practical activities. Purely verbal methods - verbal description of the emotional state and options for resolving situations act as auxiliary ones.

The main methods are “game dramatization” (identification within the framework of the role being played, improvisation), “creating situations of moral choice” (A.D. Kosheleva), which encourage the design of behavior that evaluates the impact (helps to understand the meaning of a real action, develop empathic sensitivity, consolidate manifestations emotional responsiveness).

Pedagogical work on the development of ideas about emotions should be aimed at:

Children's awareness of the fact of the occurrence of emotions;

Understanding the emotional life of others, the meaning of emotional manifestations (causal relationships);

Comprehension of external signs of the expression of emotions - positive, negative, the boundaries of their adequate manifestation;

Expansion of the vocabulary of emotional vocabulary, mastery of concepts corresponding to a particular state;

Enrichment with material that should reveal to the child the moral meaning of ideas about emotions, encourage independent ethical reflection.

Pedagogical work in terms of the development of emotional vocabulary can be carried out both by enriching it with words, phrases denoting various emotions, shades of moods, and in unity with the development of emotional expression, ideas about emotions, since it is impossible to form them without naming them.

The indirectly emotional side of the content of the emotional component is aimed at the formation and enrichment of the attitude of children to the process of cognition, to actions, and activities in general. The conditions that will successfully contribute to its implementation are:

Formation of value ideas, which are the content basis of emotions and attitudes to the environment - moral (kindness, freedom, mercy, honesty, justice), intellectual (truth, knowledge, creativity), aesthetic (beauty, harmony, social (family, ethnicity, fatherland) , valeological (life, health, food, air, sleep), material (objects of labor, everyday life, housing, clothing);

The use of techniques aimed at inducing motivated self-realization - to various actions, assessment of situations, i.e. everything that is connected with the expression of an interested, biased I-child (for example, “What would you do in this case?”, “Express your attitude to this event in a drawing”).

3. Professional readiness of preschool teachers for the development of the emotional sphere of children.Only the skillful management of children's emotions will allow the teacher to take a different approach to the process of education and in practice to be convinced of the legitimacy of the words of the great Russian teacher K.D. Ushinsky: “Education, without attaching absolute importance to the feelings of the child, nevertheless, should see its main task in their direction.”

The criteria for the readiness of educators to interact with children of preschool age include the following:

Personal adaptation (activity of the educator, the adequacy of his actions and relationships, the absence of external and intrapersonal conflicts as indicators of successful interaction with children, parents and colleagues);

Motivational (motivational-value attitude to pedagogical activity, installation on the implementation of personality-oriented interaction, a creative approach to solving pedagogical problems);

Personally oriented (the teacher's orientation is not on the abstract image of the ideal child, but on the needs and abilities of the child, sincere interest and love for children);

Special (knowledge of the age and individual characteristics of preschool children, the characteristics of their mental development, as well as the skills and abilities necessary for organizing personality-oriented interaction with them);

Technological (possession of the technology of organizing personality-oriented interaction with children, i.e. the ability to determine the purpose of the activity, predict its result, highlight the main stages and the most effective methods, techniques and methods of activity, as well as adjust its course based on the ongoing diagnostics);

Communicative (communicative competence, i.e. empathic and perceptual skills, the ability to establish emotionally positive contact with children in various activities and act not only on the basis of "affective" understanding, but also on the position of the child, appropriately changing their behavior in response to his reaction);

Professionally reflective (the desire for professional growth, a high level of development of analytical, design and constructive skills that allow you to adequately assess your own behavior and actions of children).

In the structure of the teacher's personality, self-esteem should be the central component of his professional self-awareness. The cognitive component of self-esteem is manifested in the ability to know oneself and others, analyze and design various situations of communication and relationships, and includes a certain level of reflection, attributive projection, perception, apperception and critical thinking.

The emotional component of self-awareness reflects the level of assessment by the teacher of his abilities, capabilities, as well as various situations of communication and actions in the process of pedagogical activity. The adequacy of the assessment depends on the correctness and completeness of the perception and awareness of one's personal qualities, pedagogical actions.

The behavioral component is expressed in the construction of various models of behavior, within which the teacher organizes interaction with children and solves pedagogical problems.

The inability to reflect one's actions, to know oneself and others leads to deviations in the affective sphere of the personality and, as a result, is reflected in the sphere of behavior and relations of the teacher in the form of constructing pedagogically inappropriate models of interaction with children.

Each person goes through an individual path of social "evolution". The psychological formation of the individual also includes, without which the modern image of a person is impossible.

The formation of the emotional-volitional component is an important condition for the formation of a personality whose experience is continuously enriched.

The development of the emotional sphere is facilitated by family, work, training, social circle, environment. It is considered the central link in the mental development of the individual.

For a long time development of the emotional sphere of personality considered as one of the problematic issues of psychology. Until now, some psychologists believe that there is no holistic concept regarding this topic. And there are only conflicting opinions of representatives of different psychological schools.

A number of psychologists, such as X. Oster, P. Ekman, K. Izard, believe that the emotional system is given to a person from the moment of birth. Therefore, it is the most mature in comparison with other mental systems of the personality.

Other scientists argue that a person is born with an absolutely pure psycho-emotional field that does not contain any information. Therefore, only in the process of growing up, communication, personal experience, this field is filled with certain information.

In any case, it is necessary development of the emotional sphere of personality for it to reach its mature phase. Emotional development refers to:

awareness of one's feelings, experiences of another person;
gradual differentiation of emotions, feelings;
expanding the circle of objects, subjects that cause an emotional response;
developing the ability to regulate, control feelings.

The main practical one is that they can act as catalysts for active actions. So, while life proceeds peacefully, a measured person does not try to change anything, because everything suits him anyway. But if something happens that irritates, saddens, angers us, then we begin to think about changes. And all because a person experiences emotional discomfort.

Self-awareness, self-regulation, self development of the emotional sphere of personality feelings are aimed at mastering them and are included in the process of human self-improvement.

Spontaneous emotional urges, reactions is an indicator of emotional development.

Improvement of higher emotions, feelings occurs as socialization, development of a person, formation of personality. This development has several directions:

inclusion in the sphere of emotional experiences of new events, objects, people;
increasing the level of conscious control of emotions;
gradual inclusion in the moral regulation of high values and norms.

Psychologists agree on only one thing: development of the emotional sphere of personality is of decisive importance for the formation of the personality as a whole. Its patterns can indicate the mechanism for the further development of a person, because feelings reveal important aspects of the inner world of the individual.

Emotions can be used as a great stimulus in any practically significant activity, including business. Positive emotions charge you with positive energy, and negative emotions spur you on for a big breakthrough, cardinal changes.

A properly formed emotional background (atmosphere) of the company can work not only for individual employees, but for the entire enterprise. But, like any "doping", emotional impact should not be abused.

Feelings are one of the most striking manifestations of a person's personality. The content of feelings is the stable relationship of the individual to what she knows and does. To characterize a person in many ways means to say that in general a given person loves, what he hates, despises, what he is proud of, what he rejoices in, what he is ashamed of, what he envy. The subject of the individual's stable feelings, their intensity and character reveal to others the emotional world of a person, his feelings and, thus, his individuality. Differences in the sensual sphere leave a deep imprint on the whole structure of a person's spiritual life. Here it should be said that we judge a person not only by thoughts, actions and deeds, but also by her emotions and feelings. Depending on the development of volitional qualities, difficulties and failures cause different feelings in different people: for some, a feeling of dissatisfaction with oneself, activity, cheerfulness, combat excitement, for others, a feeling of helplessness and annoyance, despondency, apathy.

Unique individual manifestations of the emotional appearance of a person develop throughout his life and are associated with the development of the personality as a whole. The most important directions in the development of emotions and feelings are the formation of higher positive, moral, intellectual and aesthetic feelings and the formation of the ability to control one's emotions.

intellectual feelings are formed in the process of cognition of the phenomena and relations of the surrounding world and are associated with the joy of discovering something new, the satisfaction from solving a difficult task.

Moral feelings develop as a person acquires social experience, experience of communication and interaction with people and society as a whole. By resolving ethically difficult situations, a person accumulates the necessary practical experience of moral behavior in a team, feels a sense of moral satisfaction from the implementation of ethical standards.

Aesthetic feelings develop with the perception of works of art, musical education, communication with nature. The culture of feelings suggests the ability to control your emotions. Any person is able to regulate his emotional state, to be the master of his emotions.

A mentally normal person is emotional in any activity, he does nothing indifferently and indifferently, but frequent and strong emotional experiences exhaust the nervous system, reduce the efficiency of his work, and complicate interpersonal relationships. Whether a person experiences stormy joy, strong anger, or experiences severe grief - all this is reflected in his well-being, performance, affects his loved ones.

In a state of passion, a person loses the ability to make rational, deliberate decisions, strong emotions become a barrier in communicating with other people (regardless of whether these emotions are positive or negative). At the same time, any business requires a certain level of emotional intensity necessary for the goal to be achieved.

To optimize the emotional state, psychologists offer the following methods: various techniques of neuromuscular relaxation (relaxation), breathing exercises (techniques for regulating breathing to reduce excessive stress), various self-hypnosis techniques, autogenic training (AT), meditation, yoga, etc.

Everyone can choose the method that suits him best and, using it, make his life more fulfilling, emotionally vivid, and make the best use of the energy of emotions to achieve his goals.

Emotional development and emotional sphere of personality. Development of the emotional sphere of children

annotation scientific article on psychology, author of scientific work - Lapteva Yu.A., Morozova I.S.

Related Topics scientific works on psychology, the author of scientific work - Lapteva Yu.A., Morozova I.S.,

The text of the scientific work on the topic "Development of the emotional sphere of a preschool child"

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