Stages of development of the emotional sphere in children of preschool age. Emotional, social and mental development of the child Emotions for children 3 years old

psyche emotion preschooler

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

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

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

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

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

Emotional development is influenced by the development of the cognitive sphere of the individual, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization.

Throughout preschool childhood, the characteristics of emotions appear as a result of changes in the general nature of the child’s activities and the complication of his relationships with the outside world. 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. 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 is 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 preschooler's emotional sphere, the subjective attitude gradually separates from the object of experience. 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). Around 4-5 years old, a child begins to develop a sense of duty. Moral consciousness, being the basis of this feeling, contributes to the child’s understanding of the demands placed on him, which he correlates with his actions and the actions of surrounding peers and adults. The sense of duty is most clearly demonstrated by children aged 6-7 years.

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

• -- mastering social forms of expressing emotions; - a sense of duty is formed, aesthetic, intellectual and moral feelings are further developed;
• -- thanks to speech development, emotions become conscious;
• -- emotions are an indicator of the child’s general condition, his mental and physical well-being.

To clearly understand the differences in emotional development at different stages of ontogenesis, we can consider their comparative characteristics.

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

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

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

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

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

Emotions are a person’s reactions to positive or negative life events. They are of great importance in the life of every child, since this is part of communication that helps him express his attitude to what is happening.   Interaction between people is impossible without understanding each other's emotional state. An important component of a child’s personality development and maturation is understanding his own emotions and sensations.

Why does a baby need emotions?:

Understanding the feelings of people around you greatly facilitates the child’s communication process. If a baby does not understand the emotional world of those around him, he will develop fears, alienation and hostility. When a child can well understand his personal emotional state, as well as the state of those around him, then he shows empathy, sympathy, and respect for others.

Communication cannot be effective if the interlocutors do not feel the emotional state and do not have the skills to manage their emotions. A child’s personality is formed correctly only if he has developed the ability to distinguish and understand his own sensations, emotions and feelings.

Understanding emotions and expressing them is a very complex process that requires a certain level of child development. Attention should be paid to the development of both intellectual and moral emotions, which are of great importance in the formation of an active life position. Such emotions are important for developing humanity, compassion, and responsiveness in a child.
In physically weakened children, low mood prevails, which negatively affects mental performance. Children who have a well-developed emotional sphere are more responsive, socialized and popular among their peers. Such kids have highly developed abilities for empathy, understanding feelings and performing thoughtful actions. Therefore, it is very important for children to develop the emotional side of their character.

Emotional well-being will ensure the formation of the following aspects of character:

adequate self-esteem
self-control skills
success orientation
emotional comfort

Age-related characteristics of emotional development:

Newborn babies
A newborn baby receives emotions from the closest people - parents. A child’s first smile, laughter, and joy are indicators of his successful development and health. Positive emotions help in the development of memory, speech and movement. This is the key to the normal development of the baby. In order for a child to develop normally, it is necessary to support him during activities in a joyful mood.

The development of the emotional sphere of children is impossible without the participation of parents. Lively emotional communication between adults and children enriches the emotional side of character and also affects development. The emotional state is no less important than the physical and psychological.

Children under three years old
Children in the first months of life communicate only through the expression of emotions. The child perceives the surrounding reality very emotionally. But such reactions of the baby are very short. The baby may cry, but after a short period of time he will laugh.

Children after four years
From the age of four, children begin to show different types of negative emotions. Now mood changes do not occur without significant reasons.

Children 5-6 years old are already able to correctly identify the emotional state of others. They can easily recognize joy and admiration, but have difficulty recognizing sadness, fear, and surprise. The child pays closer attention to facial expressions and facial expressions, but does not yet show much interest in posture and gestures. In the process of interacting with people, the baby is able to feel affection or injustice.

If a child is treated with kindness, then he will experience the same feelings towards others.   If you offend a child, then he will respond with aggression. By the age of seven, a child can correctly and adequately assess almost all basic human emotions.

Factors that influence the development of emotions:

1. Communication with other people

2. Active activities of the baby - dancing, music, vocals, sports

3. Play activities. Role-playing games have a positive effect on the emotional sphere

4. Labor activity of the baby. As a result, emotions are formed from the baby’s experience of the feeling of joy that success brings, as well as disappointment from failures.

How does family influence a child’s emotional development?

The psychological climate within the family has a strong influence on the emotional development of children. Harmonious development occurs only in families where a favorable psychological climate reigns, and where cohesion, mutual respect and goodwill are highly developed. Parents in prosperous families show love to their children in different ways:

With a friendly look

Tender touches

With gentle words

Through caring actions

If there is an unfavorable situation in the family, then the relationship between its members is characterized by tension, conflict, and a negative attitude towards people. A child in such a family feels unprotected and is constantly in a state of discomfort.

Groups of parents according to the type of reactions to the baby’s experiences:

1. Parents who show indifference to children's emotions. Such adults are confident that their main task is to satisfy the physiological needs of the child: feed, clothe, cure. They don't have time for emotional contact with their child

2. Parents who provide emotional support. Such adults teach their children the basics of self-regulation.

3. Parents who punish a child if he shows negative emotions with prohibitions and physical violence
A big and serious mistake of many parents is oppression and suppression of the child’s emotional reactions, which hinders his full emotional development. Adults must be able to determine a child’s mood and correctly and reasonably point out his shortcomings. To teach a child the basics of emotional literacy, adults must be able to find a common emotional language with him. The task of family education is to create within the family a prosperous atmosphere of security, love and respect for the child.

Listen to musical fairy tales with your child, empathizing with the characters
enrich your child’s vocabulary with words that indicate shades of feelings: happy, angry, upset, dissatisfied, offended
introduce rules for your child’s expression of emotions: “You have the right to be offended, but fighting is prohibited!” etc.
Discuss life situations with your child, offer to describe the feelings and sensations of the participants in the events
Discuss his feelings with your child, giving him the opportunity to cope with the emotions that arise.
Offer your child options for activities that will help him calm down: dancing, singing, drawing, communicating, running. Let your child choose activities that suit him
Show your child attention, care, respect, love to develop emotional well-being
create an atmosphere of mutual love in the family so that the child learns to love himself
When talking with your child, give him the opportunity to talk about his feelings about the events that happened
Read to your child literary works rich in emotions
relieve your child’s emotional stress with physical exercise.

Games aimed at developing emotions in a child:

Adults need to develop the emotional sphere of children with the help of a variety of simple games:

"Album of Emotions" Cut out photographs or pictures of people in various emotional states from magazines or newspapers and paste them into an album. Look at the images together, discuss people’s moods and the reasons for their appearance. You can demonstrate any emotion, and then invite the child to repeat what he saw. Play the game with children over 1 year old

“Show me your emotions.” The game is suitable for children over 4 years old. Ask your child to show the following emotions: an angry bear, an offended baby, an angry person, a scared pig, a cheerful person, etc.

The emotional development of a child is the basis of his normal mental state, communication, development and success in the future. It is very important to engage in the development of the emotional sphere from an early age, using a variety of activities, mainly games.

IN able to understand and follow two instructions: “Take the ball and put it on the table.”

Asks a lot of questions.

Watches and sometimes discusses television programs.

Let us summarize the intermediate results of this section. It is obvious that within the framework of the leading object-manipulative activity the child:

masters ways of working with objects;

he develops speech, semantic designation of things, a generalized perception of the objective world and visual and effective thinking.

Central neoplasm, which ends this period of the child’s mental development and with which the child enters the next age is the appearance in the child consciousness, which appears in the form of its own childish “I”.(A more detailed analysis of the formation of the child’s “I” system will be made in paragraph 3.8). Now let’s turn to the characteristics of a child’s emotional development in early childhood.

3.6. Child's emotional development

3.6.1. General features of emotionalchild's spheres

Probably, those child psychologists are right who consider the emotional sphere of a young child as central in the sphere of his psyche. Already in the first year of life, the emotional life of a baby is different in that, although in a rudimentary form, basic emotions are represented. As V.V. Zenkovsky emphasized, early childhood is the “golden time” for emotional life 1 . The importance of emotions at this age is evidenced by the fact that the child’s psyche is predominantly unconscious; arbitrary, i.e. conscious regulation of behavior is practically absent and therefore it is emotions that mainly perform a regulatory function. It is no coincidence that we so admire children's naivety and spontaneity. The child is free from inner seriousness and efficiency due to the involuntary, emotional nature of his psyche. The child is free to express his emotional states and the feelings he is experiencing at the moment; he is very expansive, because he is not able to think about the consequences of expressing his emotions and feelings. Therefore, of course, one should not underestimate the role of emotions in the mental development of a child at this age. The emotional perception of the world around the child leads to the fact that he perceives it not as it really is, but as it seems to him. It is at this age, closer to three years, that the ability to imagine appears, which rapidly develops in preschool age. What is also striking is the child’s extraordinary emotional mobility and lability, the speed with which one emotion is replaced by another and the unusually rapid development of one or another. emotions. On the one hand, this is due to the characteristics of the child’s nervous system and temperament, and on the other hand, it is due to the lack of voluntary regulation of mental, including emotional, activity. The absence or weakness of voluntary regulation results in the most powerful influence of emotions on the child’s mental life. If an adult is able to find some arguments that justify and soften the strength of one or another emotional state, then children are deprived of this protective intellectual barrier. It is no coincidence that it is customary to talk about the fragility of a child’s soul. A negative emotion, insignificant in the opinion of an adult, is experienced by a child as real grief, just as insignificant, in the opinion of an adult, a positive emotion is experienced by a child as great happiness. What has been said are just some general touches to the emotional portrait of a child, a necessary step on the threshold of the house in which emotional sphere of the child.

3.6.2. Emotional life of a young child

Starting to characterize the child’s emotions, let us remember that the baby’s main emotional states were excitement itself, emotions of displeasure and pleasure. During early childhood, the emotions of fear, anger and suffering are distinguished from displeasure, just as joy, affection-love and pleasure itself are distinguished from pleasure (K. Bridges).

General undifferentiated excitation
Excitement itself		Displeasure (distress)			Pleasure
							Existence
	Anger Suffering			Joy Affection Own Love Satisfaction

Rice. 10. Differentiation of emotions in early childhood

The emotion of fear. There is no person who is not familiar with the feeling of fear. The early appearance of the emotion of fear is convincing evidence of its instinctive nature, in particular the instinct of self-preservation. And although fear, worry and anxiety are just as integral human emotions as joy, anger, surprise or sadness, with excessive compliance with this feeling, a person’s behavior changes and his personality is deformed. Fear is considered one of the most characteristic feelings of a child. According to some researchers, the appearance of children's fears is dictated by the child's development program itself, since they are a “protective link in behavioral ontogenesis” 1 . We are talking about the protective function of fear, when its appearance warns the child of the danger that threatens him. However, fixation of fears can lead to quite serious problems in the child’s behavior. In most cases, according to A.I. Zakharov, children's fears in early and preschool age are of a transient, functional nature, causing criticality and emotional lability of these ages 2.

What are the other possible consequenceschildhood fears?

The effect of fears on the mental sphere is so diverse that there is almost no mental function that is not affected by them. Due to their “energy intensity,” fears lead to the fact that the child sometimes does not have enough energy to express other emotions. A child’s emotional overstrain manifests itself in his inhibition, irritability and impulsiveness. Persistent fear is a powerful barrier to the development of arbitrariness (independence) behavior; it undermines the child’s self-confidence, perseverance and perseverance in achieving the goal, and, consequently, leads to deformation of the personality, its “I” system, affecting, first of all, emotional-volitional and need-motivational spheres of personality; fear disfigures thinking, deprives it of activity, orderliness, consistency, flexibility, confidence, when the secondary overshadows the main thing, the integrity of perception is violated, it is fragmented into many small fragments that cannot be collected. All these are consequences of the negative influence of fear on the child’s psyche. But is there really a positive impact?

Haven’t we had the opportunity, overcoming terrible fear, to nevertheless observe or deal with curiosity and great interest in what causes this fear in us? Both scary and pleasant! An amazing combination of emotions. At one time, St. Hall drew attention to the connection between the experience of fear and the psychology of risk, which belongs to the active, creative principle in human life. “He who doesn’t take risks doesn’t win!” It is on this path that courage, heroic impulses, and creative self-confidence develop. Thus, when talking about fear, one must keep in mind not only the depressive function, but also the active one.

Causes of fear in children.

On the one hand, this is biological, associated with the instinct of self-preservation (this was discussed above). Already in a newborn we saw instinctive protective forms of behavior when an object suddenly and quickly approaches, a sharp sound, bright light, or strong blows of air. Other natural causes also contribute to the emergence of fears - features of higher nervous activity - weakness of nervous processes, increased general and emotional sensitivity. Such fears of a child as the fear of loneliness, darkness, animals, pain, unexpected sounds, according to A.I. Zakharov, are of an inherited nature, especially if they are inherent in the mother.

Along with biological prerequisites, there are socio-cultural and psychological 1 . These include:

Urbanization of life: it has been noticed that children living in separate apartments have fears more often than children living in communal apartments;

Quantitative composition of the family: the number of fears is greater in children from single-parent families. Here we should recall the phallic stage from S. Freud’s theory of psychosexual development;

The presence of an only child in the family: such a child is a kind of epicenter of the family, with whom all its other members are emotionally closely connected, thereby transmitting to him their worries and concerns, if any;

Age of parents: children of elderly parents (after 30 years and especially after 35 years) are more likely to experience anxiety, anxiety and fears than children of young parents, due to their higher background anxiety;

insufficient motor and play activity of children, which leads to a sharp impoverishment of their emotional life and in some cases this contributes to the early intellectualization of the psyche;

neuropsychic overload experienced by the mother as a result of a forced or deliberate change in family roles. A.I. Zakharov notes that girls and boys are more often afraid if they consider the mother rather than the father to be the main one in the family, since the working and dominant mother in the family is often restless and irritable in her relationships with children;

Early return of mothers to work from maternity leave stimulates the development of fears in emotionally sensitive children:

personal characteristics of the mother: ambitious, overprincipled, uncompromising, overly demanding mothers with a keen sense of duty stimulate the development of anxiety, anxiety and fears in children;

conflicts in the family: preschool children are most sensitive to them, with girls being more emotionally vulnerable than boys.

What children's fears are most often broadcast?into adulthood?

Most often these are fears of heights and the death of parents, as well as the fear of war, of doing something wrong, and the fear of not being able to do it in time. At the same time, mothers, to a greater extent than fathers, are “guilty” of passing on their fears to their children due to a greater biological and emotional connection. In general, mothers “successfully” convey worry and anxiety to their children, while fathers convey suspiciousness and doubt about the correctness of their actions. As A.I. Zakharov emphasizes, this gives rise to an anxious and suspicious way of reacting in the child, which is the basis for the emergence of fears, apprehensions, premonitions and doubts in him 1 .

Children's fears in early childhood

It is interesting to compare the dynamics of fears of modern children with their peers who lived at the beginning of the century (see Table 4.

Table 4 Average number of fears experienced by children

	Data Art. Holla || Data from A.I. Zakharov
	Average number of fears in children and adolescents
	Boys		Boys

We do not know the conditions and methodology of St. Hall’s research and therefore, strictly speaking, it is difficult to compare his data with the data of A.I. Zakharov. Nevertheless, the pronounced insurance symptoms of modern children and adolescents in comparison with their peers at the beginning of the century are obvious. Another remark concerns the actual dynamics of fears. If at the beginning of the century the number of fears consistently increased until adolescence, then in modern children the peak of fears occurs in preschool age, after which both boys and girls experience a consistent decrease in the number of fears. The only thing in which the data coincide is that both studies recorded a greater number of fears in girls than in boys. These data convince, first of all, that the amount of fears experienced by children is largely related to socio-cultural and psychological conditions. The current living conditions of children stimulate a higher level of emotional and mental tension, which also affects the increase in the number of fears. It is also interesting that if for modern children the most emotionally intense age period in their lives can be considered preschool age, then for their peers at the beginning of the century it was the least stressful. If modern primary and secondary schools (one of the powerful sources of emotional and mental stress for a student child) do not stimulate the development of fear symptoms, then the school of the beginning of the century, on the contrary, greatly contributed to this (the number of fears more than doubled during school years).

Let us turn to the fears of children in early childhood.

According to A.I. Zakharov, children aged 1-2 years most often experience a fear of unexpected sounds (52% of boys and girls); The next most common place is occupied by the fear of loneliness (44% of boys and 34% of girls) and the fear of pain and injections closes this series. In children over two years of age, fear of pain and injections comes first (50% of boys and girls); the fear of loneliness remains in second place, and in comparison with the previous age it is now more characteristic of girls than boys - 36% of boys and 48% of girls), and the last place is occupied by fears of unexpected sounds - in 30% of boys and girls. Thus, with age, there is a decrease in the number of unconditioned reflex instinctive fears and an increase in fears of a conditioned reflex nature. A.I. Zakharov names conflicts in the family, jealousy of younger brothers and sisters, as well as the psychological state of the mother and, most importantly, the father as the main sources of fear at this age.

Night terrors are not uncommon at this age. The main character in children's dreams is a wolf, especially often among children who are afraid of their father's punishment. Apparently the wolf is associated with physical pain. By the age of two, children, especially boys, have an increased fear of falling asleep, which is associated with more frequent nightmares. Closer to the age of three, Baba Yaga begins to appear in night dreams, which apparently reflects the child’s problems with a strict mother, who is not very soft and affectionate and often threatens punishment. Both the Wolf and Baba Yaga are symbols of a threat to the life of a child, his destruction, in other words, the fear of death.

At the end of the analysis of fears in children in early childhood, it should be emphasized that increased attention to the emergence and development of fears in children at this age is due to sensitivity this period, i.e. the greatest instability and vulnerability to harmful influences 1. It is this circumstance that explains the peak of insurance symptoms occurring in the third year of a child’s life. A.I. Zakharov’s data demonstrates the increased sensitivity of early school-age children to sudden and painful influences, loneliness and lack of adult support 2 . Family conflicts, medical procedures, placement of a child in a nursery and especially hospital stays can become a powerful source of emotional stress, anxiety and fear. It is important for parents not to fight with their child, but to react flexibly to his emotional states, take into account the growing diversity of interests, develop them, and not drown them out with their own anxiety and uncertainty.

The emotion of anger. From K. Bridges’ diagram it is clear that this emotion is differentiated from the emotion of general displeasure precisely in early childhood. Indeed, this emotion is often found in children of this age. Both fear and anger are unusually expressively reflected on the baby’s face. A red face, a wrinkled forehead, shiny eyes, clenched fists - all this expresses the emotion of anger. Anger is expressed in active and passive forms. The active form is well known to everyone; the so-called “powerless anger” is no less known, when a child is unable to express his feeling and is forced to conceal anger within himself: the child clenches his fists powerlessly, his voice trembles, and tears of anger reveal his emotional state.

Anger is often associated with malice and cruelty. However, for children, the combination of anger with malice, so common in adults, is not typical. The anger of children is more pure than ours and, according to V.V. Zenkovsky, this is “a sure symptom of severe heredity or poor living conditions of a child." At the same time, the opinion of child cruelty is very widespread. They especially often refer to cruel treatment children with animals. On the other hand, if an adult starts torturing an animal in front of a child, then not a single child will remain indifferent to this: he cries, begs to leave you alone, poor animal. What's the matter?

Apparently, V.V. Zenkovsky answers, “we are not dealing with cruelty, that the psychology of the child here is more complex. ... In general, this is not a manifestation of an evil principle in a child,” the author continues, “but a manifestation of fantasy play, the need for free activity, the desire to touch everything, take everything in your hands, try, look at what is inside” 2. Let us remember that the leading activity at this age is object-manipulative, which determines the persistent desire of children to study everything they see, to study not only with their eyes, but also with their hands. This can explain the sometimes careless handling of toys by a child, which turns into “destructive” behavior. It's the same with animals. The fact that they squeak and scratch only increases the pleasure of the game. The child does not even suspect that his actions bring pain and suffering to the animal, also due to his weak separation from the objects around him (the absence or weak “I” of the child).

PARENT MEETING THOUGH JUNIOR GR.
Form “PRACTICAL SEMINAR”
Topic “FORMATION OF THE EMOTIONAL SPHERE OF CHILDREN 3-4 YEARS OLD”
Good evening, dear parents, (colleagues). We are pleased to welcome you to our hall. Thank you for taking the time to come to our practical seminar to discuss the following problem “Development of the emotional sphere of children 3-4 years old.”

But first, let me remind you about the topic “3 Year Crisis”. Many of you have started complaining about your children's behavior this year. And the worst thing for us, adults, is that all these emotional outbursts began to happen to your child when he started attending kindergarten.

You are often surprised to observe manifestations of their stubbornness, disobedience, self-will, protest, rebellion, and sometimes even despotism on the part of the child. His behavior is accompanied by the words “I myself.”

And indeed, the child tries to do everything on his own or, even more often, does the opposite: when called for dinner, he does not answer “I want”, when asked to get ready for a walk, he claims that he wants to eat, etc.

Game with parents “BALL” (ball of thread)
Slide No. “SEVEN CLOSURES OF THE CRISIS”

You already know about the characteristics of your children at this age, but I would like to emphasize the following....
1. The child shows the first vivid expression of his “I”; this is his attempt to independently move away from his mother, lengthen the psychological “umbilical cord”, learn to do a lot on his own and somehow solve his problems. At 3-4 years old, a child can decide for himself whether he will eat extra porridge, what toys he wants to play with now, what to draw, whether he will stay at home with dad or go to the store with mom.

2. It is gratifying to see when parents during this period begin to provide their child with more freedom and independence. By doing this, they support his new idea of ​​himself and teach him to intelligently distinguish between those areas of life in which he can truly behave “like an adult”:

3. Of course, certain boundaries on the part of adults are necessary, because the baby’s self-control is not yet sufficiently developed and he does not know how to identify potentially dangerous situations, so he cannot always protect himself from failures and sometimes injuries. Therefore, the task of adults is to teach the child to anticipate danger, and not to place a pillow on the place where he falls.

4. The child should know that a needle is sharp, fire burns, that hitting hurts, etc. Therefore, the child must be introduced into the world of dangerous things. Remember that it is important not to protect the baby from falling, because this is simply impossible, since none of the parents or educators can be with the child all the time, but if we teach the child to be careful, or, in other words, we explain how to fall correctly, then it is possible to be sure that he will not be exposed to danger again.

5. And now, dear parents. Imagine a chicken that has not yet hatched from an egg. How safe he is there. And yet, even instinctively, he destroys the shell in order to get out. Otherwise he would simply suffocate under her.
Our care for a child is like a shell. He is warm, comfortable and safe to be under her. At some point he needs her. But our baby grows, changing from the inside, and suddenly the time comes when he realizes that the shell is interfering with growth. Even if growth is painful... and yet the child no longer instinctively, but consciously breaks the “shell” in order to experience the vicissitudes of fate, to know the unknown, to experience the unknown.

Verse L.A. Buldakova, describing the crisis of three years:
I'm negative and stubborn
Obstinate and self-willed,
Social environment
Terribly dissatisfied.
You don't let me step
Always ready to help.
Oh my God! How heavy
Heart shackles.
The “I” system is boiling inside me,
I want to shout everywhere:
I am the self, brothers, I live,
Want! Can! And will!

So, let's summarize what was said above: the main discovery for a child is the discovery of himself. The child considers himself independent, he can do anything. But... due to his age, the baby cannot do without his mother and other adults. And he gets angry with her for this and “takes revenge” with tears, objections, and whims. That's why you often see the "Little Tyrant" in your child. This is a child with emotional disturbances.
And early and preschool childhood is a time when emotions dominate all aspects of a child’s life, control and regulate all his other mental functions.
Here we come to the topic of our day.

So, on today's topic:
Children gradually become more emotionally stable and less capricious. They begin to show interest in their peers as play partners (the one they play with is a friend). The opinion of a peer acquires special significance.

But it could be different. Children continue to manipulate adults, in particular their mother. This is an example of a disorder of emotional development. Forms and types of disorders of emotional development in childhood and they also occupy the first place: anxiety, timidity, fears, aggression, increased emotional exhaustion, communication difficulties, depression. Slide No.

Anxiety is a tendency to worry in certain situations. Anxiety can be episodic and manifest itself in specific cases and circumstances. This is completely normal. However, it may be permanent.
Signs of an anxious child: Slide No.
o Low performance
o When performing a task, the child is constrained, or, conversely, restless
o Restless sleep, tormented by nightmares
o Hands are usually wet and cold
o Has poor appetite
o Blushes, feels embarrassed in unfamiliar surroundings
o Not confident in yourself, etc.

And this is where the help of a psychologist is needed.

Three- to four-year-old children have a very developed imagination; they are able to imagine and experience what happened to other people. At this age, fear of the dark, water, animals, etc. may appear. In the fight against some fears, it is better not to focus your attention; explain to the child that there is nothing to be afraid of.
For example, in the case of a fear of water or dogs, you should not force him to the subject of fear, you should simply show by example that it is not dangerous, the child is curious and after a short period of time he will overcome his fear. However, you can very well help your child overcome his fear of the dark. Turn on a night light, leave the door open, or sit with your child until he falls asleep. Light will hinder the child less than imaginary fears.
There is also fear of bodily defects. For example, why girls and boys are built differently or whether a child can become crippled. Don't be afraid of such questions. You need to tell your child that all people are born different, that this is how it should be. Tell us under what circumstances you can become crippled.
Be sure to talk to your child about his fears, show that you care and understand. Hug him and tell him that you will always be there to protect him. Try to provide your child with the most interesting and educational leisure time, daily communication with other children. After all, the busier your baby is, the less time he has to invent new fears.
o Emotionally sensitive and impressionable children are most susceptible to fears. This feature is innate, determined by the type of nervous system and determines the perception of the world as a whole.
Signs:
o Such children do not tolerate formal distance communication situations well, feeling comfortable
only with a friendly, affectionate and warm psychological climate in the family and in kindergarten.
o If the relationship between parents is tense, the family is on the verge of divorce, then adult conflicts begin to be projected onto the child,
o Child-parent relationships become complicated, and fear of maternal or paternal anger arises. The fear of punishment is mixed with the fear of losing parents.
o Fairy-tale characters appear in the imagination of children who are afraid of being punished, since in fairy tales, as is known, Baba Yaga carries away naughty children for punishment. Remember that fairy-tale characters are an age-related fear typical of children aged 3-5 years; it goes away with age.

o The more emotionally attached a child is to his mother, the more clearly these fears manifest themselves.
o Night terrors manifest themselves primarily in dreams, the content of which in bizarre forms reflects all the vivid impressions of the past day. The more pronounced the tension and stress state of a child is during the day, the more likely it is that there will be no rest at night.

Main areas of work:
1. Increasing the child’s self-esteem by competently explaining to him the rules of the law;
2. Teaching the child to manage himself in the specific situations that most worry him;
3. Relieving muscle tension.

MASSAGE WITH PARENTS_________________________________________________
GAME TO RELEASE MUSCLE TENSION___________________________

Another reason for a child’s emotional instability may be his/her peculiarity, such as hyperactivity.
Signs of hyperactivity:
o Attention deficit;
o Impulsivity;
o Increased physical activity.
Up to 5 years is considered normal. But, if these signs are excessively manifested in a child, then we should rather talk about his neglect by parents and teachers.

GAME ON ____

Aggression is a reaction to a certain situation. Moreover, the situation, one way or another, is unfavorable for the child.
Anger and anger are normal human emotions. By denying them, we will not be able to rid the child of them. Quite often there is a situation when a child who is calm at home becomes aggressive in kindergarten. One explanation is that negative emotions are prohibited at home.
Types of aggression:
o Physical;
o Indirect;
o Irritation;
o Negativism.
Causes:
o FAMILY
-parental relationships;
- parenting style.
o PEERS (dissatisfaction with them)
o MEDIA

CARTOON

FORMS OF FORMATION OF EMOTIONAL STABILITY IN CHILDREN 3-4 YEARS OLD
1. E. Korotaeva considered the developmental environment as a means of emotional development of preschool children. By the development environment in a preschool institution, the author understands the organization of space and the use of equipment for the safety and psychological well-being of the child. She identifies several components that influence the emotional atmosphere of a group.
o The emotionally supportive component of the environment involves creating an optimal emotional atmosphere in the group. This is the color scheme of the room, which should be calm for perception, and the surrounding environment should be aesthetically designed.
o The emotional-stabilizing component involves the systematic fulfillment of the necessary conditions for organizing the daily routine, which contributes to the good emotional well-being of children.
o The emotionally activating component provides emotional activation of the child’s experiences, which occurs in play activities. It is necessary to include games aimed at optimizing the emotional and sensory sphere in work with preschoolers. The emotional training component includes conducting psycho-gymnastics with children.

GAME with a flower___________________________
My mood.
My mood changes every day,
Because every day something happens!
Now I'm angry, now I'm smiling,
Sometimes I'm sad, sometimes I'm surprised,
Sometimes I’ll get scared!
Sometimes I’ll sit, dream, keep quiet!

2. Fairytale therapy is perhaps the most children's method of psychology, and, of course, one of the most ancient. After all, even our ancestors, when raising children, were in no hurry to punish the guilty child, but told him a fairy tale, from which the meaning of the act became clear. Fairy tales served as a moral and ethical law, protected children from misfortunes, and taught them about life. Knowing how a fairy tale influences a person’s life, you can help your child in a lot of ways. Does he have a favorite fairy tale that he asks to read again and again? This means that this fairy tale touches on very important issues for a child. with a heart that does not retreat from any obstacles, then the princess from “The Bremen Town Musicians”.
Now many teachers in their practice are faced with the fact that many parents do not read fairy tales. But this is so important! In fairy tales, children find pieces of their souls, echoes of their lives. In addition, fairy tales instill hope in a child. The longer a child believes in the magical Santa Claus, who brings gifts on New Year's Eve, the more optimistic his outlook on life will be.
Children encounter some problems and come to us, adults, but most often the methods we offer are not suitable for them. Then they come to the conclusion that we cannot help them. But what to do with the accumulated sadness, irritation, anger or joy that is already overwhelming the child?
And here fairytale therapy can come to the rescue. What is it? These are the same fairy tales, only they are focused on some problem. This is a story about certain situations that a child often finds himself in; it also describes the feelings that arise in a child, which can be associated with completely different life events. Imagination plays an important role here.
3. One of the effective means of developing the emotional sphere of preschool children is music - an emotional art in its very content. Perception of music does not require prior preparation. It is necessary to take into account that musical images and musical language must correspond to the age of the child (lullabies, P. Tchaikovsky’s album).
PERFORMANCE OF THE SONG _________________
4. Rhythmoplasty is a synthetic type of activity based on movements to music, the main goal of which is the psychological emancipation of the child through mastering his body.
Rhythmoplasty is one of the ways, one of the possibilities of “living” images, when any gesture or movement becomes a form of emotional expression of the content. Gesture, movement, plasticity have a special property of generalizing the emotional state.
Organizing movements with the help of musical rhythm develops children's attention, memory, imagination, visual-figurative thinking, verbal-logical thinking and internal composure. Musical games relieve psycho-emotional tension in a group, absorb skills of adequate group behavior, unconditional acceptance of the (situational) role of leader or follower, i.e. socialize the child (logorhythmics, speech with movement, finger exercises to music, attention games).

5. Role-playing games are also a powerful factor in the development of humane feelings. Role-playing actions and relationships help the preschooler understand the other, take into account his position, mood, desire. When children move from simply recreating actions and the external nature of relationships to conveying their emotional and expressive content, they learn to share the experiences of others (we will devote a meeting to this issue next year). Today we offer consultations “ALL ABOUT THE GAME” for parents, card indexes of games...
For preschool children, play is the main form of activity. Some spontaneous games of preschoolers have a clear resemblance to the games of representatives of the animal world, but even such simple games as catch-up, wrestling and hide-and-seek are to a large extent cultivated. In games, children imitate the work activities of adults and take on various social roles. Already at this stage, differentiation by gender occurs. Specially designed educational and therapeutic games occupy a special position.
The games reveal the individual and age characteristics of children. At the age of 2-3 years they begin to master a logical-figurative representation of reality. While playing, children begin to give objects contextually determined imaginary properties and replace real objects with them (make-believe games). The play of a preschooler is full of a wide variety of emotions, surprise, excitement, joy, and delight. When playing with children, you can feel its MAGICAL POWER.
ACTIVE GAME
6. Psychogymnastics can be considered one of the means of developing the emotional sphere of preschoolers - this is a course of special classes (sketches, exercises and games) aimed at developing and correcting various aspects of the child’s psyche (both its cognitive and emotional-personal spheres).
The main goal of psychogymnastics is to overcome barriers to communication, develop a better understanding of oneself and others, relieve mental stress, and create opportunities for self-expression.
Psychogymnastics, firstly, is aimed at young children, and secondly, the main emphasis in it is on teaching the elements of expressive movement techniques in the education of emotions and higher feelings and on acquiring skills in self-relaxation. During the exercises, children develop positive character traits (confidence, honesty, courage, kindness, etc.), and overcome neurotic manifestations (fears, various kinds of concerns, uncertainty).
Game with children and parents: “PHOTOGRAPHERS”

7. One of the effective means of developing the emotional world of children can be considered children's artistic creativity, which can solve the problems of socio-cultural development of the individual. Artistic creativity is a type of creativity, the result of which is the creation of a work of art, i.e. a specific reflection of objective reality in the form of artistic images. The clarity and imagery, and often the colorfulness of the drawing, influence the emotional sphere of the child, and the images emerging from under a pencil or brush give him aesthetic pleasure.
CREATIVE WORKSHOP
WORK IN A CIRCLE
RESULT: Rule 1. Don't expect everything at once. You need to start by training only one function (for example, only attention, and you must be tolerant of fidgeting in your chair or moving all the objects on the table in the process of this work). Remember that if you pull a child back, then his efforts will immediately switch to controlling his actions, and it will be difficult for him to concentrate on the task. Only after a long time of your joint efforts can you begin to demand not only attention, but also generally accepted behavior during your gaming activities.

Rule 2. Prevent your child from becoming overtired and overexcited: switch him to other types of games and activities in time, but not too often. It is also important to maintain a daily routine, provide the child with adequate sleep and a calm environment.

Rule 3. Since it is difficult for a child to control himself, he needs external control. It is very important that adults be consistent when setting external boundaries of “dos” and “don’ts.” It is also necessary to take into account that the child is not able to wait for a long time, so all punishments and rewards must appear on time. Let it be a kind word, a small souvenir or a token (the amount of which you will exchange for something pleasant), but giving it to the child should be a fairly quick manifestation of your approval of his actions.

Rule 4. It is better to start working with a hyperactive child individually and only then gradually introduce him to group games, since the individual characteristics of such children prevent them from focusing on what an adult offers if there are peers nearby. In addition, the child’s lack of self-control and his inability to adhere to the rules of group play can provoke conflicts among the players.

Rule 5. The games used in your correctional work should be selected in the following directions:

THANK YOU FOR YOUR COOPERATION!

Much has been written about how important it is to be able to let go and complete the old and outdated. Otherwise, they say, the new one will not come (the place is occupied), and there will be no energy. Why do we nod when reading such articles that motivate us to clean, but everything still remains in its place? We find thousands of reasons to put aside what we have put aside and throw it away. Or don’t start clearing out rubble and storage rooms at all. And we already habitually scold ourselves: “I’m completely cluttered, I need to pull myself together.”
Being able to easily and confidently throw away unnecessary things becomes a mandatory program for a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “right” - and the better we can hear ourselves, the happier we live. And the more correct it is for us. So, let’s figure out whether it’s really necessary for you personally to declutter.

The art of communicating with parents

Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.

What to do?

Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.

How to prevent cheating

When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.

Before we talk about how to protect a marriage from cheating, it is important to understand

Breathing: theory and practice

Theory

It is important to understand that natural human breathing is calm, measured and deep breathing from the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so much that he literally cannot breathe. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time use the chest. This type of chest breathing is a sign of anxiety and often leads to hyperventilation syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite sensation: it seems to you that there is not enough oxygen, from which you begin to breathe even more intensely, thereby falling into a vicious circle of anxious breathing .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, sends a signal to the brain that it is time to worry. This vicious circle arises because the mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, and do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not spent, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetative-vascular dystonia. Paradoxically, it is possible to relax tense muscles through short but quite intense tension, which promotes better muscle relaxation, which is the essence of neuromuscular relaxation.