General characteristics of the development of the emotional-volitional sphere of a preschooler. The development of the volitional sphere in preschoolers

Anna Markaryan
General characteristics of the development of the emotional-volitional sphere of a preschooler

1. GENERAL CHARACTERISTICS OF THE DEVELOPMENT OF THE EMOTIONAL SPHERE

Emotions and feelings are a reflection of reality in the form of experiences. And in emotions, and the needs of a person are reflected in feelings, or rather, how these needs are satisfied.

An important difference between feelings and emotion is that feelings have a relative stability and constancy, emotions arise in response to a particular situation. Feeling is experienced and found precisely in specific emotions(the feeling of love for a child can be experienced and how emotion of joy for him("took the first step himself", pride in success ("won the competition", shame (in cases where he committed an unworthy act, anxiety, if something threatens the child (for example, during the period of illness, etc.).

One of the main functions emotion is that they help to navigate in the surrounding reality, evaluate objects and phenomena in terms of their desirability or undesirability, usefulness or harmfulness.

Various forms of feeling emotions, affects, moods, stresses, passions, feelings in the narrow sense of the word) form together emotional sphere of a person.

Currently, there is no single generally accepted classification of feelings and emotions. Most often, moral, intellectual and aesthetic feelings are distinguished. Concerning emotions, then their classification proposed by K. Izard was widely used. stand out emotions fundamental and derivative. To the first refer: 1) interest-excitement, 2) joy, 3) surprise, 4) grief-suffering, 5) anger, 6) disgust, 7) contempt, 8) fear, 9) shame, 10) guilt. The rest are derivatives. From the compound of fundamental emotions arise, for example, such a complex emotional condition, as anxiety, which can combine fear, anger, guilt, and interest-excitement.

emotional human states are not always unambiguous character. Some of them are ambivalent, dual. They contain two opposite feelings at the same time. So, for example, already in early childhood, a child may experience a desire, interest in interacting with adults, peers, and at the same time self-doubt, fear of making direct contact with them. This condition is observed in cases where children do not have sufficient experience in business communication and often leads to negative consequences in personal development. child development.

People differ significantly in their emotional sphere. Primarily - emotional impressionability(which has a lot to do with temperament) and sustainability. There is emotionally developed people, but there are those who suffer from a peculiar emotional dullness, deaf.

The emotional sphere of a person develops, changes throughout his life. Early and preschool childhood is a special period in this respect. This is the time when emotions dominate all other aspects of the child's life when he is, as it were, in their captivity.

For preschool age increases the stability of feelings, they become deeper, more conscious and generalized. The child's ability to control their own emotional reactions. New, higher feelings appear (moral, aesthetic, cognitive).

The child is able to show not only sympathy (antipathy, elementary sympathy), but also empathy, tenderness, love for loved ones, a sense of pride and shame. "verses, pronounce "difficult" speech sounds, shoot from a toy gun, etc., then at the 4-5th year of life, a sense of pride is already caused in him by qualitative indicators of achievements in various types of activity ("I draw well", "quickly I run", "I think correctly", "I dance beautifully", etc.).

What the child is proud of, what he is ashamed of - the decisive role in this is played by those around him, and in the first place - parents, educators, their attitude towards the child, assessment of his achievements. preschooler not indifferent to the beautiful and the ugly, he is able to respond to music, art, poetry, to the beautiful in nature, to show a sense of humor. AT preschool period develop and cognitive feelings - the child shows not only curiosity, but also curiosity, the desire to establish himself in the truth.

Feelings towards the end preschool age often become the motive of the child's behavior. Gradually there is an intellectualization of children's feelings. Develops the capacity for emotional anticipation. The forms of expression of feelings also change.

Revealed dependency emotions on the content and structure of children's activities, on the characteristics of interaction with other people, on how he learns moral norms and rules of behavior.

Initially emotional sphere is formed and modified in the course of practical activity, in the process of real interaction with people and the objective world. In the future, on this basis, a special mental activity is formed - emotional imagination. It is a fusion of affective and cognitive processes, i.e. the unity of affect and intellect, which L. S. Vygotsky considered characteristic of higher, specifically human feelings.

There are significant differences in emotional sphere of boys and girls.

In list emotional manifestations of a preschooler that draw attention to themselves and cause concern, and often justified anxiety, are children's aggressiveness (kicks and punches, pinching, threats, destruction of peer buildings, etc.). At the same time, boys more often and to a greater extent show aggressiveness than girls. A significant role in the emergence and consolidation of this form of expression of negative family plays emotions(lack of sensitivity and support for children, the use of violence against them, etc.). Peer behavior, TV viewing (scenes of violence) may increase the aggression of the child. In preventing and correcting aggressiveness, the position of adults is important (controlling aggressive forms of behavior, limiting children's exposure to influences that excite aggression, teaching behavior that is incompatible with aggression, as well as managing one's behavior, fostering empathy, using humanistic methods and techniques in managing children, etc.) .

A number of other emotional states and feelings experienced at times preschoolers(depression, conflict, anxiety, feelings of hostility, inferiority, etc.).

Most often, the main cause of these conditions is the deprivation of the child's need for communication from relatives. (in family) and peers (in kindergarten, in the yard, etc.).

That is why it is important for the teacher to study not only the emotional sphere of the child, but also the family microenvironment, "children's society", the child's place in it, his attitude to kindergarten, school.

The manifestation of empathy, camaraderie, and altruism must not be overlooked from the field of pedagogical vision. Attention should also be paid to emotional responsiveness of children in their perception of works of art. If, listening to a fairy tale, as V. A. Sukhomlinsky rightly noted, a child does not experience the struggle between good and evil, if instead of joyful lights of admiration he has neglect in his eyes, this means that something in the child’s soul is broken, and a lot of strength needs to be applied, to straighten a child's soul.

Introduction

Main part
I. Emotions
1.1. emotional process.
1.2. Types of emotions
1.3. Fundamental emotions and their complexes.
1.4. Stress.
1.5. The need for emotional fulfillment.
1.6. The influence of emotions on cognitive processes.
1.7. Emotions and motives.
II. The development of the emotional sphere of a preschooler.
2.1. The structure of emotional reactions of a preschooler.
2.2. Emotional imbalance of a preschooler.
2.3. Conditions for the development of emotions and feelings of a preschooler.
2.4. Six year old child.
2.5. Emotional upbringing.
2.6. Moral education.

Conclusions to chapters I, II

Conclusion

Literature

Introduction

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 of 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, within certain limits, to control his behavior and activities, 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.

A small child does not know how to control emotions. His feelings quickly arise and just as quickly disappear. With the development of the emotional sphere in a preschooler, feelings become more rational, obey thinking. But this happens when the child learns the norms of morality and correlates his actions with them.

The development of the emotional sphere is facilitated by all types of child activities and communication with adults and peers.

A preschooler learns to understand not only his own feelings, but also the experiences of other people. He begins to distinguish emotional states by their external manifestation, through facial expressions and pantomime. A child can empathize, sympathize with a literary hero, act out, convey various emotional states in a role-playing game.

How does the emotional sphere of a preschooler develop? How do emotional manifestations depend on age? How does the understanding of the emotional states of adults and peers occur, in what way do they manifest themselves?

The answers to these questions are the subject of this work “The Development of the Emotional Sphere of a Preschooler”.

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 will subsequently 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.

1.1. emotional process
Emotion as a process is the activity of evaluating information about the external and internal world that enters the brain. Emotion evaluates reality and brings its assessment to the attention of the organism in the language of experiences. Emotions are difficult to regulate by will, it is difficult to evoke them at will. (3, p. 107)

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 mental, motor and vegetative processes. In some cases, under the influence of such events, excitability may, on the contrary, decrease.

The second component is a sign of emotion: a positive emotion occurs when an event is evaluated as positive, negative - when it is evaluated as negative. A positive emotion induces actions to support a positive event, a negative one 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, and extreme excitations (panic, horror, rage, ecstasy, complete despair), when orientation and control are practically 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, satiety occur.

Anticipations are another source of emotional processes: signals of pain, strong and prolonged deprivation, causing fear; signals of possible dissatisfaction of needs, causing anger; signals of satisfaction of the needs causing hope; signals that anticipate an uncertain, new event that arouse curiosity.

The same signal evokes different emotional reactions depending on whether a person has the opportunity to respond to it accordingly or is deprived of this opportunity.

Another source of emotions is the nature of the processes of regulation and performance of activities. Successfully, smoothly carried out processes of perception, problem solving, actions serve as a source of positive emotions of pleasure and satisfaction. Whereas pauses, breakdowns, interference, excluding the possibility of achieving the goal (frustration), cause displeasure and emotions of anger, irritation, anger.

Emotions differ in their duration: short-term emotional states (excitement, affects, etc.) and longer, stable moods.

1.2. 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. (3, pp. 108-109)

1. 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.

2. 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.

3. Gloric emotions are associated with the need for self-affirmation, for 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.

4. Praxic 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; enthusiasm, work engagement; 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.

5. 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.

6. Romantic emotions: desire for everything unusual, mysterious; striving for the extraordinary, the unknown; expectation of 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.

7. 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.

8. Aesthetic emotions associated with lyrical experiences: thirst for beauty; enjoying the beauty of something or someone; feeling of grace, grace; a feeling of the sublime or majestic; enjoyment of sounds 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.

9. Hedonistic emotions associated with satisfaction of the need for bodily and spiritual comfort: enjoyment of pleasant physical sensations from delicious food, warmth, sun, etc.; feeling of carelessness, serenity; bliss (sweet laziness); feeling of fun; pleasant thoughtless excitement (at dances, parties, etc.); voluptuousness.

10. 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.

1.3. Fundamental emotions and their complexes
An emotion is called fundamental if it has a specific internally determined nerve substrate, is externally expressed by special mimic or neuromuscular means, and has a special subjective experience - a phenomenological quality. (3, p. 109)

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.

Although fundamental emotions are innate, however, each culture has its own rules for the manifestation of these emotions. These cultural rules may require the suppression or masking of some emotional expressions and, conversely, the frequent manifestation of others. So, the Japanese are obliged to smile, even experiencing grief.

The fundamental emotions include the following: (3, p. 110-111)
1. 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.

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

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

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

5. 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.

6. Disgust often occurs with anger, but has its own motivational attributes and is otherwise subjectively experienced. It causes a desire to get rid of someone or something.

7. 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 refers, so it can motivate, for example, "cold-blooded murder". In modern life, this emotion does not have any useful or productive function.

8. 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. Sometimes fear paralyzes a person, but usually it mobilizes his energy.

9. Shame motivates the desire to hide, disappear; it can also contribute to a sense of mediocrity, can be the basis of conformity, 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.

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

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

The main emotional traits of a person include the following. (3, p. 111)
1. Anxiety is a complex of fundamental emotions, including fear and emotions such as grief, anger, shame, guilt, and sometimes interest-excitement.

2. Depression - 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, reduced sexuality, increased fatigue, which are often by-products of depression, but also have motivational qualities for the development of depression.

3. Love occupies a special place in the life of every person, it is a source of life enrichment 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.

4. Hostility - 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.

1.4. Stress
Whenever a person is subjected to an unusually heavy load. He goes through three stages: at first it is extremely difficult for him, then he gets used to it and finds a "second wind" and, finally, he loses his strength and is forced to stop working. Such a three-phase reaction is a general law - this is a general adaptation syndrome, or biological stress. (3, p. 112)

The primary reaction, the alarm reaction, may be a somatic expression of the general mobilization of the body's defenses. However, the anxiety reaction is essentially only the first stage of the body's response to a threatening effect. With prolonged exposure to any agent that can cause such a reaction, the stage of adaptation, or resistance, begins. In other words, no organism can be indefinitely in a state of alarm reaction. If the agent is so strong that prolonged exposure is incompatible with life, then the person or animal dies during the first hours or days at the stage of the alarm reaction.

If the organism is able to survive, then after the primary reaction, the stage of resistance necessarily begins. The manifestations of this second phase are very different from the manifestations of the anxiety reaction, and in some cases completely opposite to them. So, for example, if during the period of the alarm reaction there is a general depletion of tissues, then at the stage of resistance, body weight returns to normal.

It is curious that with an even longer exposure to the tissue, the acquired adaptation is again lost. There comes the third phase - the stage of exhaustion, which, if the stressor is strong enough, inevitably leads to death.

The relationship between stress and illness can be twofold: illness can cause stress, and stress can cause illness. Since any agent that requires adaptation causes stress, then any disease is associated with some manifestations of stress, because all diseases entail certain adaptive reactions. (1, p. 12)

Severe emotional shock leads to disease almost exclusively due to its stressful effect. In this case, the true cause of the disease is excessive or inadequate adaptive responses.

1.5. The need for emotional fulfillment
Emotional saturation of the organism is its important congenital and in vivo developing need. This need can be satisfied not only by positive, but also by negative emotions. Negative emotion is an alarm signal, a cry of the body that this situation is disastrous for it. Positive emotion is a signal of returned well-being. It is clear that the last signal does not need to sound for a long time, so emotional adaptation to the good comes quickly. The alarm signal must be given all the time until the danger is eliminated. (3, p. 112)

The life of a modern person is unthinkable without negative emotions, and it is impossible, and there is no need to protect a child from them. After all, our brain needs tension, training, hardening to the same extent as muscles. What is important for a person is not the preservation of uniformly positive emotional states, but constant dynamism within a certain, optimal intensity for a given individual.

Emotional starvation is just as real a phenomenon as muscular starvation. It is experienced in the form of boredom and longing.

A person's need for emotional saturation is satisfied mainly in the process of struggle to achieve a variety of goals that the individual sets for himself.

A person can gradually form stable experiences that are valuable to him. As a result, a person in his behavior begins to focus not only on the actually experienced emotion, but also on the anticipated experience. Positive emotions usually act as such at first, in connection with which their functions become much more complicated: previously they only sanctioned a successful behavioral act motivated by a negative emotion, now they themselves become a motivating force. From now on, human behavior is not only “pushed from behind” by negative emotions, suffering, but also “pulled up from the front” by anticipation of positive experiences. Thus, the initially purely functional human need for emotional saturation, transforming into the subject's desire for certain experiences of his relationship to reality, becomes one of the important factors that determine the direction of his personality. (3, p. 112)

1.6. The influence of emotions on cognitive processes
Under the influence of emotions, the course of all cognitive processes can change. Emotions can selectively promote certain cognitive processes and inhibit others. (3, p. 113)

A person in an emotionally neutral state reacts to objects depending on their significance, and 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, mnemonic and mental material strengthens and strengthens the emotion, which in turn further strengthens the tendency to focus on the content that caused this emotion. Therefore, as a rule, attempts to influence strong emotions with the help of persuasion, explanations and other methods of rational influence are unsuccessful.

One way out of the vicious emotional cycle is to form a new emotional focus strong enough to slow down the old emotion.

One of the main factors determining whether a given person will be more or less subject to the influence of emotions on his cognitive processes is the degree of hardening 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 a better, and a negative one to a worse performance of the activity that resulted in these emotions.

Emotions and thinking have the same origins and are closely intertwined in their functioning. However, a feature of a conscious person is that emotions do not determine his behavior. The formation of a decision on a particular action is taken by such a person in the process of carefully weighing all the circumstances and motives. This process usually begins and ends with emotional evaluation, but the process itself is dominated by thought. But if actions and deeds are produced by a person on the basis of cold arguments of reason alone, then they are much less successful than when such actions are supported by emotions. (3, p. 114)

1.7. Emotions and motives
The regulation of actions can take place in two fundamentally different forms: in the form of an immediate reaction and in the form of purposeful activity. (3, p. 114)

More elementary forms of human behavior - reactive - are emotional processes, more complex - purposeful - are carried out due to motivation. Therefore, the motivational process can be considered as a special form of emotional. Thus, motivation is emotion plus direction of action. Emotional behavior is expressive, not goal-oriented, and therefore changes direction as the situation changes. Between these two forms of behavior are actions, the purpose of which is to discharge emotions.

Human behavior in most cases contains both emotional and motivational components, so in practice they are not easy to separate from each other.

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Introduction

Chapter 1. Dynamics of development of the emotional-volitional sphere of preschool children

1.1 Psychological and pedagogical features of preschool children

1.2 Features of the development of the emotional-volitional sphere of preschoolers, the possibility of its diagnosis and correction

1.3 Possible violations of the emotional-volitional sphere, their causes and methods of work on the correction of emotional complexes through art therapy in preschool children

Chapter 2

2.1 Purpose, hypothesis and objectives of the study

2.2 Research methodology

2.3 Analysis and interpretation of study results

Conclusion

List of used bibliography

Applications

Introduction

The relevance of the study is determined by the fact that over the past decades, studies of the affective sphere of personality have recorded a pronounced increase in the number of affective disorders in various manifestations. Studies of domestic and foreign psychologists and psychiatrists show that it is the emotional-volitional sphere that is becoming the most problematic in modern culture. Negative feelings are quite often repressed, painful experiences disappear from a person's consciousness, leading to personal problems, physical ailments and latent depressive states. Firstly, these are general words: the sphere of personality, a person, etc. It does not apply to the topic.

Among preschool children, various anxiety-hysteroid disorders, subdepressive states and various psychosomatic deviations are common, which in itself provokes a deterioration in the emotional and sensory states of children. Source? .

Studies by Russian, German, Belgian and Swiss scientists have shown that the number of negative states is higher in those cultures where individual achievements are especially significant. Such a society is characterized by high and rigid standards and requirements for children in the process of education with frequent criticism and punishment for deviations from them. The studies of A.B. Kholmogorova and N.G. Garanyan prove that many modern cultural values ​​and norms are associated with a ban on certain emotions and stimulate negative states.

The relevance of the topic is also determined by the widespread prevalence of emotional complexes among preschoolers. They are the cause of neurosis and various disorders. In this regard, at present, psychologists and therapists use a wide variety of methods for correcting emotional and volitional disorders in children, one of them is drawing. In the psychological literature, there are rarely works devoted to the use of drawing as a correctional method of the emotional-volitional sphere, which indicates that this topic has not been developed and the need for further study. That is, we can say that, despite the importance of the problem of violation of the emotional-volitional sphere in preschool children, she stays serious, style and requires careful study.

The problem of our study is what are the features of the correction of the emotional-volitional sphere of preschool children through drawing. This is not a problem. If you do not reformulate, it is better to remove it altogether. And write down the goal (as expected).

Object of study: emotional-volitional sphere of children of senior preschool age.

Subject of study: correction of the emotional-volitional sphere through drawing in preschool children. Reformulate the subject.

Hypothesis research is the assumption that the use of projective methods for correctional purposes will reduce and reduce the experience of fear, anxiety and aggression in children of older preschool age.

Try to reformulate the hypothesis

In accordance with the object, subject, purpose and hypothesis of the study, we set and consistently solved the following tasks:

1. Consider the psychological and pedagogical characteristics of preschool children where? Does this apply to theory?

2. To analyze the features of the development of the emotional-volitional sphere of preschoolers, the possibilities of its diagnosis and correction. Does this apply to theory?

3. Describe possible violations of the emotional-volitional sphere, their causes and methods of work on the correction of emotional complexes through art therapy in preschool children

4. Investigate violations of the emotional-volitional sphere in preschool children

5.Develop a program for correcting violations

6. Analyze the results of the study

Theoretical and methodological substantiation on the research topic.

Research methods: A set of scientific methods was used to test the proposed hypothesis and solve research problems. Among them: theoretical and methodological analysis of scientific literature on the research problem, conversation.

Research methods:

· “Test of anxiety” by R. Temmla, M. Dorki, V. Amen;

diagnostics "Family drawing";

test "House, tree, person"

Methodology "Non-existent animal" .

The practical significance of the study lies in the possibility of using the developed complex of psycho-correctional classes in the work of psychologists in preschool institutions; development of recommendations for parents.

Chapter 1. Dynamics of development of the emotional-volitional sphere of preschool children

1.1 Psychological and pedagogical features of preschool children

Let us consider in general the features of the development of preschool children, then separately for each age group: the age group from 3 to 4 years, the age group from 4 to 5 years and the age group 5-6 years.

Preschool childhood is the period from 3 to 7 years. At this stage, such mental neoplasms appear that allow specialists to judge the norm or deviations in the mental development of children. The child begins to master certain social roles. He develops the foundation of self-awareness - self-esteem. He learns to evaluate himself from various points of view: as a friend, as a good person, as kind, attentive, diligent, capable, talented, etc.

In a small child, perception is still not very perfect. Perceiving the whole, the child often fails to grasp the details.

The perception of preschool children is usually associated with the practical operation of the relevant objects: to perceive an object is to touch it, touch it, feel it, manipulate it. The process ceases to be affective and becomes more differentiated. The perception of the child is already purposeful, meaningful and subject to analysis.

In preschool children, visual-effective thinking continues to develop, which is facilitated by the development of imagination. Due to the development of voluntary and mediated memory, visual-figurative thinking is transformed.

Preschool age is the starting point in the formation of verbal-logical thinking, as the child begins to use speech to solve a variety of problems. There are changes, development in the cognitive sphere.

Initially, thinking is based on sensory knowledge, perception and sensation of reality.

The first mental operations of the child can be called his perception of ongoing events and phenomena, as well as his correct reaction to them.

This elementary thinking of the child, directly related to the manipulation of objects, actions with them, I. M. Sechenov called the stage of objective thinking. The thinking of a preschool child is visual-figurative, his thoughts are occupied by objects and phenomena that he perceives or represents.

His analysis skills are elementary, the content of generalizations and concepts includes only external and often not at all significant signs (“a butterfly is a bird because it flies, and a chicken is not a bird because it cannot fly”), with the development of thinking development of speech in children is inextricably linked.

The speech of the child develops under the decisive influence of verbal communication with adults, listening to their speech. In the 1st year of a child's life, anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is called pre-speech. A child of the 2nd year of life practically masters speech, but his speech is of an agrammatical nature: it does not contain declensions, conjugations, prepositions, conjunctions, although the child is already building sentences.

The development of voluntary attention is influenced by the development of speech and the ability to follow the verbal instructions of adults who direct the child's attention to the desired object.

Under the influence of play (and partly labor) activity, the attention of an older preschooler reaches a sufficiently high degree of development, which provides him with the opportunity to study at school.

Children begin to memorize voluntarily from the age of 3-4 due to active participation in games that require the conscious memorization of any objects, actions, words, as well as due to the gradual involvement of preschoolers in self-service work and following the instructions and instructions of elders.

Preschoolers are characterized not only by mechanical memorization, on the contrary, meaningful memorization is more characteristic of them. They resort to mechanical memorization only when they find it difficult to understand and comprehend the material.

At preschool age, verbal-logical memory is still poorly developed, visual-figurative and emotional memory is of primary importance.

The imagination of preschoolers has its own characteristics. The first manifestations of imagination can be observed in three-year-old children. By this time, the child has accumulated some life experience that provides material for the imagination. The game, as well as constructive activities, drawing, and modeling are of paramount importance in the development of the imagination. Preschoolers do not have much knowledge, so their imagination is sparing.

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports the feeling of "adulthood" in children and, on its basis, arouses in them the desire to solve new, more complex problems of cognition, communication, and activity.

Relying on the need for self-affirmation and recognition of their capabilities by adults, which is characteristic of older preschoolers, the educator provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets them more and more complex tasks, develops their will, supports the desire to overcome difficulties, bring the work begun to the end, aims at finding new, creative solutions. It is important to provide children with the opportunity to independently solve the tasks set, to aim them at finding several options for solving one problem, to support children's initiative and creativity, to show children the growth of their achievements, to arouse in them a sense of joy and pride from successful independent actions.

The development of independence is facilitated by the development of children's skills to set a goal (or accept it from the educator), think about the way to achieve it, implement their plan, evaluate the result from the position of the goal. The task of developing these skills is set by the educator broadly, creating the basis for the active mastery of children in all types of activities.

Older preschoolers are beginning to show interest in the future of schooling. The prospect of schooling creates a special mood in the group of older preschoolers. Interest in the school develops naturally in communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, school visits, role-playing games on the school theme. The condition for the full development of older preschoolers is meaningful communication with peers and adults.

The teacher tries to diversify the practice of communication with each child. Entering into communication and cooperation, he shows trust, love and respect for the preschooler. At the same time, he uses several models of interaction: by the type of direct transfer of experience, when the teacher teaches the child new skills, methods of action; by the type of equal partnership, when the educator is an equal participant in children's activities, and by the type of "guardianed adult", when the teacher specifically turns to children for help in solving problems, when children correct mistakes "made" by adults, give advice, etc.

An important indicator of the self-awareness of children of years is the evaluative attitude towards themselves and others. A positive idea of ​​his possible future appearance for the first time allows the child to take a critical look at some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. A child's positive perception of his own Self directly affects the success of his activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. In the process of interaction with the outside world, the preschooler, acting as an active person, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge creates the prerequisites for the formation of preschoolers' ability to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

Consider the age characteristics of preschool children separately for each age group.

Age group 3 to 4 years old.

In this age group, the involuntary nature of the main mental processes - attention, memory, thinking, as well as emotional lability and the need for emotional comfort are preserved. However, the situational business becomes the leading type of communication. This means that an adult attracts a child primarily as a partner in an interesting joint activity. A peer is still not very suitable for this role, since he does not yet fully speak, it is difficult to coordinate intentions with him and build a plan for joint activities.

Interaction with three-four-year-old children is complicated by the fact that they go through an age crisis of three years.

The thinking of children older than 3 years is already visual-figurative. This means that the child is able to move from manipulating objects to manipulating representations and images. At the same time, the sphere of his cognitive activity is focused on the real, objective, directly surrounding world. He knows what he sees in front of him this very moment.

It is important to remember that the child's speech is in its infancy, so the teacher cannot yet fully use it as a means of testing and revealing knowledge. The verbal response does not allow us to judge the actual level of formation of one or another representation of the baby, since it is not known whether the problem lies in the unformed representation or speech. The teacher / parent can and should work on their own speech, pronounce words correctly, expand their used vocabulary. Words spoken by adults are taken over by the child, as they heard them and this must be remembered. However, it is too early to demand detailed and complete answers from three-four-year-old children. Such a requirement injures the child, his attention switches from performing mental operations to verbal formulation.

The child's thinking is visual-figurative;

Attention, memory, thinking remain involuntary;

The child learns the world that directly surrounds him at the moment.

Age group 4 to 5 years old.

The involuntariness of mental processes persists in children even in the fifth year of life. However, the most important new formations are two: the completion of the main process of formation of active speech and the exit of consciousness beyond the limits of directly perceived reality.

The adult is now of interest primarily as a source of fascinating and competent information. Communication is non-situational and business-like.

The crisis of 3 years was left behind, the children became more emotionally stable, less capricious. They begin to show interest in their peers as partners in the game. Peer opinion is of particular importance. Therefore, it is desirable to organize forms of interaction between children that involve cooperation rather than competition. Never compare a child with other children and do not set them as an example: “Look how good Vasya is, and you ....”. This traumatizes children, underestimates their self-esteem. It is necessary to compare the very child of today with the child as he was yesterday. A negative assessment, if it is inevitable, can only be heard in a situation of individual communication, when no one except the child hears it.

Thinking is still visual-figurative.

The middle age is quite special in relation to both the previous and the next. The experiment showed that the most effective way to make information attractive to a 4-5 year old child is "animation". At this age, as in no other, children listen to fairy tales with pleasure.

We note the most important psychological characteristics of children of this age from the point of view of learning and development:

Thinking is visual-figurative;

Children show interest in fairy tales and it is easier to perceive and remember information if it concerns someone alive.

Age group (5-6 years old)

Around the age of 5, there is a big leap in a child's development.

By the age of five, he should have an idea of ​​​​reversible and irreversible processes, distinguish situations in which a change in any sign or quantity has occurred, from situations in which the quantity (or sign) has remained unchanged. For example, when water is poured from a wide low vessel into a narrow and high one, its quantity does not change, although outwardly it may seem that there is more water in a high vessel. Similarly, if a row of pebbles is shoveled into a compact pile, the pebbles will take up less space, and it may seem that there are fewer of them. A child after 5.5 years should understand that the number of stones remained unchanged when their location changed.

The activation of the imagination contributes to the overall mental development. At this age, imagination is the basis for solving the simplest arithmetic problems, as well as mental counting within ten. Thanks to him, geometric intuition is formed, it becomes possible to solve the simplest geometric problems. Imagination is the most important higher mental function that underlies the success of all types of human creative activity, including that of an adult. The sensitive period for the development of the imagination is precisely the preschool age. At the same time, for a long time, children's education was built on the basis of the child's action on the model, the reproduction of the model offered by adults. With this approach, the creative power of the imagination goes out by the age of 8, and the development of the child's creative potential can be very difficult. Therefore, adults should learn to appreciate in a preschooler not the ability to do what an adult suggests according to instructions or a model, but to come up with their own plans, form ideas and realize individual imagination in all types of activities.

A feature of children of this age is interest and craving for beautiful, aesthetically valuable. And the teacher cannot but take this into account when choosing methodological methods of working with preschoolers. The aesthetics of the visual materials used, their composition in a lesson, for example, mathematics, largely determines the degree of interest of the children in the subject itself.

It is necessary to instill in children a taste for reflection and reasoning, the search for solutions. to teach to experience pleasure from the applied intellectual efforts and the intellectual result obtained in the form of solving a problem. It is important that the guys were successful.

In the methodology of working with children of this age, it is advisable to maintain an emphasis on productive activities and the organization of interesting, problematic or developing experiences, as opposed to speculative reasoning.

Elena, move the selected text to the end. After all, it is here that you describe the features of 5-6 years.

Again I draw your attention to the fact that there are few references. Even if the number is repeated, it's okay. But there are no names! You are not referring to anyone in the text.

1.2 Emotional-volitional sphere of preschoolers, its possibilitiesdiagnostics and correction

Life without emotions is just as impossible as life without sensations. Emotions, as the famous naturalist C. Darwin argued, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to meet their urgent needs. Emotionally expressive human movements - facial expressions, gestures, pantomime - perform the function of communication, i.e. communication to a person of information about the state of the speaker and his attitude to what is happening at the moment, as well as the function of influence - exerting a certain influence on the one who is the subject of perception of emotionally expressive movements.

Will helps a person not to succumb to emotions and control them.

Volitional qualities cover several special personal properties that affect a person's desire to achieve their goals. One of the essential features of an act of will is that it is always associated with the application of efforts, decision-making and their implementation. Will presupposes a struggle of motives. By this essential feature, volitional action can always be separated from the rest.

Will presupposes self-restraint, the restraint of some fairly strong drives, the conscious subordination of them to other, more significant and important goals, the ability to suppress the desires and impulses that directly arise in a given situation. At the highest levels of its manifestation, the will involves reliance on spiritual goals and moral values, on beliefs and ideals. Another sign of volitional action is the presence of a well-thought-out plan for its implementation. A volitional action is usually accompanied by a lack of emotional satisfaction, but the successful completion of a volitional act is usually associated with moral satisfaction from the fact that it was possible to fulfill it.

The development of volitional regulation of human behavior is carried out in several directions. On the one hand, this is the transformation of involuntary mental processes into arbitrary ones, on the other hand, the acquisition by a person of control over his behavior, on the third, the development of volitional qualities of the personality. All these processes begin ontogenetically from the moment of life when the child masters speech and learns to use it as an effective means of mental and behavioral self-regulation. Where are the links?

The emotional-volitional sphere in preschoolers has its own characteristics.

Preschool age, as A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It is at this time that the formation of the main personal mechanisms and formations takes place. Emotional and motivational spheres closely related to each other develop, self-consciousness is formed.

Preschool childhood is characterized by a generally calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions. This new relatively stable emotional background determines the dynamics of the child's ideas. The dynamics of figurative representations is freer and softer than the affectively colored processes of perception in early childhood. But this does not at all imply a decrease in the saturation, intensity of the child's emotional life.

The child's actions are built on the basis of ideas about the subject, about the desired result, about the possibility of achieving it in the near future. Emotions associated with the performance allow you to anticipate the results of the child's actions. Even before the preschooler begins to act, he has an emotional image that reflects both the future result and his assessment by adults. The child already knows in advance whether he is going to act well or badly. If he foresees a result that does not meet the accepted standards of upbringing, he develops anxiety - an emotional state that can slow down actions that are undesirable for others. The anticipation of a useful result of actions and the high appreciation it causes from close adults is associated with positive emotions that additionally stimulate behavior.

At preschool age, the child is included in new systems of relationships, new activities. There are also new motives associated with the emerging self-esteem, pride, motives for achieving success, competition, rivalry; motives associated with assimilated moral norms, and some others

During this period, the individual motivational system of the child begins to take shape. Motives acquire relative stability. Among them, dominant motives stand out - prevailing in the emerging motivational hierarchy. This leads to the emergence of strong-willed efforts to achieve the goal.

The formation of the emotional-volitional sphere depends on a number of conditions:

1. Emotions and volitional qualities are formed in the process of a child's communication with peers. With insufficient emotional contacts with peers, there may be a delay in emotional development that persists throughout life.

Relationships with other people, their actions are the most important source of preschooler's emotions, the source of the formation of voluntary activity.

2. From the effectiveness of specially organized activities (for example, music lessons, excursions, games), children learn to experience certain feelings associated with perception.

3. Emotions develop intensively in age-appropriate preschoolers in the form of activities - in a game saturated with experiences.

4. In the process of performing joint labor activities, self-service activities (cleaning the site, room). In this case, the emotional unity of a group of preschoolers develops.

As observations show, preschoolers, in general, are optimistic about life situations. They have a cheerful, cheerful mood. Their emotions, as a rule, are accompanied by expressive movements: facial expressions, pantomime, vocal reactions.

One of the characteristic features of preschool children is the insufficient development of voluntary actions, voluntary behavior. Therefore, in preschool age, the main motive for learning is cognitive interest. It is the presence of a child's cognitive interest in learning that increases the effectiveness of the learning process and at the same time saturates him with positive emotions.

To identify the features of the emotional-volitional sphere in children of older preschool age, there are a number of diagnostic methods, compiled taking into account age-related developmental characteristics. The study of the emotional-volitional sphere is the study of the actual mental state. First of all, the degree of severity of such emotional-affective disorders as:

depression;

emotional lability;

dysphoria;

increased mental exhaustion, asthenia.

For the diagnosis of anxiety in children, the “Anxiety Test” by R. Temmla, M. Dorki, V. Amen is used. Objectives of the method: to study the child's anxiety in relation to a number of life situations typical for him of communication with other people.

The psychodiagnostic material includes a series of pictures (14 drawings 8.5 x 11 cm in size), each of which represents some typical life situation for a preschooler. Each picture is made in two versions - for boys and girls. The ambiguity of pictures has a projective load. What meaning the child attaches to this particular picture indicates his typical emotional state in a similar life situation.

Test "Non-existent animal". The goal is to study the level of anxiety and self-esteem of the child.

When a child draws, he transfers, projects his inner world, his self-image, onto the paper. You can tell a lot about the mood, inclinations of a little artist, looking at his work. Of course, one test will not help to recreate an accurate psychological portrait, but it will help to understand if the child has problems in relationships with the outside world.

Method "House, tree, man".

The technique consists of two stages: at the first stage, the child creates drawings; at the second stage, a conversation is held when the child describes and explains what he has drawn. Both individual and group research is possible.

Method "Steam locomotive".

The technique allows you to determine the features of the emotional state of the child: normal or low mood, anxiety, fear, satisfactory or low adaptation in a new or familiar social environment.

"Family Drawing".

The family situation, which parents evaluate positively from all sides, the child may perceive in a completely different way. Having learned how he sees the world around him, family, parents, himself, you can understand the causes of many problems of the child and effectively help him in resolving them.

All of these techniques are related to the emotional sphere. And willful?

The actualization of emotions in preschool and primary school age is facilitated by didactic games that emotionally capture the child and stimulate the setting of independent goals in learning.

V. A. Sukhomlinsky emphasized the need for the formation of emotions at this age, because the shortcomings of emotional education are even more difficult to make up for than shortcomings in mental development.

In this regard, Yu.K. Babansky, a group of methods for stimulating and motivating the educational and cognitive activity of children of senior preschool age.

Working on the formation of cognitive interests in preschool children, significant attention should be paid to creating special conditions and situations in which six-year-old children begin to fully feel the joy of the first discoveries, the joy of independently obtaining new knowledge and constructing ways of mental activity. It is well known that the emotional state of the child in the process of cognitive activity allows the formation of strong cognitive skills. This statement is especially true for preschoolers.

As you can see, the correct formation of the emotional-volitional sphere is the key to successful schooling.

An important condition for the psychological preparation of six-year-old children for schooling is the formation of their moral and volitional readiness. Pedagogical research shows that the volume of moral ideas about the norms of behavior in a group of peers is perceived by older preschoolers without any particular difficulties. However, the perception of external requirements is not always consistent with the internal submission of preschoolers of their behavior to moral norms. For example, having clear ideas about important social norms and acting in accordance with them, a child is often guided by a desire to stand out favorably among peers, to please an adult, or out of fear of punishment.

Very often one has to observe in preschool children the features of social and moral formalism, which are characterized by a picture of external well-being, but in fact indicate selfishness: the child knows the rule, but consciously does not follow it. To overcome this, it is necessary to include the child in activities that take place in the environment of peers. This creates conditions for the active influence of children on each other. In particular, by setting tasks for the children's team that evoke common feelings and efforts and encourage children to be active, it is possible to overcome the features of social and moral formalism and cultivate positive collectivist qualities. At the same time, it is important to carry out corrective work with the group as a whole, while at the same time not losing contact with individual children (but not for a long time). So, giving a task to one child, they try to interest the whole group in it, then the children will treat what each of them says or does as their own business. Psychologist N.I. Novikova argued that preschoolers can form not only the forms and methods of social behavior, but moral motives as internal urges to behave accordingly. With the appearance of such a need, we can talk about the moral and volitional readiness of the child to study at school.

The weak development of volitional qualities in preschoolers leads to the fact that knowledge of the rules does not ensure the implementation of the motivational side of the activity, the desire to act from one's own motives. Experience shows that it is much more effective to include children in joint activities with peers. Therefore, we consider the organization of collective children's activities to be an important condition for the formation of moral qualities, the internal need of the child to behave in accordance with the image of a schoolchild.

The experience of joint activities with peers puts children in the conditions of the necessary coordination of actions to achieve a positive result. This consistency is the source of the formation of moral and volitional qualities. A six-year-old child gets an idea of ​​work as a matter of mobilization of efforts. Teaching at school is also work, not even more responsible, requiring tension - mental, physical, moral and volitional. Teaching implies the ability to submit oneself to the requirements of school life, “I don’t want, but I have to” - the main motive that a child has to be guided by while performing everyday work duties. The same motive, but already more conscious, he will gradually begin to be guided in the teachings.

By participating in classes and in complex collective games, fulfilling various instructions and requirements of the educator, the child gradually learns to be guided in his actions by goals that are close and understandable to him.

By the end of preschool age, the will can reach that stage of development when the child in carrying out his actions is less dependent on the circumstances in which they are performed. So, for example, with proper upbringing, an older preschooler continues to fulfill the received labor task even when there is a temptation to take part in the interesting games of the children around him. True, such an effort of will is given to a small child not without difficulties and hesitation. Sometimes he is distracted for a while, but then returns to his duties again.

The child already voluntarily pays attention, voluntarily memorizes, voluntarily performs some practical action in a wide variety of conditions, in play, in labor activity, in training sessions. He gradually learns to set himself more and more distant goals and subordinate his actions to them. Older preschoolers can already grow a plant or make a toy for a number of days, overcoming the difficulties they encounter.

To form the will, it is necessary to educate “purposefulness and, in particular, to develop in children the ability to clearly imagine the goals facing them, which consist not only in using what is available, but also in creating something new (for example, in creating a drawing, in building a house, in making a toy). At first, this kind of goal is set before the child by adults, trying to achieve, by showing a model and verbal explanations, that he clearly imagines what needs to be done. In the future, the preschooler, having accumulated some experience, begins to set certain goals for himself and, thus, becomes more proactive and independent.

For volitional action, in addition to striving for a goal, one must also be able to achieve it. This is facilitated by the formation in kindergarten and in the family of various kinds of skills, as well as the habit of subordinating one's actions to the task set and bringing the work begun to the end, overcoming known difficulties and obstacles along the way.

In the process of upbringing, one should strive not only to ensure that the child is able to perform actions corresponding to the set goal, but also to be able to slow down actions that do not correspond to it, refraining from such actions that contradict the established rules of behavior or harm the interests of others. This development of the will at preschool age is an important condition for the further successful and trouble-free education of the child at school.

1.3 Possible violations of the emotional-volitional sphere, their causesand methods of work on the correction of emotional complexes through art therapy in preschool children

Violations of the emotional-volitional sphere are most often manifested by increased emotional excitability in combination with a pronounced instability of autonomic functions, general hyperesthesia, and increased exhaustion of the nervous system. In children of the first years of life, sleep is persistently disturbed (difficulty falling asleep, frequent awakenings, restlessness at night). Affective arousal can occur even under the influence of ordinary tactile, visual and auditory stimuli, especially intensifying in an environment that is unusual for the child.

At older preschool age, children are characterized by excessive impressionability, a tendency to fear, and in some, increased emotional excitability, irritability, and motor disinhibition predominate, while in others, timidity, shyness, and lethargy. Most often, there are combinations of increased emotional lability with inertia of emotional reactions, in some cases with elements of violence. So, having started crying or laughing, the child cannot stop, and the emotions seem to become violent. Increased emotional excitability is often combined with tearfulness, irritability, capriciousness, reactions of protest and refusal, which are significantly enhanced in a new environment for the child, as well as with fatigue.

Emotional disorders dominate in the structure of the general maladjustment syndrome characteristic of these children, especially at an early age. In addition to increased emotional excitability, one can observe a state of complete indifference, indifference, indifference (apatic-abulic syndrome). This syndrome, as well as a joyful, elated mood with a decrease in criticism (euphoria), is noted with lesions of the frontal lobes of the brain. Other emotional-volitional disturbances are also possible: weakness of volitional effort, lack of independence, increased suggestibility, the occurrence of catastrophic reactions in so-called frustration situations. The development of the emotional-volitional sphere is one of the most important components of readiness for school.

It is conditionally possible to distinguish three most pronounced groups of so-called difficult children with problems in the emotional sphere.

Aggressive kids. Of course, in the life of every child there were cases when he showed aggression, but highlighting this group, attention is drawn to the degree of manifestation of an aggressive reaction, the duration of the action and the nature of the possible reasons, sometimes implicit, that caused affective behavior.

Emotionally disinhibited children. These children react too violently to everything: if they express delight, then as a result of their expressive behavior they turn on the whole group, if they suffer, their cries and groans will be too loud and defiant.

Anxious children. They are embarrassed to loudly and clearly express their emotions, quietly experiencing their problems, afraid to draw attention to themselves.

The main factors influencing emotional-volitional disorders include:

1) natural features (type of temperament)

2) social factors:

Type of family education;

The attitude of the teacher;

Relationships around.

In the development of the emotional-volitional sphere, three groups of disorders are distinguished:

mood disorders;

Conduct disorders;

Psychomotor disorders.

Mood disorders can be divided into 2 types: with an increase in emotionality and its decrease. The first group includes such conditions as euphoria, dysphoria, depression, anxiety syndrome, fears.

The second group includes apathy, emotional dullness, parathymia. Euphoria - high spirits, not associated with external circumstances. A child in a state of euphoria is characterized as impulsive, striving for dominance, impatient. Dysphoria is a mood disorder, with a predominance of angry-dreary, gloomy-dissatisfied, with general irritability and aggressiveness. A child in a state of dysphoria can be described as sullen, angry, harsh, unyielding. Depression is an affective state characterized by a negative emotional background and a general passivity of behavior. Depression in preschool age in its classic form is usually atypical, erased. A child with a low mood can be described as unhappy, gloomy, pessimistic. Anxiety syndrome is a state of causeless concern, accompanied by nervous tension, restlessness. An anxious child can be defined as insecure, constrained, tense. Fear is an emotional state that occurs in case of awareness of impending danger. A preschooler who is afraid looks timid, frightened, withdrawn. Apathy is an indifferent attitude to everything that happens, which is combined with a sharp drop in initiative. An apathetic child can be described as lethargic, indifferent, passive. Emotional dullness is the flattening of emotions, primarily the loss of subtle altruistic feelings while maintaining elementary forms of emotional response. Parathymia, or inadequacy of emotions, is a mood disorder in which the experience of one emotion is accompanied by an external manifestation of an emotion of the opposite valence. Emotional dullness and parathymia are characteristic of children with schizophrenia. Behavioral disorders include hyperactivity and aggressive behavior: normative-instrumental aggression, passive-aggressive behavior, infantile aggressiveness, defensive aggression, demonstrative aggression, purposefully hostile aggression. Hyperactivity is a combination of general motor restlessness, restlessness, impulsive actions, emotional lability, and impaired concentration. A hyperactive child is restless, does not complete the work he has begun, his mood quickly changes. Normative-instrumental aggression is a type of childish aggressiveness, where aggression is used mainly as a norm of behavior in communication with peers. An aggressive child is defiant, restless, pugnacious, enterprising, does not admit guilt, demands the submission of others. His aggressive actions are a means to achieve a specific goal, therefore, positive emotions are experienced by him upon reaching the result, and not at the moment of aggressive actions. Passive-aggressive behavior is characterized by whims, stubbornness, the desire to subdue others, unwillingness to discipline. Infantile aggressiveness is manifested in the child's frequent quarrels with peers, disobedience, making demands on parents, and the desire to offend others. Defensive aggression is a type of aggressive behavior that manifests itself both in the norm (an adequate response to external influences) and in an exaggerated form, when aggression occurs in response to a variety of influences. The emergence of hypertrophied aggression may be associated with difficulties in decoding the communicative actions of others. Demonstrative aggression is a kind of provocative behavior aimed at attracting the attention of adults or peers. In the first case, the child uses verbal aggression in an indirect form, which manifests itself in various statements in the form of complaints about a peer, in a demonstrative cry aimed at eliminating a peer. In the second case, when children use aggression as a means of attracting the attention of their peers, they most often use physical aggression - direct or indirect, which is involuntary, impulsive (direct attack on another, threats and intimidation - as an example of direct physical aggression or destruction products of the activity of another child in case of indirect aggression).

Violation of the emotional-volitional sphere of older preschoolers as a condition has a generally negative, disorganizing effect on the results of the activities of children of primary school age. The influence of anxiety on the development of personality, behavior and activities of the child is negative. The cause of anxiety is always the internal conflict of the child, his disagreement with himself, the inconsistency of his aspirations, when one of his strong desires contradicts another, one need interferes with another.

Children with a violation of the emotional-volitional sphere are characterized by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are particularly sensitive, suspicious and impressionable. Also, children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding that the children are not able to perform.

We list the most common causes of violations of emotional distress in children:

Inconsistency of requirements for the child at home and in kindergarten;

Violation of the daily routine;

Excess information received by the child (intellectual overload);

The desire of parents to give their child knowledge that does not correspond to his age;

Unfavorable position in the family.

Frequent visits with the child to crowded places;

Excessive severity of parents, punishment for the slightest disobedience, fear of the child to do something wrong;

Decreased motor activity;

Lack of love and affection from parents, especially mother.

In domestic and foreign psychology, a variety of methods are used to help correct emotional and volitional disorders in children. These methods can be divided into two main groups: group and individual. However, this division does not reflect the main goal of psycho-correctional influences.

Psychological correction of emotional disturbances in children is a well-organized system of psychological influences. Basically, it is aimed at alleviating emotional discomfort in children, increasing their activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, irritability, anxious suspiciousness, etc.

A significant stage of work with these children is the correction of self-esteem, the level of self-awareness, the formation of emotional stability and self-regulation.

In world psychology, there are two approaches to the psychological correction of a child's mental development: psychodynamic and behavioral. The main task of correction within the framework of the psychodynamic approach is the creation of conditions that remove external social barriers to the development of an intrapsychic conflict. Psychoanalysis, family psychocorrection, games and art therapy contribute to successful resolution. Correction within the framework of the behavioral approach helps the child learn new reactions aimed at the formation of adaptive forms of behavior, or the extinction, inhibition of his existing maladaptive forms of behavior. Various behavioral trainings, psychoregulatory trainings reinforce the learned reactions.

Methods of psycho-correction of emotional-volitional disorders in children should be divided into two groups: basic and special. The main methods of psycho-correction of emotional-volitional disorders include methods that are basic in the psychodynamic and behavioral directions. This includes play therapy, art therapy, psychoanalysis, desensitization method, autogenic training, behavioral training. Special methods include tactical and technical methods of psychocorrection that affect the elimination of an existing defect, taking into account individual psychological factors. These two groups of methods are interrelated.

When selecting methods for psycho-correction of emotional-volitional disorders, it is necessary to proceed from the specific direction of the conflict, which determines the child's emotional distress. In case of an intrapersonal conflict, gaming, psychoanalytic methods, methods of family psychocorrection should be used. With the predominance of interpersonal conflicts, group psycho-correction is used, which contributes to the optimization of interpersonal relationships, psycho-regulatory training in order to develop the skills of self-control of behavior and alleviate emotional stress. In addition, it is necessary to take into account the severity of the emotional distress of the child. Methods for correcting emotional and personality disorders in children (play therapy, fairy tale therapy, art therapy, isotherapy, etc.) work quite successfully if they correspond to the mental characteristics of both the child and the therapist, and also if the necessary conditions for work are available. The last factor turns out to be important: the arrangement of a room for play therapy, for example, requires significant organizational and financial costs.

Therefore, in modern conditions, it is the methods of art therapy, in particular, psychotherapy through drawing, that are the most effective. The child, drawing what interests and excites him, gets a unique opportunity to “splash out” his experiences on paper, and not “store” them in himself. Drawing them, the child, as it were, "gets rid of" the fear caused by them.

The term "art therapy" (art - art, art therapy - therapy), literally translated as art therapy. This is a therapeutic method based on the healing effect of communication combined with creativity. Art therapy is a specialized form of psychotherapy based on the strong influence of art on the emotional and personal-semantic spheres of a person, the system of his relations, primarily fine arts, as well as creative activities associated with fine arts.

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Preschool age is the period of the initial actual warehouse of the personality. It is at this time that the emotional and motivational spheres that are closely related to each other develop.

Emotions are a special class mental processes and states, which is experienced relationships person to objects and phenomena. Emotions and feelings - a specific form of reflection of reality. Reflected in feelings the significance of objects and phenomena for a person in a particular situation. That is the senses are personal. They are associated with needs and act as an indicator of how they are being met. Preschool childhood is characterized in general calm emotionality , the absence of strong affective outbursts and conflicts on minor occasions. Emotional processes become more balanced . But out of this should not decrease saturation emotional life of the child. At preschool age, the desires and motives of the child are combined with his ideas, and thanks to this, the motives are rebuilt. going on transition from desires (motives) aimed at objectsperceived situation, to the desires associated with the presented objects. The emotions associated with the performance allow anticipate results actions of the child, satisfaction of his desires.

Emotional development of a preschooler associated primarily with the emergence of new interests, motives and needs. The most important change in the motivational sphere is emergence of social motives. Therefore, they begin to develop intensively social emotions and moral feelings.

Gradually, the preschooler begins to anticipate not only intellectual, but also emotional results of their activities. Child masters the highest forms of expression - expressing feelings through intonations, facial expressions, pantomimics. Changes in the emotional sphere associated with the development of not only motivational, but also cognitive sphere of personality, self-consciousness. Will means conscious regulation by a person of his behavior and activities, expressed in the ability to overcome difficulties in achieving the goal.

significant components of volitional action act the emergence of motivation, awareness and struggle of motives, decision-making and execution. Volitional action characterized purposefulness as a conscious orientation of a person to a certain result. First stage volitional action is associated with initiative expressed in setting one's own goals, independence manifested in the ability to resist the influence of others. Determination characterizes stage of struggle of motives and decision making. Overcoming obstacles in achieving goals on the execution stage is reflected in a conscious volitional effort, which involves the mobilization of one's forces. Major Acquisition preschool age consists of transformation of the child's behavior"field" into "strong-willed" (A.N. Leontiev). During preschool age formation of volitional action. Baby take over goal setting, planning, control. Volitional action begins with goal setting. Preschooler masters goal setting - the ability to set goals. Elementary purposefulness is already observed in a baby(A.V. Zaporozhets). At the preschooler goal-setting develops along the line independent, proactive goal setting, which with age change in content. L.S. Vygotsky, most characteristic of volitional action is free choice of target, his behavior, determined not by external circumstances, but motivated by the child.

Retention and goal achievement depends on a number of conditions.

Firstly, from the difficulty of the task and the duration of its implementation.Secondly, from successes and failures in activity.Thirdly, from the attitude of an adultFourth, from the ability to imagine in advance the future attitude to the result its activities. Fifth, from the motivation of the goal, from the ratio of motives and goals.

Awareness and mediation - this is the main characteristics of arbitrariness. Other arbitrary action characteristic - awareness, or awareness. On the formation of arbitrary actions can be judged primarily by activity and initiative the child himself. That is, an indicator of arbitrariness is the relative preschooler independence from an adult in setting goals, planning and organizing their actions.

At preschool age based on self-assessment and self-control, arises self-regulation of their own activities. There are two lines in the development of self-control in a preschooler. These include development of the need to check and correct your work and mastering the methods of self-examination.At 5-7 years old self-control starts acting like special activity aimed at improving the work and eliminating its shortcomings. Features of the development of will in preschool age:

Children develop goal-setting, struggle and subordination of motives, planning, self-control in activities and behavior;

The ability to volitional effort develops;

Arbitrariness develops in the sphere of movements, actions, cognitive processes and communication with adults.

Report on the topic:

"Development of the emotional-volitional sphere of preschoolers"

Introduction

1. Features of the emotional-volitional sphere of a preschooler.

3. Development of the emotional-volitional sphere of a preschooler

Conclusion

List of sources used

Application
Introduction

The problem of the emotional-volitional sphere in the development of a preschooler is very relevant today, it is the emotional development and upbringing that is the foundation on which the building of the human personality is laid and reconstructed throughout life. Psychologists believe that all changes in cognitive activity that occur during childhood must be associated with profound changes in the emotional-volitional sphere of the child's personality. -

The work on the development of emotions will help parents and teachers to understand the world of the child's experiences, to better know his condition in various situations, to understand what exactly worries and pleases him. This will allow (if necessary) to pay special attention to the baby who is experiencing emotional discomfort, to help overcome and correct negative character traits. Thus, the adults surrounding the child will be able to establish a trusting relationship with him, and this, in turn, will facilitate the process of upbringing and development.

1. Features of the emotional-volitional sphere of a preschooler.

Emotions affect all mental processes: perception, sensation, memory, attention, thinking, imagination, as well as volitional processes. Therefore, the problem of the development of emotions and will, their role in the emergence of motives as regulators of the child's activity and behavior is one of the most important and complex problems of psychology and pedagogy.

Preschool childhood is a period of knowledge of the world of human relations. While playing, he learns to communicate with his peers. This is the period of creativity. The child learns speech, he has a creative imagination. This is the period of the initial formation of personality.

Studies devoted to the study of the emotional and volitional development of the personality of a preschool child were carried out by many domestic and foreign scientists and researchers (G.M. Breslav, V.K. Vilyunas, A.V. Zaporozhets, K.E. Izard, Ya.Z. Neverovich, P.V. Simonov and others).

Domestic researchers (I.V. Alyokhina, N.M. Amosov, P.K. Anokhin, M.V. Antropova, I.A. Arshavsky, A. Ballon, A.I. Zakharov, M.I. Koltsova, A. D. Kosheleva, N. L. Kryazheva, N. M. Matyash, T. A. Pavlova, N. A. Stepanova and others) associate the occurrence of problems in the emotional-volitional sphere of the child with a deficit, volitional effort.

2. Emotional-volitional sphere

Emotional-volitional sphere- these are the properties of a person that characterize the content, quality and dynamics of his emotions and feelings.

The senses- a complex set of various emotions associated with a person with certain people, objects, events. Feelings are subject related, that is, they arise and manifest themselves only in relation to certain objects: people, objects, events, and so on.

Mood- a general emotional state, coloring for a considerable time individual mental processes and human behavior. The mood significantly depends on the general state of health, on the work of the endocrine glands and, especially on the tone of the nervous system. This kind of mood is called well-being. Mood is influenced by the environment, events, activities performed, and people. Moods can vary in duration. The stability of mood depends on many reasons: the age of a person, the individual characteristics of his character and temperament, willpower, the level of development of the leading motives of behavior. Mood leaves a significant imprint on behavior. The mood can both stimulate, strengthen, and suppress, upset human activity.

Emotions in the strict sense of the word, it is a direct, temporary experience of a feeling.

Stress- an emotional state that occurs in response to a variety of extreme influences. Modern psychologists agree on the point of view that stress at the initial stage of development has a positive effect on a person, since it contributes to the mobilization of mental forces and does not cause physiological changes. But if a person's defense mechanisms cannot cope with stress, then in the end he gets a psychosomatic or other mental deviation.

Will- conscious self-regulation of behavior, manifested in the deliberate mobilization of behavioral activity to achieve goals perceived by the subject as a necessity and opportunity, a person's ability to self-determination, self-mobilization and self-regulation (M.I. Enikeev).

3. Development of the emotional-volitional sphere of a preschooler

Preschool age, according to the definition of A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It was at this time that the formation of the main personal mechanisms and formations that determine the subsequent personal development takes place.

The development of the emotional-volitional sphere of a personality is a complex process that occurs under the influence of a number of external and internal factors. The factors of external influence are the conditions of the social environment in which the child is located, the factors of internal influence are heredity, the features of his physical development.

The age of 7 years is accompanied by a deeper awareness of one's inner experiences based on the emerging experience of social communication. During this period, positive and negative emotional reactions are fixed. For example, various reactions of fear or self-confidence. Thus, by the senior preschool age, the child develops the main personal characteristics. Needs, interests and motives determine the behavior, purposeful activity and actions of the child. Success in achieving the goals desired for the child, the satisfaction or dissatisfaction of their current needs determine the content and characteristics of the emotional and volitional life of older preschool children. Emotions, especially positive ones, determine the effectiveness of teaching and raising a child, and volitional effort influences the formation of any activity of a preschooler, including mental development.. At preschool age, desires, the child's motives are combined with his ideas, and thanks to this, the motives are rebuilt. There is a transition from desires (motives) directed at the objects of the perceived situation, to desires associated with the represented objects that are in the "ideal" plan. Even before the preschooler begins to act, he has an emotional image that reflects both the future result and his assessment by adults. If he foresees a result that does not meet accepted standards of education, possible disapproval or punishment, he develops anxiety - an emotional state that can slow down actions that are undesirable for others.

The motives of a preschooler acquire different strength and significance. Already at the early preschool age, a child can relatively easily make a decision in a situation of choosing one object from several. Soon he may already suppress his immediate urges, for example, not responding to an attractive object. This becomes possible due to stronger motives that act as "limiters". Interestingly, the most powerful motive for a preschooler is encouragement, receiving a reward. Weaker - punishment (in communication with children, this is primarily an exception to the game).

Another line of development of self-consciousness is awareness of one's experiences. Not only at an early age, but also in the first half of preschool childhood, the child, having various experiences, is not aware of them. At the end of preschool age, he is guided in his emotional states and can express them with the words: “I am glad”, “I am upset”, “I am angry”.

As you develop your child's emotional sphere, enrich your active vocabulary with words denoting emotional states. Heroes of fairy tales and cartoons will help you with this. Talk about what emotions the characters experience at one time or another, how their mood changes and why.

When naming an emotional state, accurately define it verbally: “joy”, “surprise”, “sadness”, etc. remember yourself and explain to the child: feelings are not divided into “good” and “bad”. Anger sometimes helps to reveal dissatisfaction with someone else's behavior or to get together and cope with something that has not worked out for a long time. Fear does not allow you to forget about safety rules and therefore allows you to be careful.

Teach your child to separate feelings and actions: there are no bad feelings, there are bad deeds: “Vladik was angry with you, he hit you. He acted badly. He didn't find the right words to express his displeasure."

Respect the feelings of the baby: he, like adults, has the right to experience fear, anger, sadness. Do not urge him to refuse, for example, the manifestation of anger: “Do not dare to be rude to me!”. Better help him understand his condition: "I understand that you are angry with me because I studied with your little brother."

Educators can organize their work on the development of the world of emotions more consistently and systematically.

You can start this work by introducing children to a kind of emotional primer, because. tell others about feelings, make them understandable not only with the help of words, but also with a special language of emotions: facial expressions, gestures, postures, intonations. The teacher needs to teach children to use the language of emotions both to express their own feelings and experiences, and to better understand the state of others.

The teacher can use literary material known to him. Remembering the heroes of the works, their experiences, children compare them with personal experience. Subsequently, this will help them deal with difficult life situations.

Thus, preschool childhood is a period of knowledge of the world of human relations. While playing, he learns to communicate with his peers. This is the period of creativity. The child learns speech, he has a creative imagination. This is the period of the initial formation of personality.

It is necessary to find ways and means to introduce systematic work on the formation and correction of the emotional sphere of the child. The task of educators is to ensure the all-round development of children. Achieving positive results is possible only with close cooperation and an integrated approach in the work of educators and parents. The main work of training and education is carried out by teachers in the classroom and in regime moments. With parents, teachers discuss the success or difficulties of the child in learning. The main methods in such classes are: creating a game situation, an emotional atmosphere that draws attention to the depicted object, phenomenon, showing and developing skills and abilities, examining the subject. In the process of examination, observation, the perception of an object is combined with the verbal designation of objects, phenomena, their properties, and relationships (the name of colors, geometric shapes, sizes, spatial relationships). Thus, to correct the development of the emotional-volitional sphere of preschoolers, specially designed forms of work are required that take into account the age and personality characteristics of preschoolers, careful selection and adaptation of the material used.

To determine the emotional state of the child, you can use tests for the level of anxiety, a self-esteem test, as well as a simple drawing test, with which you can determine the mood, anxiety, aggressiveness of the child.

Conclusion

The period of preschool childhood is the age of cognitive emotions, which include feelings of surprise, curiosity, curiosity.

Theoretical and practical aspects in the field of studying the emotional and volitional state of preschoolers make it possible to understand that the creation of emotional well-being and comfort has an impact on almost all areas of mental development, be it the regulation of behavior, the cognitive sphere, the child's mastery of the means and ways of interacting with other people, behavior in a group of peers, the assimilation and mastery of their social experience.

The ways of behavior that we demonstrate to a child in everyday life are not always productive, sometimes inadequate, and often limited by our own experience and shortcomings. Therefore, for the development of the emotional-volitional sphere of a preschooler, special work is needed in this direction.

Sometimes adults do not fully understand the issues related to the sphere of emotions, and cannot provide the necessary support. And it happens that a child is taught to restrain feelings even before he discovers the miter of his own and other people's emotions. When a baby behaves naturally and naturally, adults, looking around, hastily say: “Don’t cry, you’re a man!”, “Don’t fight, you’re a girl!”, “Are you a coward?”. And as a result, the child hides his fear, tears and resentment, because these feelings are not welcomed by adults. This leads to the fact that the baby does not master the ways of recognizing, recognizing emotional manifestations at all.

Of course, the emotional development of a child is not an easy task. However, it is the parents who can and should start this work. First of all, mom and dad should take into account the small vocabulary of the baby. Therefore, it is necessary, when explaining something to a child, to designate certain emotions with a word, thereby laying the foundations of an emotional vocabulary: “joy”, “sad”, “angry”, “surprised”, “scared”, “angry”, etc. And the more the surrounding adults talk to the child about feelings, moods (his own and loved ones, heroes of fairy tales or cartoons), the more accurately the baby manages to recognize and label them verbally. Such conversations enrich the inner world of the child, teach him to analyze his own emotions and behavior, and also lead to an understanding of other people's experiences and actions.

It is necessary to activate the emotions of children through various activities, giving preference to the game. Select appropriate methods and techniques that take into account the age and individual characteristics of the emotional development of children.

Bibliography

1. 
   Galiguzova L.N. Art of communication with a child from one to six years old / L.N. Galiguzova, E.O. Smirnova. - M.: ARKTI, 2004. - 160 p.
2. 
   Gamezo M.V. Developmental and pedagogical psychology: Proc. allowance / M.V. Gamezo, E.A. Petrova, L.M. Orlova. - M.: Pedagogy, 2003. - 512 p.
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   Izard K.E. Psychology of emotions / K.E. Izard. Translated. from English. - St. Petersburg: Peter, 2008. - 464 p.
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   Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics / A.M.Prikhozhan. - M.: NPO "MODEK", 2006. - 304 p.
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   Psychological Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. - M.: Prospekt, 2007. - 431 p.
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   Ukhanova A.V. The program for the development of the emotional-volitional and communicative sphere of preschool children / A.V. Ukhanova // Bulletin of practical psychology of education. - 2009. - No. 2. - C.115-124.
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   Shapatina O.V. Developmental psychology and developmental psychology / O.V. Shapatina, E.A. Pavlova. - Samara: Univers-group, 2007. - 204 p. pp.94-106
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Application

Puzzle game "Masks"

Purpose: to develop the ability to determine the emotional state from schematic images, to describe the facial expressions of others when depicting emotions.

For one child, the teacher puts on a mask with a mood (the child does not know what kind of mask it is). The rest of the children talk about the peculiarities of the position of the eyebrows, mouth, eyes.

Theater game.

Purpose: to develop the ability to recognize the emotional manifestation of other people by facial expressions and understand their own emotional state and the state of others.

The child depicts some kind of mood with the help of facial expressions, but at the same time part of his face will be hidden (covers the upper or lower part of the face with a sheet of paper.) The rest must guess what mood was guessed.

The game "Guess the emotion by touch."

Purpose: to develop the ability to identify basic emotions (joy, grief, anger, fear, surprise) by facial expressions and convey them; develop tactile sensations.