Features of the development of the emotional sphere of children of senior preschool age

Features of the emotional sphere of a preschooler

Emotions are a special class of mental processes and states associated with instincts, needs and motives. Emotions, as specific subjective experiences, sometimes very vividly color what a person feels and imagines. Emotions are constant companions of a person. Emotions influence a person's thoughts and activities.

Emotions help us perceive reality in a certain way and react to it. The way the emotional sphere of a preschool child is developed affects the little person’s understanding of the world and successful interaction with it. Many children have problems in emotional development, namely, they do not know how to respond to the feelings and states of others, and react inadequately to many things. Today, a child’s best friends are a TV and a computer, a smartphone and a tablet, and his favorite activities are watching cartoons and computer games. As a result of this lifestyle, children communicate less with both adults and peers; Preschoolers are not attentive and insensitive to others, they do not know how to control and show emotions appropriately. But communication significantly enriches life, making it bright, filled with emotions and impressions. The preschool period is a fairly short period of human life. Therefore, it is important to lay good personality foundations at this time. Equally important is the emotional development of the child, which has its own special characteristics.

The problem of our time is that many children have problems in emotional development, namely, they do not know how to respond to the feelings and states of others, and react inadequately to many things.

Emotions are characterized by three components: the sensation of emotion experienced or recognized in the psyche; processes occurring in the nervous, endocrine, respiratory, digestive and other systems of the body; observable expressive complexes of emotions, including on the face. Emotions are distinguished from other types of emotional processes: affects, feelings and moods. Emotions, like many other mental phenomena, are understood differently by different authors, so the above definition can be considered neither accurate nor generally accepted. In modern science, there are four directions in determining the connection between emotions and feelings: the presentation of feelings and emotions as identical; the relationship of feelings to one of the types of emotions; consideration of feeling as a generic concept of various emotions; the idea of ​​feelings and emotions as different processes.

The following types of emotions are distinguished: negative; positive; neutral; unconventional; static; dynamic.

Positive emotions include: pleasure, delight, joy, confidence, sympathy, love, tenderness, bliss.

Negative emotions include: gloating, revenge, grief, anxiety, melancholy, fear, despair, anger.

Neutral ones can be called: curiosity, amazement, indifference.

Emotions are understood as time-extended processes of internal regulation of the activity of a person or animal, reflecting the meaning (meaning for the process of his life) that existing or possible situations in his life have. In humans, emotions give rise to experiences of pleasure, displeasure, fear, timidity, and the like, which play the role of orienting subjective signals. A way to assess the presence of subjective experiences (since they are subjective) in animals by scientific methods has not yet been found. In this context, it is important to understand that emotion itself can, but does not have to, give rise to such an experience, and comes down precisely to the process of internal regulation of activity.

Emotions have evolved evolutionarily from the simplest innate emotional processes, reduced to organic, motor and secretory changes, to much more complex processes that have lost their instinctive basis, having a clear connection to the situation as a whole, that is, expressing a personal evaluative attitude to existing or possible situations, to one’s own participation in them. The primary vital (survival) emotions inherited by man include fear, rage, pain and similar emotions.

Emotions allow a person to evaluate everything that happens around and inside him. The “language of emotions” is the same for all living beings on our planet; a dog, not speaking human language, perfectly understands what is happening to a person, simply by observing him, “reading” his emotions. A person from the other end of the earth, having a different upbringing, a different culture and worldview, is able to understand a person’s state without words by “reading” his emotions. Some hypersensitive people are able to read emotions from a distance, even time is not a hindrance to them. The “reading technique” is given to all living beings from the moment of birth; a child who has not yet received “processing by society”, without any life experience, is capable of “reading” emotions from the first days of life (however, even in the womb). It is impossible to thoroughly study how this process occurs, since much is still unknown to humans; there are no such instruments and concepts capable of giving clear answers.

K. Izard identified the following basic emotions

Interest (as an emotion) is a positive emotional state that promotes the development of skills and abilities and the acquisition of knowledge.

Joy is a positive emotional state associated with the ability to sufficiently fully satisfy an actual need, the probability of which until this moment was small or, in any case, uncertain.

Surprise is an emotional reaction to sudden circumstances that does not have a clearly defined positive or negative sign. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.

Suffering is a negative emotional state associated with received reliable or apparent information about the impossibility of satisfying the most important needs of life, which until that moment seemed more or less probable, most often occurs in the form of emotional stress.

Anger is an emotional state, negative in sign, usually occurring in the form of affect and caused by the sudden emergence of a serious obstacle to the satisfaction of a need that is extremely important for the subject.

Disgust is a negative emotional state caused by objects (objects, people, circumstances), contact with which (physical interaction, communication in communication, etc.) comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject. Disgust, when combined with anger, can motivate aggressive behavior in interpersonal relationships, where attack is motivated by anger and disgust by the desire to get rid of someone or something.

Contempt is a negative emotional state that arises in interpersonal relationships and is generated by a mismatch in the life positions, views and behavior of the subject with the life positions, views and behavior of the object of feeling. The latter are presented to the subject as base, not corresponding to accepted moral standards and aesthetic criteria.

Fear is a negative emotional state that appears when a subject receives information about a possible threat to his well-being in life, about a real or imagined danger. In contrast to the emotion of suffering, caused by direct blocking of the most important needs, a person, experiencing the emotion of fear, has only a probabilistic forecast of possible trouble and acts on the basis of this (often an insufficiently reliable or exaggerated forecast).

Shame is a negative state, expressed in the awareness of the inconsistency of one’s own thoughts, actions and appearance not only with the expectations of others, but also with one’s own ideas about appropriate behavior and appearance.

Thus, emotions are subjective human reactions to the influence of external and internal stimuli, reflecting in the form of experiences their personal significance for the subject and manifesting themselves in the form of pleasure or displeasure.

The nature of the experience (pleasure or displeasure) determines the sign of emotions - positive and negative. From the point of view of influence on human activity, emotions are divided into sthenic and asthenic. Stenic emotions stimulate activity, increase a person’s energy and tension, and encourage him to act and speak. The catchphrase: “ready to move mountains.” And, conversely, sometimes experiences are characterized by a kind of stiffness, passivity, then they talk about asthenic emotions. Therefore, depending on the situation and individual characteristics, emotions can influence behavior differently. Thus, grief can cause apathy and inactivity in a weak person, while a strong person doubles his energy, finding solace in work and creativity. Modality is the main qualitative characteristic of emotions, which determines their type according to the specificity and special coloring of experiences.

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

Throughout preschool childhood, the “education of feelings” occurs - over time, they become deeper, more stable, and more intelligent.

The strongest and most important source of a child’s experiences is his relationships with other people, adults and children. When others treat a child kindly, recognize his rights, and show him attention, he experiences emotional well-being—a feeling of confidence and security. Usually, under these conditions, the child is in a cheerful, cheerful mood. Emotional well-being contributes to the normal development of a child’s personality, the development of positive qualities, and a friendly attitude towards other people. Emotional well-being also provides high self-esteem, formed self-control, orientation towards success in achieving goals, emotional comfort in the family and outside the family. It is emotional well-being that is the most capacious concept for determining the success of a child’s development.

In preschool age, that relatively stable inner world is formed, which gives grounds for the first time to call a child a personality, although, of course, a personality that is not yet fully formed, but capable of further development and improvement.

The main way adults influence the development of children’s personality is through organizing the assimilation of moral norms that regulate the behavior of people in society. These norms are acquired by the child under the influence of models and rules of behavior. Models of behavior for children are, first of all, adults themselves: their actions, relationships. At the same time, of course, the most important component of an adult’s influence on a child is his, the adult’s, own system of emotional reactions, assessments, and characteristics.

The behavior of the people immediately around him has the most significant impact on the child. He is inclined to imitate them, adopt their manners, borrow from them their assessment of people, events, and things. However, the matter is not limited to loved ones. A preschool child gets acquainted with the life of adults in many ways: by observing their work, listening to stories, poems, and fairy tales. The model for him is the behavior of those people who evoke the love, respect and approval of others. The behavior of peers who are approved and popular in the children's group can also serve as a model for the child. Finally, the patterns of behavior presented in the actions of fairy-tale characters endowed with certain moral traits are of considerable importance.

If an adult is friendly to the child, rejoices with him in his successes and empathizes with his failures, then the child retains good emotional well-being, a readiness to act and overcome obstacles even in the event of failure. When a positive relationship is established with an adult, the child trusts him and easily comes into contact with others.

In our kindergarten, every year a diagnosis of the emotionally-volitional sphere of personality and the emotional state of the child in the kindergarten group is carried out. I would like to note that most children have recently, compared to previous years, experienced a decrease in the level of development of the emotional sphere, an increasing number of children are experiencing difficulties in communicating with peers, awareness of their emotions and control over them are reduced. Frequent conflicts arise between children, which they do not know how to resolve. Unfortunately, we have to note that children become less responsive to the feelings of other people.

At all stages of a preschooler’s physical development, it is necessary to expand knowledge about emotional phenomena, the emotional sphere of a person and one’s own emotional manifestations. By explaining what emotions are, how they are expressed and what the consequences of emotions are, we form a vocabulary of emotions, activate ways and means of identifying emotions, thereby facilitating the child’s communication with the outside world, developing his cognitive potential and forming the foundations of morality. For example, in a role-playing game, a child accepts a situation “as if” and at the same time, without changing himself, maintaining contact with reality, experiences real emotions in accordance with the plot.

It is also necessary to enrich the positive emotional experience of children, and through replaying emotional experiences, relieve tension, anger and develop independent skills in dealing with negative emotions.

An important part of enriching the emotional sphere of a preschooler is also the expansion of the means of expressing emotional states and the formation of skills for voluntary expression of emotions. By conducting creative games such as “Complete the face” or “Find differences in facial expressions”, discussing facial signs, the teacher helps the child with solving this issue.

The proactive initiative of an adult is the main feature in correcting the child’s sphere of communication and expanding his emotional sphere.

Parents and educators of preschool children should pay great attention to role-playing games, acting out various scenes with emotional overtones, it is necessary to attend theatrical productions, circus performances, look at paintings and listen to musical compositions with different emotional overtones.

Psychogymnastics should be used in work. Psychogymnastics is a course of special classes (studies, exercises and games) aimed at developing and correcting various aspects of the child’s psyche (both its cognitive and emotional-personal spheres).

It is also necessary to note games for the development of emotional expression, or emotionally expressive games. They are aimed at developing facial, pantomimic, speech motor skills, gestural expressiveness - in other words, the “language” of emotions, which create a favorable background for the manifestation of individuality, the development of emotional sensitivity, etc. They are used in joint activities, starting from the middle group; By the age of four, children have developed a certain emotional and sensory experience, and they are able to act from a certain person, orient themselves to the attitudes of an adult, etc.

When working with children, it is advisable to use the works of children's writers and poets, folklore. They are a special form of understanding the surrounding reality, forming an emotional attitude towards the world. Fairy tales, short stories, nursery rhymes, etc. enrich the vocabulary of emotional vocabulary, develop an imaginative worldview, responsiveness, and serve as an excellent occasion for a meaningful dialogue between the teacher and children.

Objectives and options for practical activities for each age group.

Second junior group.

The main tasks at this age stage are:

— Encouraging children to react emotionally through the targeted supply of sensory information through the channels of the visual, auditory, vestibular, olfactory, tactile and taste analyzers;

— Maintaining the expressive manifestations of children (facial expressions, gestures, speech) in the process of interaction with sensory stimuli that differ in modality, intensity, and duration.

To implement these tasks, we can recommend the following sensory games.

"Travelers"

The teacher suggests walking barefoot on different surfaces (soft, smooth, ribbed, etc.).

Games with water - launch boats, bathe toys, fill plastic containers, rubber toys (pears) with water and pour it out, plunge plastic balls and toys to the bottom.

“It’s raining” (pouring water from a watering can into basins).

“Who can hold the water longer” (they collect water in their palms, trying to hold it for as long as possible).

“The sea is agitated” (hands depict sea waves).

"Breeze"

The teacher holds in his hand a plume to which light ribbons are attached, and says the following words:

Wind, blow stronger

Unfurl the ribbons quickly.

Wey, wey, breeze,

Get him, buddy!

Then he begins to move quickly, waving his plume. Children try to catch the “breeze”.

In parallel with sensory games, it is recommended to conduct games aimed at developing the mechanisms of emotional expression, primarily gestural expressiveness.

The plot basis of such games can be the works of children's writers, poets, and folklore.

"Bear Cubs"

The teacher reads P. Voronko’s poems, inviting the children to move.

The cubs lived in the thicket, turning their heads. Like this! (They shift from foot to foot, turn their head.)

The cubs were looking for honey and shook the bush together. Like this! (Imitate the swaying of bushes.)

They waddled and drank water from the river. Like this! (They waddle, awkwardly, then bend down, “drink water.”)

And then they danced, raising their paws higher. (They dance, raising their knees high.)

In the second younger group, it is also necessary to introduce children to vocabulary that reflects the most vivid, visually easily identifiable emotional states: joy (joyful, joyful), sadness (sad, sad), fun (cheerful, cheerful, etc.), sadness (sad , sad, etc.), fright (scared, scared), anger (angry, angry), etc.

The main role in solving this problem is played by literature and folklore. When reading fairy tales, short stories, etc., the teacher focuses children’s attention on words that characterize certain emotional states. At the same time, you can demonstrate the manifestation of emotions in gestures, facial expressions, intonation, and encourage children to identify emotional states using questions: “Why did the bear run away when he heard the fox’s song?”, “Do you think the goat has always been cheerful? What else was she like?” etc.

Children of this age must also learn to see and reproduce the characteristic features of the design of emotional states (joy, sadness, fear, anger). For this, it is appropriate to use illustrative material, theatrical activities, etc. For example, using a series of story pictures and sets of cards depicting the main character in different emotional states, the teacher invites children to choose a card for each story picture that matches the hero’s mood.

Middle group.

At this age stage, it is necessary to solve many more problems related to the emotional development of children. This is primarily an expansion of the experience of emotional response through the introduction of various sensory stimuli, often complex (visual - vestibular, visual - auditory - tactile, etc.)

For the development of emotional expression, its mechanisms: non-verbal (facial, pantomimic, gestural) and verbal (words, sounds, phrases), as well as the formation of the foundations of expressiveness of external emotional manifestations, it is advisable to use emotionally expressive games (children embodying various situations from the life of animals, their habits; conveying the emotional states of fairy-tale characters through personification, etc.). Taking into account the age characteristics of children, the emotional-game context is specific, prompting and guiding.

In middle preschool age, it is also important to replenish the “emotional” vocabulary with words denoting various moods, states (surprised, surprised, scary, scared, angry, angry, grief, grieving, cowardly, offended, sad, mischievous, etc.); phrases that reflect shades of mood (not very angry, not at all scary, very sad, etc.); learn to select synonyms (joyful - cheerful, sad - sad, sad); find words that specify emotional states: angry (unpleasant, rude, angry); cheerful (happy, laughing); understand emotional characteristics presented in the form of phraseological units: Masha is confused, the girl is picky, good doctor Aibolit, etc.

To make it easier for children to master an emotional vocabulary and develop the ability to analyze emotions using words, they should first turn to fiction. It is also advisable to use visual models - a series of paintings reflecting episodes of fairy tales and stories. By showing this or that image, the teacher suggests remembering the hero’s mood and giving him a generalized emotional description.

You can make a cardboard circle with a moving arrow and depicting animals and people in different emotional states. Pointing to one of them, the teacher asks the children to name this mood, choose words - synonyms (sad hare, what else?).

To continue a meaningful dialogue with children, turning to other types of activities will allow you to turn to other types of activities: visual (the teacher, together with the children, draws Masha the Confused Man, the good Doctor Aibolit, etc.), musical (selecting musical accompaniment for fairy tales).

It is advisable to teach children to identify and differentiate emotional states (joy, sadness, fear, surprise, anger) based on external signs, and to notice changes (transitions) in mood.

To solve these problems, you can conduct conversations using pictograms, games, for example, “Confusion.”

The teacher places in front of the children a large sheet of thick paper on which people, animals, various objects, natural phenomena, etc. are drawn, connected to each other by winding lines of various colors. Offers to figure out who (or what?) the puppy, mouse, bird, etc. are afraid of; who (or what) upset the girl; who (or what) amused the boy, etc. Then, he offers his options for correcting negative experiences. For example, how to calm a puppy, how to help a girl overcome sadness, etc.

It is advisable to introduce children to the “Book of Moods”. It is created by the teacher. To do this, you need to bend five to six landscape sheets in half and fasten them in the middle. Even-numbered pages represent symbolic images of various moods (pictograms), and odd-numbered ones reflect life situations, episodes of fairy tales, cartoons, objects, phenomena that can cause a particular emotional state. When considering the “Book of Moods,” it is advisable to encourage children to supplement its content with their own life experiences (name what (who) brings you joy; what can make you sad, what it means to be offended, etc.).

You can complete tasks in the “Rainbow of Moods” albums, which require conveying emotions with color. For example:

· The teacher depicts the girls’ faces in a state of joy and sadness, asks them to draw a dress, bows, shoes that suit each of them.

· The teacher draws pictograms and several circles around them. Invites children to depict in circles objects, events, etc. that can evoke a particular mood.

· Depicts episodes from fairy tales (cheerful and sad animals around Aibolit, guests at Soroka’s name day - white-sided, etc.), offering to color each character according to his emotional state.

Senior preschool age.

The tasks of this age period include the following:

· Improving the experience of external expression of emotions, encouraging the transfer of subtle shades of mood, demonstrating the diversity of components of emotional expression: facial expression, pantomimic, gestural, speech;

· Stimulating the manifestation of an individually unique style of play behavior, originality of emotional response.

To achieve these goals, it is recommended to conduct a series of emotionally expressive games. Here are some of them.

Older children continue to be taught to understand, differentiate the emotional state based on external signs (facial expressions, gestures, postures, voice intonations), determine the reasons for a particular mood by analyzing circumstances, events, etc.; They develop the ability to respond to the emotional state of another person, to show empathy, joy, and action.

In the implementation of these tasks, fiction, especially landscape poetry, provides great assistance, where various moods and connections between human experiences and the state of nature are conveyed. An important place is given to conversations and games.

Using problematic situations and visual material, you can dwell on such points as the reasons that cause certain emotional experiences, ways to change negative experiences.

In the future, it is recommended to bring children to the idea: a person’s mood largely determines his view of the world around him, relationships between people, etc.

In the course of joint activities, work continues to enrich the vocabulary of emotional vocabulary (indifferent, pathetic, greedy, capricious, lazy, offended, ashamed, boring, tired, etc.), while it is important to encourage children not only to name emotional states, but also to select synonyms, highlight shades of mood, trace associative connections with color. While reading excerpts from works of fiction, the teacher suggests characterizing the features of the external expression of a particular state (for example, what does tired mean); reproduce this state with movements, choose a color that matches it.

In communication, it is important to pay attention to the figurativeness of the stylistic forms of children’s speech.

Children continue to be taught to understand emotional characteristics in the form of phraseological units and to use them adequately (Tsarevna - Nesmeyana, Vovka - a kind soul, The Ugly Duckling, etc.). To do this, it is necessary to introduce children to works containing such collective images: A. Barto (“Vovka is a kind soul”, “Girl is a roarer”), G. H. Andersen (“The Ugly Duckling”, “Thumbelina”), The Brothers Grimm ( “Cinderella”), S. Marshak (“He’s so absent-minded”), Y. Akim (“Neumeika”), S. Mikhalkov (“Foma”), the fairy tale “Kroshechka - Khavroshechka”, etc.

You can create an album “They live among us” (each drawing is thoroughly thought out together with the children: background, pose, facial expression, surrounding objects, etc.).

It is recommended to hold conversations and evenings of entertainment, for example, “Journey to the Land of Familiar Heroes.” The teacher prepares in advance silhouette images of the Princess - Nesmeyana, the Ugly Duckling, the Scattered One from Basseynaya Street, etc. Offers to go to an amazing country, where they will meet interesting characters.

Thus, the emotional development of preschool children is one of the most important areas of professional activity of preschool teachers.

MAGAZINE Preschooler.RF

Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, 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 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 arise quickly and disappear just as quickly. With the development of the emotional sphere in a preschooler, feelings become more rational and subordinate to thinking. But this happens when the child learns moral standards 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 character, act out, convey various emotional states in a role-playing game.

Emotion as a process is the activity of evaluating information entering the brain about the external and internal world. Emotion evaluates reality and communicates its assessment to the body in the language of experiences. Emotions are difficult to regulate by will; they are difficult to evoke at will. [3]

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 that is significant for an individual occurs, 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 the sign of emotion: a positive emotion occurs when an event is assessed as positive, a negative emotion - when it is assessed as negative. A positive emotion encourages actions to support a positive event, a negative emotion encourages actions aimed at eliminating contact with a negative event.

The third component is the degree of emotion control. It is necessary to distinguish between two states of strong emotional arousal: affects (fear, anger, joy), in which orientation and control are still preserved, and extreme excitement (panic, horror, rage, ecstasy, complete despair), when orientation and control are practically impossible. [5]

Emotional arousal can also take the form of emotional tension, which occurs in all cases where there is a strong tendency towards 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 maintaining seriousness, etc.).

A negative emotion disorganizes the activity that leads to its occurrence, but it organizes actions aimed at reducing or eliminating harmful effects.

Another source of emotional processes are anticipations: signals of pain, severe and prolonged deprivation, causing fear; signals of possible need dissatisfaction, causing anger; signals of satisfaction of needs that cause hope; signals that anticipate an uncertain, new event, causing curiosity.

The adult helps the child create the necessary positive image of a future event.

The physical and speech development of a child is accompanied by changes in the emotional sphere. His views on the world and relationships with others change. A child's ability to recognize and control their emotions increases as does their understanding of behavior, for example in areas where adults' opinions about what constitutes “bad” and “good” behavior are important. [1] Adults need to have a good idea of ​​what to expect from children, otherwise incorrect assessments will appear that do not take into account the age characteristics of the child. The ideal attitude of an adult towards a child is a gradual adjustment to the emotional development and formation of the child’s personality.

By the age of three, a child’s emotional development reaches such a level that he can behave in an exemplary manner. Just because children are capable of so-called “good” behavior does not mean that it will always be that way.

Children often display dissatisfaction in the form of tears, hysterics and screaming. Although tantrums are not as common for older people as for younger ones, their sense of self and desire for independence are strong. If a four-year-old child argues using speech, there is no need for him to become hysterical. But if the adult does not answer the child’s question: “Why should I?” - then a breakdown may occur. If a four-year-old child is very tired or has had a stressful day, his behavior will be more likely to resemble that of a younger child. This is a signal to the adult that at the moment the child has too much to bear. He needs affection, comfort and the opportunity to act for a while as if he were younger.

A preschooler's feelings are involuntary. They flare up quickly, are brightly expressed and quickly fade away. Stormy fun often gives way to tears.

The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his experiences. Therefore, children are much more susceptible to mood swings than adults. They are easy to amuse, but even easier to upset or offend, since they have almost no self-knowledge and do not know how to control themselves. That is why they are able to experience a whole range of feelings and emotions in an unusually short period of time. A child who is rolling on the floor laughing may suddenly burst into tears or despair, and a minute later, with still wet eyes, laugh contagiously again. This kind of behavior in children is completely normal.

Plus, they have good days and bad days. A child can be calm and thoughtful today or capricious and whining, and the next day he can be lively and cheerful. Sometimes we can explain his bad mood by fatigue, disappointments in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by an anxious state due to some specific circumstance, and although we try our best to help the child get rid of it, it often happens that the baby’s feelings cause complete bewilderment.

If the bad mood does not last long - for example, for several days - and does not cross any boundaries, there is no need to worry. But if a child is in a depressed mood for a very long time or sudden and unexpected changes occur, a consultation with a psychologist is needed.

But in most cases, it is better not to attach too much importance to the child’s mood changes, which will allow him to independently gain emotional stability.

A child’s mood largely depends on relationships with adults and peers.

If adults are attentive to the child and respect him as an individual, then he experiences emotional well-being. The child’s positive qualities and friendly attitude towards other people are revealed and reinforced.

If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, a negative attitude to the people around him and his toys.

With the development of the emotional sphere of a preschooler, the subjective attitude is gradually separated from the object of experience. [4]

The development of a child’s emotions and feelings is associated with certain social situations. A disruption to the usual situation (a change in the child’s routine or way of life) can lead to the appearance of affective reactions, as well as fear. Failure to satisfy (suppress) new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, desire to attack the enemy) or depression (passive state).

When a child begins to draw himself in difficult situations or simply draws terrible dreams, this is a signal of a dysfunctional emotional state.

Emotions and feelings are formed in the process of a child’s communication with peers.

Certain aspects of the psyche of children at different age stages are unequally sensitive to the conditions of upbringing. The younger the child and the greater his helplessness, the more significant his dependence on the conditions in which he is brought up is revealed.

With insufficient emotional contacts, there may be a delay in emotional development, which can last a lifetime.

Relationships with other people and their actions are the most important source of a preschooler’s feelings: joy, tenderness, sympathy, anger and other experiences.

The feelings that arise in a child in relation to other people are easily transferred to the characters of fiction - fairy tales, stories. Experiences can also arise in relation to animals, toys, and plants.

In a family, a child has the opportunity to experience a whole range of experiences. Friendly relationships are very important.

Improper communication in the family can lead to:

• to one-sided attachment, often to the mother. At the same time, the need to communicate with peers weakens
• to jealousy when a second child appears in the family, if the first child feels deprived
• to fear when adults express despair at the slightest reason that threatens the child. And in an unusual situation, anxiety may arise. Fear can be instilled in a child. For example, fear of the dark. If a child is afraid of the dark, then the darkness itself will frighten him. [2]

An adult needs to help identify and understand the child’s own states and experiences. As a rule, preschoolers, especially those growing up with a lack of personal communication, do not notice their moods, feelings, and experiences. An adult can highlight these experiences for the child and prompt them.

Depending on the current situation, any qualitatively diverse feelings and emotions (love, hatred, joy, anger) can be positive, negative, or indicative.

In general, children have an optimistic attitude towards life situations. They are characterized by a cheerful, cheerful mood.

Education through emotional influence is a very delicate process. The main task is not to suppress and eradicate emotions, but to channel them appropriately. True feelings - experiences - are the fruit of life. They do not lend themselves to arbitrary formation, but arise, live and die depending on the relationship to the environment that changes during a person’s activity. It is impossible, and not necessary, to completely protect a child from negative experiences. Their occurrence in children’s activities can also play a positive role, encouraging them to overcome them.

Emotions and feelings are difficult to regulate by will. It is useful for adults to remember this when faced with unwanted or unexpected children's emotions. It is better not to evaluate the child’s feelings in such acute situations - this will only lead to misunderstanding or negativism. You cannot demand that a child not experience what he experiences and feels; You can only limit the form of manifestation of his negative emotions. [3]

If you begin to develop the emotional sphere in childhood, develop and train the ability to foresee, take responsibility and manage your actions, then in adulthood you can achieve greater agreement and perfection in managing yourself.

Bibliography

1. Averin V.A. Psychology of children and adolescents / M.: Pedagogika, 2004. – 25 p.
2. Belkina V.N. Psychology of early and preschool childhood / M.: Academy 2006. – 18 p.
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Emotional impact

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

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

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

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

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

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

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