The system of work to preserve and strengthen the psychological health of preschoolers in the framework of valeological education.

Project "World of emotions"

Purpose: to develop children's understanding of the diverse world of emotions; teach children to understand their feelings and the feelings of others; to teach to establish causal relationships between life events, experiences and facial expressions of a person; give an idea of ​​how to distinguish and name different emotional states; to teach how to use a kind of "alphabet of feelings"; educate the ability to feel the mood in music and color.

Tasks:

1. Contribute to the development of the emotional and value sphere of preschoolers.

2. To teach children to recognize schematic images of emotions, to involve children in their reproduction.

3. Strive to ensure that children are able and learn to adequately respond to situations and events.

4. Teach preschoolers to really perceive the world.

5. Promote psycho-emotional correction.

6. Teach children to control their emotional behavior, to refrain from impulsive manifestations.

7. Give an idea to parents about the emotional world of the child. Teach them to influence the emotional sphere of the child.

Relevance: We live in an era of socio-economic instability in society, which leads to an increase in the number of preschool children with behavioral disorders and emotional and personal development. Many children have reduced self-esteem, increased levels of aggression. To help overcome these difficulties, teach children to adequately respond to situations, events, navigate the states, moods of people around them, teach them to regulate their emotional behavior, I developed the World of Emotions project as a component of valeological education in the system of work to preserve and strengthen psychological health pupils of our preschool.

The peculiarity of the system of work: originality of my system of work, I see that by developing the emotional and value sphere of pupils, I rely on their personal social experienceusing various, including non-traditional, forms of work with children and their parents, since only through immersion in life situations can a child develop the ability to manage emotions, take care of their mental health, teach them to empathize and understand the feelings of others.

Working methods:

• Conversations on the topic "The World of Emotions" (examination of pictograms).
• Lesson on the theme "School of emotions".
• Didactic games: "School of the clown Bones", "Create a mood", "My day", "Find a couple", "Collect a little man", "Kaleidoscope of emotions", etc.
• Creating and maintaining a diary of the mood of the child and the caregiver.
• Solving problem situations of the type: “What needs to be done to change the mood of the child?”, “What needs to be changed to make the day happy?” etc.
• Emotionally expressive exercises: “What is the mood of the fairy tale”, “Rainbow of mood”, “Why am I cheerful?”, “Why am I sad”.
• Collaboration with the musical director of the preschool educational institution (listening to musical works and relating them to a certain emotional state: Beethoven "Moonlight Sonata", Brahms "Lullaby", Fried "Merry Violinist", Strauss "Waltzes"). Conducting a joint parent-child holiday "New Year's Tale".
• Classes in visual activity on the theme "The world of emotions" (the ratio of color and emotional state of children). Exhibition of children's creative works on the theme of the project.
• Psychological relief exercises: “I am calm”, “Yablonka”, etc.
• Work with parents (consultations, conversations, round table work on the topic “Development of the emotional sphere in children of preschool age”. Conducting a workshop with them on the topic “Psychological health of preschoolers”).

Project problem:

As practice shows, in many preschool institutions, work is planned in such a way that priority is given to the intellectual development of the child, relegating the formation of the emotional sphere to the background, as a result of which the harmony of the development of the future personality is often disturbed. Emotions perform an adaptive and evaluative function. They are related to the needs of the child, they represent the correspondence of the child's behavior to his basic needs, interests and values. Therefore, emotional-sensory reactions, emotional-sensory states of the child are considered the main catalyst for awareness of their individuality, their "I".

Expected results of the project:

1. Influence the development of the emotional and value sphere of pupils, increase their emotionality and ability to control their emotions.

2. Change the attitude of parents to the problem of "Psychological health of preschoolers."

3. Raise the professional level of teachers.

Efficiency markis carried out in 3 areas: educator, children, parents, through conversations, observations, study and analysis of the results of the project. After the end of the project, participants are surveyed to assess the effectiveness of the project.

Conclusions:

The system of work to preserve and strengthen the psychological health of preschoolers within the framework of the World of Emotions project allows:

1) develop the emotional and value sphere of pupils, increase the level of their emotionality;

2) to form in children the ability to regulate their emotional behavior;

3) to teach children to adequately respond to various situations, events, manifestations of emotions of others;

4) involve parents in solving the problem of maintaining the psychological health of preschool children;

Maslov Sergey Ilyich

DIDACTIC BASES FOR THE IMPLEMENTATION OF THE EMOTIONALLY VALUABLE COMPONENT IN PRIMARY EDUCATION

GENERAL CHARACTERISTICS OF THE STUDY

The relevance of research. On the threshold of the third millennium in world pedagogy, an intensive search is being made for models of educational systems that meet the needs of the individual and humanistic society. Now, few people deny that modern primary school, along with the cognitive side of development, should also focus on the formation of a child's value orientations, the development of his emotional-volitional sphere, the development of affective stereotypes, on the basis of which human behavior is carried out. The implementation of this task will require significant adjustments in the content of primary education, teaching methods and means, which should be adequate to the goal of shaping the personality of the student as a whole: his intellectual, volitional and emotional spheres.

“When we educate or teach, we convey values... Values ​​pervade all educational activities,” says the Scottish Curriculum Advisory Council report. Raising a child on values ​​that really function in society is the main goal of education. Common values ​​cannot disappear, because otherwise the very concept of "man" would disappear. But values ​​can be considered appropriated if they are perceived internally - emotionally (V.I. Slobodchikov, E.I. Isaev). L.S. Vygotsky wrote: “If you want to evoke in a student the forms of behavior you need, always make sure that these reactions leave an emotional trace in the student.” In turn, values ​​are the content basis of emotions.

The orientation of modern primary education towards a rational understanding of the world around us goes without taking into account the peculiarities of children's consciousness, which leads to spiritual and emotional starvation, destroys the unique fairy-mythical world of childhood. In the life of a child, there must be a period of emotional perception of the world around him; it is unnatural for him to be “only a materialist”. If the environment in which the child lives does not offer him a multidimensional (not only intellectual, but also sensual) understanding of the universe, then this will disfigure the spiritual world of the child, form pragmatism and heartlessness.

K.D. Ushinsky also wrote: “No, mind and knowledge alone are still not enough to root in us that moral feeling, that social cement, which sometimes, in accordance with reason, and often in contradiction with it, binds people into an honest, friendly society".

The affective sphere of a person, as well as the cognitive one, goes through the path of cultural development and socialization. Emotional saturation of the human body is its important innate and vitally developing need. The need for emotional experiences is similar to all other functional needs of a person, in particular his need for movement. However, the existing emotional impressions of a modern child are often fragmentary, one-sided and disorderly. Excessive stimulation of some emotional experiences cannot compensate for the passivity of others. Children may even accumulate a special emotional hunger for certain impressions, contributing to the instability of their behavior. If earlier affective development was set by the traditional way of the family itself, providing the influx of the necessary emotional impressions, now adults must more and more consciously and directedly stimulate and regulate the course of the child's affective development. Even in the most normal and seemingly favorable conditions, the child often does not receive adequate emotional stimulation. In most cases, a modern child does not have a yard with his adventures and a group of peers living according to their own dramatic laws. Game folklore is lost, saturated with rhythms, movement, emotional images. Yes, and the modern education of younger students is extremely rationalized.

The words of L.V. Zankov that in school education “the personality of the child is replaced by intellect, or, to be more precise, by thinking. Numerous evidence of this can be found in any methodological manual. In the best case, the will and emotions are sometimes mentioned, but the matter does not go beyond declarative statements.

All this creates difficulties in the child's formation of an adequate emotional image of the world, an active position, stability and mobility in relation to him. It is no coincidence that practicing teachers note an increase in deviations in the affective development of the modern child. The work of a teacher in recent years has been complicated by the fact that there are more and more children prone to quarrels and aggression, avoiding their peers, withdrawn, etc. A significant role in the occurrence of such difficulties is played by the impoverished emotional life of the child, the loss of entire layers of emotional experiences, all this can contribute to the development of general emotional distress in children.

An equally important role in the acceptance of values ​​and in the normal functioning of the affective sphere is played by the mechanisms of volitional regulation. The volitional qualities of a person are among the most essential, without their development, the value orientations of a person do not receive the desired manifestation. It is the mechanism of volitional regulation of activity and emotions that makes the activity itself and the impact of emotions on it less situational, more reliable and consistent, and therefore more effective. Therefore, the formation of significant personality traits should be the concern of the school. The sooner the conscious process of educating the will begins, the greater success can be achieved.

Insufficient attention to the problem of emotional and value education leads to an unjustifiably narrow range of spiritual values ​​among a significant part of schoolchildren. Thus, out of 2,000 high school students surveyed, 53% are concerned about material values, and only 44% of those surveyed are spiritual. For 82% of high school students, the concept of "patriotism" does not exist. In order to reveal in junior schoolchildren the attitude to nationality as a spiritually significant value, we put them in a situation of free choice of nationality. 45% of students preferred a different nationality - American, because "they have the best", "they are rich."

The problem of emotional and value education and volitional development has been solved throughout the history of education and pedagogy. Many psychologists and educators have been studying this problem: K.D. Ushinsky, L.S. Vygotsky, S.L. Rubinshtein and others. In recent years, this problem has been studied by M.V. Boguslavsky, Z.I. Ravkin, B.I. Dodonov, V.A. Krutetsky, V.V. Kraevsky, I.Ya. Lerner, N.D. Nikandrov, M.N. Skatkin and others.

Many questions have now been answered. In the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev and others proved a direct connection between the emotional, intellectual and volitional development of students. The necessity and theoretically justified the emotional-value component of the content of education (I.Ya. Lerner, I.K. Zhuravlev, L.Ya. Zorina), the principle of a positive emotional background of learning (M.N. Skatkin), the significance and necessity axiology for the theory and practice of pedagogical research (N.D. Nikandrov, Z.I. Ravkin, M.V. Boguslavsky), the role of emotions and feelings in education is shown (B.I. Dodonov, P.M. Yakobson, A.Ya. Chebykin), shows the ways of forming value relations in certain types of activity (L.V. Kulikova, T.V. Ravgina, G.P. Savkina, A.D. Soldatenkov), the influence of learned values ​​on the child’s personal qualities and his behavior (I Ya. Skvortsova, O. N. Prokopets). Theoretical foundations and practical recommendations for the education of volitional qualities and abilities for volitional regulation of children's behavior are given in the generalizing works of A.Ya. Aret, A.I. Vysotsky, A.G. Kovaleva, A.A. Bodaleva, V.I. Selivanova, L.I. Ruvinsky and others. A large number of works are devoted to the study of patterns and ways of educating individual volitional personal qualities: endurance (R.L. Kvartskhava, N.S. Lukin), courage (T.I. Agafonov, L. Golovina), purposefulness (A. S. Shevchuk), persistence (A.I. Golubeva, T.S. Konoreva, N.D. Levitov, A.V. Poltev, A.I. Samoshin, A.P. Chernysheva).

However, a number of issues remain unresolved related to the substantiation of the structure, expressed in the unity of the content and procedural aspects of the emotional and value component, its place and role in the system of primary education, and its influence on the cognitive activity of younger students.

An analysis of textbooks and teaching aids, school practice, and teacher survey data show that attempts to solve this problem empirically have been insufficient. Therefore, it is quite legitimate to say that all these issues cannot be resolved without a theoretical justification.

Emotional value education occurs throughout the learning process. But in the primary grades, the foundations of value orientations, volitional development are laid, and a special sensitivity to emotional development is manifested. This led to the choice of the elementary school as the object of study.

Value orientations and the emotional-volitional sphere of the child play a special role in intellectual activity, having significant motivational power and activating cognitive processes.

Thus, the relevance of the study on the topic “Didactic Foundations for the Implementation of the Emotional-Value Component in Primary Education” is due to the fact that there is a clear contradiction, firstly, between the tasks facing the primary school stage, which include not only the assimilation of knowledge, skills, intellectual development, but also the formation of the emotional-volitional sphere and the value attitude to the world in the child, and the lack of clear didactic guidelines for organizing such work; secondly, between the awareness of the need to include an emotional and value component in the educational process and the lack of a scientific

reasonable indicators of its construction and implementation in primary school.

Object of study: the content and process of formation of emotional-value relations among elementary school students.

Subject: emotional and value component as part of the holistic process of primary education.

Purpose of the study: identify the place and role of the emotional-value component in the system of primary education, determine ways to include it in the content of education and develop mechanisms for implementation in the learning process.

Hypothesis: a certain specificity of the process of teaching younger students, associated with the predominance of the emotional factor in the cognitive and practical activities of students of this age, their sensitivity to emotional development, suggest the leading role of the emotional-value component in primary education.

The emotional-value component is a unity of value, emotional and volitional elements, each of which acts in terms of content in relation to itself and in terms of process in relation to the other two. Values ​​are the system-forming element of the content aspect, and affective mechanisms are the procedural element.

The emotional-value component is successfully implemented if:

• the design of the content of education is focused on a system of basic values ​​that are significant for the assignment of younger students, built taking into account the logic of their assimilation, the age characteristics of children and the tasks of a modern elementary school;
• in the process of forming values, take into account the levels of their manifestation and the determining role in this of the affective sphere;
• reflection in academic subjects, takes into account their didactic features and will have specific ways of fixing in educational and methodological literature;
• to carry out directed development of feelings, taking into account their special role in primary education;
• to carry out the directed formation of significant volitional qualities of the personality of a younger student through the realization of their value and the inclusion of mechanisms of emotional and volitional regulation;
• take into account the manifestation of the emotional-value component when assessing the quality of the process of teaching younger students.

In accordance with the purpose of the study and the hypothesis put forward, it was necessary to solve the following tasks:

1. To reveal the essence of the emotional and value component of education and to reveal its structure.

2. Determine the place and features of the implementation of this component in primary education.

3. Determine the set of basic values ​​necessary for mastering by younger students.

4. Reveal the specific features of groups of objects in the implementation of the emotional-value component.

5. Determine the general ways and identify the conditions that ensure the successful implementation of the emotional-value component in primary education.

6. Develop a didactic model for the implementation of the emotional and value component in the primary grades.

7. To identify the criteria by which the effectiveness of assimilation of the emotional-value component by younger students is assessed, and on their basis to carry out an experimental verification of the effectiveness of the developed model for the implementation of the emotional-value component.

Methodological basis research constitutes the most important philosophical propositions about the nature and essence of human existence, the meaning of the existence and development of human society, the role of rational and irrational in human life.

The methodological guidelines of the study are: the concept of the integrity of the pedagogical process and the system-structural approach in its study; the principle of unity and dialectical interaction of theory and practice in scientific knowledge; modern didactic ideas of the content of education and teaching methods.

The theoretical basis of the study are the ideas and provisions: the psychology of emotions and values ​​(L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, A.V. Zaporozhets, V.V. Zenkovsky and others), the psychology of voluntary behavior and mechanisms of volitional regulation (V.A. Ivannikov, P.V. Simonov, V.A. Krutetsky and others), axeology and its place in education (M.V. Boguslavsky, V.I. Dodonov, N.D. Nikandrov, Z.I. Ravkin, V.P. and others), pedagogical theories of the content of education and didactic teaching methods (N.F. Vinogradova, I.K. Zhuravlev, L.Ya. Zorina, V.V. Kraevsky, V. S. Lednev, I. Ya. Lerner, A. M. Pyshkalo, M. N. Skatkin, etc.).

Methods and research base.

To solve the tasks and test the initial assumptions, a set of research methods was used that mutually check and complement each other: the method of theoretical analysis (historical, comparative, logical), pedagogical observations (direct, indirect, included), study and generalization of advanced pedagogical experience, extrapolation method, oral and written surveys, study and analysis of documents, modeling, forecasting, pedagogical experiment, methods of mathematical statistics.

Organization of the study. The study was conducted in several stages, starting in 1981.

The first stage (1981-1989) was devoted to the observation of the educational process at school, the collection of empirical data on the shortcomings and difficulties in the transfer of significant values ​​and the development of the affective-volitional sphere of the child. The psychological-pedagogical and methodical literature was analyzed, the initial positions of the research were determined.

At the second stage (1989-1992), theoretical concepts of emotional and value education of younger schoolchildren were developed at the substantive and procedural level.

The third stage (1992-1995) is associated with the development of a system for the implementation of the emotional-value component in primary education.

The fourth stage (1995-1999) is the use of the research results in the practice of schools, the final generalization of the research results and their registration in a dissertation.

The main provisions for defense:

1. The basis of the emotional and value component is the relationship of three elements: value orientations, emotional and volitional spheres of the younger student, reflecting its content and procedural aspects. Each element is meaningful in relation to itself and procedural in relation to the other two. In terms of content, values ​​are leading, and in procedural terms, emotional mechanisms.

2. The emotional and value component is a necessary component of primary education. This is determined by its following functions: value-oriented - to convey significant generally recognized values ​​of society; emotional - to carry out a full-fledged emotionally rich life of a student; motivational and stimulating; motivational-restraining; appraisal; cognitive - emotional knowledge of the world, developing - development of will and feelings; communicative - means of communication, etc.

3. In elementary education, in accordance with the psychological characteristics of younger students, the emotional-value component becomes not only its integral part, but also is the leading factor influencing the entire content, determining the selection of methods, means and forms of education. This allows you to significantly increase the cognitive activity of schoolchildren by awakening the internal motives for learning.

4. The construction of the content of the emotional-value component should be carried out in the following logical sequence: the selection of groups of values ​​included in the content of education; selection of nomenclature for each group, establishment of their hierarchy; identifying the availability of selected values ​​for a specific age, etc. At the same time, it is necessary to observe the following principles: completeness, consideration of previous emotional and value experience, age and social characteristics, accessibility, from the concrete to the abstract, didactic value, priority.

5. In academic subjects, the peculiarity of reflecting the emotional-value component depends on the purpose of introducing the subject into the curriculum, on the leading function of the subject in the content of education as a whole, which is dictated by this purpose. The emotional development of children, especially for elementary school, has a value in itself, determined by the sensitivity of this age for the formation of emotions and the predominance of the emotional factor in the behavior of children. This presupposes a special role for subjects of the artistic cycle in the elementary grades, which are oriented towards the emotional development of children.

6. The emotional and value component in the projected learning process can be fixed through a conditional, direct, indirect, indirect and activity reflection of values, in the form of value-oriented and emotional texts and tasks, tasks that contribute to the development of volitional qualities of the individual, as well as in drawings, words , phrases and sentences.

7. Assimilation of the emotional-value component is carried out through the following teaching methods: emotional-value accentuation, adequate emotions and emotional-value contrasts. Their selection is due to the fact that the process of implementing the emotional-value component implies the decisive role of affective mechanisms in the assimilation of values ​​and the development of the volitional sphere, as well as taking into account the levels of assimilation of values ​​that we have identified, the mechanisms of their assimilation and the mechanisms of emotional manifestations.

8. The implementation of the emotional-value component should be carried out taking into account a number of conditions. Among them, the main ones are the following: to rely on the actual needs and interests of the student; provide emotional richness in the life of schoolchildren and freedom in expressing feelings; create an atmosphere of emotional-volitional tension and joint experience in the classroom; provide a joyful, major style of life for the children's team; use the positive impact of public opinion; avoid emotional overwhelm, etc.

Testing and implementation of research results.

The results of the study are reflected in books, textbooks, scientific articles, abstracts and materials of conferences, methodological recommendations, the total volume of which is 14.6 printed sheets.

They were discussed and approved at meetings of the Department of Pedagogy of the Tula State Pedagogical University (1990-1997); at the annual final scientific conferences of TSPU teachers. L.N. Tolstoy (1989-1997); at meetings of the laboratory of general problems of didactics of the Research Institute of Theory of Education and Pedagogy of the Russian Academy of Education; at interuniversity scientific and scientific-practical conferences (Orel, 1992-1996; Volgograd, 1992; Tula, 1992-1997; Ryazan, 1997), at international seminars and scientific-practical conferences (Tula, 1996-1997 .).

The implementation of the results of the study is also carried out in the direct pedagogical activity of the author at the Pedagogical University at lectures and other classes, as well as when reading a special course, lectures in TOiRO, pedagogical colleges No. 1.2g. Tula and Chernsk Pedagogical College. In addition, visiting seminars were held for teachers and students in the Kaluga, Murmansk, Yelets, Michurinsky and Ural pedagogical universities.

Scientific novelty of the research.

The didactic foundations of the emotional-value component of elementary education were determined and its generalized didactic model was built: the essence of the emotional-value component was determined, its structure was revealed, and the place of the emotional-value component in elementary education was determined.

The logic is substantiated and the principles of selection and ways of fixing the content of the emotional-value component are highlighted.

The specific features of groups of subjects in the implementation of the emotional-value component of primary education are determined.

The conditions and general ways that ensure the implementation of the emotional-value component of primary education are revealed.

A group of general didactic methods is proposed that contribute to the implementation of the emotional-value component in the educational process (the method of emphasizing emotions and values, the method of adequate emotions, the method of emotional-value contrasts).

Theoretical significance work is determined by enrichment: the general theory of education - substantiation of the structure, content, functions and place of the emotional-value component in the integral system of education; the theory of the content of education - substantiation of the logic, principles of selection and ways of fixing the emotional and value component in the content of education at various levels of its design; the theory of the subject - the allocation on the basis of a generalized didactic model of a new typology of subjects, taking into account the peculiarities of the implementation of the emotional-value component in them; general didactic theory of the textbook - identification of ways of fixing and forms of reflection of the emotional and value component in textbooks and teaching aids; didactic theory of teaching methods - supplementing the nomenclature of the general didactic system of teaching methods distinguished by the nature of cognitive activity, substantiating the inclusion in it of methods for implementing the emotional and value component of education,

Practical significance. The new knowledge obtained as a result of the study about the structure, content, functions of the emotional and value component of education can be used in practical work to improve education in a general education school - the purposeful formation of the value-oriented and emotional-volitional sphere of schoolchildren, the activation of cognitive activity, contributing to their full communication and unity.

The built-in logic, selected selection principles and ways of fixing the content of the emotional-value component can be used in the preparation of curricula, the development of curricula, textbooks and manuals for teachers and students.

The identified methods and conditions for the effective formation of the emotional-value sphere of the personality of a younger student can be used in planning and implementing the learning process, in the work of practicing teachers striving for the all-round development of children.

The knowledge gained about the levels of assimilation of values, the principles for selecting the content of the emotional-value component, the conditions for its effective implementation can serve as the basis for determining the criteria for the effectiveness and quality of the educational process in a general education school.

Currently, the results of the study are used in the activities of more than 80 schools in Russia and the CIS countries.

STRUCTURE AND MAIN CONTENT OF THE THEsis

The dissertation consists of an introduction, four chapters, a conclusion, a list of references and appendices.

In the introduction the relevance of the research topic is substantiated, the problem and goal are set; the object, subject, tasks, hypothesis, methods and research base are defined; the main provisions submitted for defense are formulated; scientific novelty, theoretical and practical significance of the study are determined.

In the first chapter - "The emotional and value aspect of teaching younger students" - based on the analysis of psychological and pedagogical literature, the essence is revealed, the structure and content of the emotional and value component of education are determined; the functions of the emotional-value component, its place and role in the integral system of primary education are revealed.

In the second chapter - "Methods of fixing the emotional-value component in the content of primary education" - the logic and principles, the content of the emotional-value component at various stages of designing the content of education are substantiated. Methods and forms of its fixation are determined. The meaning and functions of the emotional-valuable component in various types of educational subjects are shown.

In the third chapter - "Implementation of the emotional-value component in the process of primary education" - the levels of appropriation of values ​​and the stages of assimilation of the emotional-value component are distinguished, on their basis the very mechanism of assimilation is substantiated. General didactic methods are singled out, a number of methods for implementing the emotional and value component in the learning process are described. The conditions for the effective formation of the emotional-value sphere of younger students are described.

In the fourth chapter - "Organization of the experiment and verification of the effectiveness of the educational process" - describes the logic, content, criteria and methodology for assessing the effectiveness of the experimental implementation of the emotional-value component in the primary grades. A comparative analysis of the obtained results is given, which makes it possible to judge the effectiveness of the learning process organized on the basis of the selected didactic indicators.

In custody the results of the study are summarized, its main conclusions are formulated.

It is generally recognized that the educational process should not be reduced only to the formation of knowledge, skills and abilities. The constituent elements of education are knowledge, emotions and faith (V.A. Razumny); thinking, will and feelings (L.S. Vygotsky, L.V. Zankov); physical development, emotions and intelligence (J. Korchak). Including faith and will in the emotional-value component, we believe that education as a pedagogical phenomenon incorporates intellectual, emotional-value and valeological components. The intellectual component includes the transfer of knowledge, skills, and the development of thinking. Emotional-value - is aimed at familiarizing schoolchildren with values ​​and developing their emotional-volitional sphere. The valeological component is associated with physical development and familiarization with a healthy lifestyle. In the learning process, all three components act in an inseparable unity. Based on the purpose and objectives of the study, we examined in a logical sequence the emotional and value component of primary education.

Speaking about the essence and structure of the emotional-value component, it is necessary to answer the following questions: what elements does it consist of, what is their purpose, how are these elements interconnected? It can be assumed that the emotional-value component consists of three elements: value orientations, emotional-sensory sphere and volitional qualities of the personality. This is due to their inseparable interaction.

Raising a child on values ​​that really function in society is the main goal of education. Conducted special studies have shown that the most important means of transferring significant values ​​to schoolchildren is the awakening of adequate emotional experiences in them. Values ​​can only be assimilated as a result of their emotional recognition. On the other hand, the characterization of emotions as peculiar assessments of reality, or, more precisely, the information received about it, is a generally accepted point of view of philosophers, physiologists, and psychologists. Emotions are always associated with values. This is due to the fact that emotions are most often directed to a specific object and are associated with an expression of attitude towards it. So, moral emotions are directly related to moral values, the same can be said about intellectual, social, aesthetic and others. On the other hand, without correlation with the value of the object, one cannot speak of positive or negative emotions: joy over the success of a content mate is positive, but joy over his failures can hardly be called positive.

An important role in the realization of values ​​and in the normal functioning of the affective sphere of the personality is played by the mechanisms of volitional regulation. The volitional qualities of a person belong to a number of the most essential, however, in themselves they can have a positive or negative value "for society. It depends on the value orientations of a person who has these volitional qualities. The presence of volitional qualities means that a person controls his behavior, he is the master of their actions and plans. A special question is what these plans are. Will is only a means of achieving an end or a means of realizing values. Without its development, the value orientations of a person do not manifest themselves to the required degree.

The undoubted merit of modern psychology is the establishment of the closest connection between the will of a person and his system of values ​​(see: L.I. Bozhovich, A.I. Vysotsky, V.I. Selivanov). Naturally, the higher the level of assimilation of a value, the greater the volitional efforts a person makes to realize it. A person can overcome difficulties only if he knows in the name of what he is doing this (B.M. Teplov).

No less close relationship between emotions and will. “Since a volitional act comes from motives, from needs, it has a more or less pronounced emotional character,” wrote S.L. Rubinstein.

Both the volitional and emotional spheres regulate the behavior of the child, they are so interconnected that recently in psychology they began to talk about the emotional-volitional regulation of activity (K. Izard, V. Vilyunas, V. Lebedinsky, Ya. Raikovsky, etc.).

Thus, we can talk about the inextricable connection between value orientations and the emotional-volitional sphere of the individual. The emotional-value component consists of content and procedural aspects. Accordingly, in the content system, values ​​are the system-forming ones, and in the procedural one, emotions are.

The emotional-value component of education is understood as the purposeful formation in students of a system of value orientations that are significant for the individual and society and the development of their emotional-volitional sphere, reflected in the content of education and implemented in the learning process.

The task of the school is to form in schoolchildren a system of basic values ​​adequate to the progressive interests of our society. FROM on the one hand, it must be universal, on the other hand, it must be taken into account; that each person is distinguished by his system of value orientations, depending on abilities, individual characteristics, professional orientation, etc.

Analysis of studies in the field of axiology (3.I. Ravkin, V.P. Tugarinov, O.G. Drobnitsky, T.V. Lyubimova and others) allows us to distinguish the following groups of basic values:

1. Moral: goodness, freedom, mercy, peace, duty, fidelity, honesty, gratitude.

2. Intellectual: knowledge, truth, cognitive activity, creativity.

3. Religious: faith, shrines, piety, rituals, relics.

4. Aesthetic: beauty, feelings, harmony.

5. Social: family, ethnicity, fatherland, humanity, friendship, communication.

6. Material: natural resources and phenomena, housing, clothing, tools, materials, equipment, money, and for younger students - school things and toys.

7. Physiological: life, health, nutrition, air, water, labor.

The value relations of people are incomparably more diverse than the above classification. Any general theory of values, precisely because it is general, cannot exhaust all the infinite variety of value relations that arise in human life. But this classification is important for pedagogical practice in modeling the content of education and the learning process. We call these groups of values ​​basic; they include many specific real values.

All values ​​are interconnected and form a system of value orientations of a society or an individual. Thus, religious values ​​have no less important aesthetic, social, moral and material values, and the significance of these values ​​will depend on the value orientation of the individual and society. National values ​​include the aesthetic values ​​of national culture, language, customs and rituals. This suggests that all core values ​​should be included in the content of school education, but their differentiation will depend on the goals that are set for the educational institution. So, for a pedagogical university, the most significant are socio-pedagogical values ​​(a child, his moral and physical health; childhood as an important period in a person’s life; pedagogical activity; knowledge that a teacher passes on to students, etc.), for confessional educational institutions - religious values, for art - aesthetic, etc.

Emotions are the next element of the emotional-value component. The range of basic emotional phenomena includes emotions, feelings, moods, affects. All these concepts are related by the fact that they reflect the attitude to reality and their main, central element is experience (V.I. Slobodchikov, A.V. Petrovsky, etc.). Many researchers use the words "emotion" and "feeling" as synonyms (S.L. Rubinshtein, V.A. Krutetsky, L.A. Wenger, V.S. Mukhina, etc.). Due to the fundamental affinity of all types of emotional phenomena that contain an attitude to the surrounding reality, for convenience in the following presentation, we will mainly use the term “emotions” when referring to the actual emotions, as well as feelings and affects.

The study of various forms of manifestation of emotions and their functions requires the classification of emotions. Attempts to classify them were made by D. Hume, R. Descartes, W. Wundt, A. Bain, N. Groth, T. Ribot, K. Ushinsky, M. Astvatsaturov, K. Pluchik, P. Simonov, B. Dodonov and others. Currently, psychology has a number of independent or partially overlapping classifications of emotional phenomena.

Offering his classification of emotions, B.I. Dodonov writes: “Obviously, it is generally impossible to create a universal classification of emotions, so a classification suitable for solving one range of problems must inevitably be replaced by another when solving problems of a different kind.”

Agreeing with this formulation of the question, based on the goals and logic of our study, and also considering it generally accepted that emotions are directed towards values ​​and are associated with their implementation, we propose the following classification of emotions, the basis of which is the expression of values:

1. Intellectual: surprise, interest, doubt, curiosity, inquisitiveness.

2. Moral: shame, guilt, compassion, kindness, duty, love.

3. Aesthetic: charm, admiration, admiration.

4. Religious: faith, reverence.

5. Social: related (maternal, filial, etc.), friendship and camaraderie, patriotism.

6. Physiological: hunger, sexual, pleasure, displeasure, fatigue, thirst.

The third element of the emotional-value component is the volitional sphere of the personality. Psychologists distinguish the following volitional qualities: initiative, purposefulness, determination, perseverance, endurance, independence, courage and courage, etc. The system of these qualities and the degree of their development determine the level of a person's volitional development. Depending on the type of activity, these qualities can be specified. So in cognitive activity, such qualities as the need to acquire new knowledge and methods of activity, the ability to focus on the goal are significant; perseverance in bringing things to the end, the desire to improve the work done, the desire to find unconventional ways to achieve the goal, etc.

The main thing in the formation of volitional qualities of a person is the activity that contributes to their development. But the first thing that is necessary is to awaken a positive attitude towards the formed volitional qualities, to bring them to an awareness of their value.

The need for an emotional-value component in the primary grades is due to the educational function of education. In this case, the following more specific functions are implemented:

1. Axiological - to convey significant universally recognized values ​​of society. Education is the transfer of values ​​to children and, of course, this process must be purposeful.

2. Emotional - to carry out a full-fledged emotionally rich life of a student. The school must increasingly consciously and purposefully stimulate and regulate the affective development of the child. Normal emotional adaptation requires the development of the mechanisms of all emotional manifestations and linking them into a single whole with emotional meaning.

3. Motivational and stimulating educational and practical activities. First, the child's activity proceeds more efficiently if it is perceived as value-significant for the child. Secondly, activity supported by a person's emotions proceeds, as a rule, much more successfully than activity to which he forces himself only by the arguments of reason.

4. Motivational-restraining: the formed negative emotional attitude to certain actions serves as a deterrent in actions. In addition, the child, through the efforts of the will, inhibits undesirable manifestations of emotions or restrains their stimulating influence.

5. Estimated. The characterization of emotions as peculiar assessments of reality, or, more precisely, the information received about it, is a generally recognized point of view of Russian psychologists, physiologists, and philosophers.

6. Cognitive. Emotions are a special form of knowledge of the world. Affect as a set of signals is just as obligatory a means of cognizing reality as thinking (K. Izard). Back in the thirteenth century, Roger Bacon spoke of two kinds of knowledge: one - obtained through arguments, and the other - through experience.

7. Developing - development of will and feelings. The development of the emotional sphere is part of a single process of mental development of children (P.P. Blonsky, L.S. Vygotsky, L.V. Zankov). First of all, development consists in the gradual differentiation of emotions - enrichment of the qualitative palette of experiences. At the same time, the content of emotions changes: their objects become more complex, the range of these objects expands. Gradually, more and more objectively significant events, more and more complex needs become the cause of experiences.

8. Communicative. Emotions play the role of regulators of human communication. By external expressive movements that accompany emotional experience (facial expressions, posture, gestures), as well as by speech intonation, we judge the internal states, experiences of others and take them into account in our actions.

9. Corporate. Most often, people are united by similar value orientations or, more precisely, by dominant values ​​(political, aesthetic, etc.). Also, being in one emotional situation, experiencing one state contributes to the unification of people. Only through the emotional sphere does social rapprochement arise in general. The strength and strength of social ties directly depend on the strength of our feelings in relation to them.

10. Productive. Emotions and value orientations influence creative knowledge and transformation of the world. Education should be aimed not only at the assimilation of values, but, at the same time, at the formation of a person capable of multiplying and creating these values. The intellectual activity of the child is guided and supported by interest. The relationship between interest, thinking and memory functions is so extensive that the lack of emotional support threatens the development of intelligence. To think, you need to worry, be excited, constantly receive emotional reinforcement.

Emotions play a special role in teaching younger students. Emotional perception of the world corresponds to their nature. The phenomena and objects with which children come into contact are perceived by them primarily emotionally. This fact is a powerful stimulus for the development of the child's feelings and the formation of his value relations. Practice shows that the impressions laid down in childhood leave an indelible mark on a lifetime.

The illegitimacy of narrowing the tasks of the school to scientific education is already being realized, which is manifested in the development of fundamentally new experimental programs in music, fine arts, literature, etc. Renowned early learning researcher A.M. Pyshkalo points out that the task of the school cannot be reduced only to the development of the cognitive abilities of the child. It involves a purposeful and systematic influence on the emotional and volitional sphere of the individual. The place of the emotional-value component of education depends on the designated general educational goal of the school and the level of education.

The purpose of the various stages depends on the functions of a particular stage of education, the psychological characteristics of children and sensitivity to the formation of certain neoplasms. In addition, the goal of the school at different stages of education should be divided into subordinate goals, which involve obtaining optimal results in achieving the main goal, and here the effect of direct action is often unjustified.

The mental originality of childhood, according to V.V. Zenkovsky, is determined by the "dominance of the emotional sphere".

L.S. Vygotsky wrote: “Before communicating this or that knowledge, the teacher must evoke the corresponding emotion in the student and make sure that this emotion is associated with new knowledge.”

Since elementary school is the first stage in the systematic assimilation of scientific knowledge, it must take into account the logic of cognitive activity at this age, when the formation of an attitude towards what is being studied is primary. First of all, it is necessary to take care of the awakening of a positive attitude towards educational and cognitive activity. If, while teaching, we form a child's desire to learn, then the learning process will be much more efficient and faster. Conversely, if we first of all take care of the skill, without paying due attention to the attitude of children to this type of activity, then this can lead to a negative attitude towards learning and a slowdown in the assimilation of knowledge and the formation of a skill. The desire to influence the will of children is ineffective. Of course, at this age, the volitional sphere is actively developing, but it is very brightly colored by emotions - it would be more accurate to say that emotional activity dominates, and volitional regulation is only included in it “in the form of a subordinate moment” (V.V. Zenkovsky).

The younger school age is the most sensitive for emotional development. The absence of conditions for normal emotional development will lead to negative consequences in all areas of the individual's activity. The internal mental forces of the student have a tendency to activity, activity itself is a need for the student, only under this condition can his various mental functions be manifested and developed. If the emotional function tuned to activity does not find itself in the environment in which it must be realized and developed, after a certain time the child may forever and irretrievably lose this ability.

The emotional and value component should be reflected in the content of education at all levels of its design. In the process of designing the content of the emotional-value component, first of all, it is necessary to determine which groups of values ​​should be included in the content of primary education. The next step will be the selection from these nomenclature groups of those values ​​that are important in terms of education. Then you need to establish their hierarchy. The next step is to determine the availability of values ​​for a particular age of schoolchildren. After that, values ​​specifically important for a particular age should be identified. The next step is to identify the specific reflection of basic values ​​in specific age groups. After that, it is determined through which educational subjects it is more expedient to transfer these values. Then it is established what emotional reactions to these values ​​need to be awakened. After that, it is important to determine at what level these values ​​should be assimilated. Then the mechanisms of assimilation of each value at the required level are revealed. At the last stage, the completeness of emotional experiences is determined.

At all stages of selecting the composition of the emotional-value component, it is necessary to be guided by the principles of forming the content of this component. These include the principles of completeness, taking into account previous emotional and value experience, taking into account age characteristics, accessibility, from the concrete to the abstract, taking into account social characteristics, didactic value, and priority.

The subject is the main means of realizing the content of education, combining in an inseparable integrity the content to be mastered, the means of its assimilation by students and the means of their development and education. The dependence of the content of the subject on the purpose of its introduction into the curriculum, on its function in the content of education as a whole, which is dictated by this purpose, is the starting point in determining the structure of the emotional-value component and its functions in this subject. The function of a subject is understood as its main goal, the main purpose in the curriculum.

As noted by B.C. Lednev, “the contribution of individual subjects to the formation of various components of a person's experience is different. This is due to the fact that different academic subjects, according to their specifics, make it possible to contribute to the development of one side of the personality to a greater extent.

This determines the leading function of the subject in the educational process, which involves the designation of the leading educational component embedded in it. If we take as a basis the idea that education consists of three components: intellectual, emotional-value and valeological, then we can distinguish three groups of subjects according to the leading educational component.

The first group of subjects - with a leading intellectual component: mathematics, physics, chemistry, etc.

The second group - with an emotional and value component: literature, music, history, etc.

The third group - with the leading valeological component: physical education, physiology, etc.

Having justified the fact that the emotional-value component is the leading one in elementary school, we must recognize the special role of subjects where this component is the leading one at all levels of education. These items should take up more time in volume than they do now, and clearly express their function through the leading component.

The emotional-value component in elementary school should find a special manifestation in subjects that are introduced into the educational process, primarily for the transfer of knowledge and skills, intellectual development. In view of the peculiarities of the cognitive activity of younger students, the emotional and value component will be the main one in the procedural block of these subjects.

In subjects aimed at the formation of a healthy lifestyle, without the perception of the value of such a lifestyle and a negative attitude towards bad inclinations that destroy the health of the individual, the effectiveness will be minimal. Therefore, in these subjects in the procedural block, the emotional-value component will be the leading one.

Methods of fixing it depend on the characteristics of the subject. Core values ​​should be listed in the explanatory note. The text of the program should clearly and concretely show how in time, from class to class, these values ​​are formed. In textbooks and teaching aids, the emotional and value component is fixed through certain methods:

1. Conditional reflection of value. Values ​​can be reflected in the content modeling, when the methodologist considers certain knowledge, skills, abilities to be valuable and includes them in the program, textbooks and teaching aids, based on their didactic value.

4. Indirect reflection of value, when it is not the attitude to real personalities, events, phenomena that is assessed, but the attitude to images as something general, typical, essential.

5. Activity reflection of value, when a value attitude to an object is awakened through organized practical and creative activity.

In form, these can be value-oriented and emotional macro and micro texts, as well as various tasks and illustrations.

What is special for value-oriented texts is that characters, events, phenomena, facts, objects are characterized in them from the point of view of value for society and a person. The main purpose of emotional texts is the awakening of various emotions in children.

In textbooks for elementary grades, assignments occupy a large place. To implement the emotional-value component, the following types of tasks are distinguished, aimed at:

1) emphasizing the feelings of children, including through images of works of art;

2) expressing one's feelings in images or searching for images to express feelings;

3) understanding the feelings of others, the heroes of the works, capturing the attitude of the author to them and to the events described;

4) development of feelings in gaming and artistic and aesthetic activities;

5) development of figurative thinking and imagination;

6) development of volitional qualities of a person.

The fixation of values ​​in textbooks does not yet ensure their assimilation; a technology is needed to form the value orientations of schoolchildren. When developing technology, it is important to proceed from the level of assimilation of values ​​and the mechanism for their assimilation at each of the levels. We distinguish four such levels.

The first level is knowledge of values. This level does not yet assume that a person in his behavior will be guided by these values. In this case, the values ​​remain only as known, but not internally accepted and as a guide to action.

At the second level, a person acts in accordance with the values ​​that are significant to others, but not from internal motives, but fearing condemnation, punishment, etc. A person is able to break them, it is enough to change some external evaluation criteria.

The third level can be characterized by the internal acceptance of values ​​without realizing their significance. In this case, values ​​become an internal guide to a person's actions, but in cases of dissonance between actions and values, a moral crisis does not arise.

The fourth level is characterized by emotional acceptance and awareness of values. It is this level that characterizes the system of value orientations of the individual. External influences penetrate into the depths of the personality, enter into a person's own relationship to the world and to himself, become a particle of his "I". At this level, acting contrary to the acquired value becomes impossible without striking a blow to the self-image, without devaluing a person in his own eyes, infringing on his desire for self-respect. When assimilating values ​​at this level, a person has not only a desire, but also a need to perform actions and actions to realize the learned value. If at the third level a person, faced with a moral choice, acts in accordance with moral values, then at the fourth level he looks for where he can realize this value.

The mechanism of assimilation of emotions goes through three phases: the first phase is the primary, but not clear emotional penetration into a new sphere of life, the second phase is the bodily and mental expression of this feeling in the game, and, finally, the third phase is the development and mental formation of the original feeling through the game - in a certain emotional "getting used" to someone else's soul, (V.V. Zenkovsky). Consequently, the logic of assimilation of new emotions can be built as follows: first, observation of the emotional experiences of another (emphasis on emotion), then activity that requires the manifestation of this emotion (awakening of emotion), and comprehension of emotion through image and opposition. The logic of assimilation of values ​​in younger students also goes through three phases: emotional acceptance of value (awakening of adequate emotions), its awareness (emphasis on value) and inclusion in the system of value orientations of the child (value comparisons).

When correlating the logic of the appropriation of emotions and values, it can be noted that the phases of appropriation are similar, although their sequence is somewhat different. On the basis of the identified levels of appropriation of values ​​and mechanisms for their appropriation, as well as the mechanisms of emotional manifestations, a set of teaching methods was developed that contribute to the assimilation of the emotional-value component. The essence of this group of methods is to organize the assimilation by students of the emotional and value attitude of the subject to the object and the learning process.

The method of emphasizing emotions and values ​​lies in the fact that the teacher organizes students' awareness of their experiences or the value of the object of study in various ways. If we had not read and heard about the existence of such and such feelings in such and such circumstances, we would not have focused our attention on many of our mental movements; they would turn out to be transient, might not be repeated. Verbal description helps reinforce the emotional experience; this is one of the ways of educating feelings, in particular, in children, adolescents and youth. Teacher's value judgments can serve as an important means of assimilation of values. In combination with the skillful guidance of students' self-organizing activities, the teacher's value judgments contribute to the education of their will.

The method of adequate emotions lies in the fact that the teacher builds the learning process in such a way that the transmitted content awakens adequate emotional reactions of students to the object of study and cognitive activity. When implementing this method, especially in elementary education, it is necessary to proceed from the law of double expression of feeling.

The method of emotional-value contrasts is that the teacher, showing opposite values ​​and awakening opposite feelings, sharpens the students' experience of significant feelings and awareness of the necessary values. When implementing these methods, a variety of techniques are used. Many of them are inherent in other methods, but there are also more closely related to these methods. Let's name some of them:

• creation of a competitive situation. Competition is an important attribute of human communication and a powerful incentive in the assimilation of values. Competition is essentially an emotional phenomenon. Without experience there can be no competition.
• success/failure situations. Situations of success/failure constantly accompany the process of achieving goals by an individual or a team. These situations give rise to a wide range of emotional states, from delight to anger.
• psychic situations. These include situations where opportunities are created for the conditional self-expression of the individual, playing a certain role in interaction with other people. These are games, ceremonies, rituals, rituals and dramatizations. According to L.S. Vygotsky, the game is the best form of organizing emotional behavior.
• situations of novelty. The need for new experiences is one of the most important human needs. This need, according to the psychologist L.I. Bozhovich, carries the original force that stimulates the mental development of the child, develops with him, and is the basis for the development of his other social needs. The need for new experiences develops into a cognitive need.
• an emotional outburst. It is like an attack on the emotional state, which can be achieved by surprise.

It is necessary to take into account socio-economic, geographical, regional, demographic and other factors when deciding on the formation of a value attitude and the development of the emotional-volitional sphere of schoolchildren. The process of assimilation of the emotional-value component becomes effective if:

Based on the actual needs and interests of the student. Positive emotional reactions can only be caused by those objects and actions that are in the zone of actual needs and motives;

Ensure freedom of expression. The child is characterized by expansiveness, he needs freedom in the bodily expression of feelings. Everything that constrains, responds heavily to the emotional sphere of the child. For the normal development of the child's feelings, it is extremely important whether he freely expresses his feelings or "withdraws into himself", conceals his hidden desires;

Provide a multifaceted emotionally rich life for schoolchildren;

To create in the classroom an atmosphere of emotional-volitional tension and joint experience; the highest joy is overcoming the difficulties, the goal achieved, the secret revealed, the joy of triumph and the happiness of independence, mastery and possession;

Provide - joyful, major style of life of the children's team;

Use the positive impact of public opinion (interesting, important);

Provide conditions for joint experience that performs the functions of emotional infection. We experience certain feelings more strongly when we see the expression of the same feelings on the faces of other people. All our feelings are experienced by us more sharply when they are experienced together. In a team, such an upsurge of feelings is possible, which is beyond the power of one person. All feelings during social communication, as it were, receive special nourishment, become more alive and bright;

Use the positive influence of the teacher's personality. Values ​​have accumulated over many millennia, none of us has a real opportunity to verify their truth through our own practice. Each of us accepts the vast majority of spiritual values ​​without detailed argumentation, relying only on faith. What the beloved teacher says becomes important and necessary for most schoolchildren, which means that each of his words has an increased power of emotional suggestion;

To create an atmosphere of friendly understanding and trust. The most important educational factor in the school is its spiritual atmosphere - a genuine, sincere and holistic inner attitude. It is necessary to constantly maintain a favorable environment of business cooperation and emotional comfort;

Avoid emotional overwhelm. It must be borne in mind that not only long-term negative experiences lead to emotional breakdowns, but also bright positive ones. Conducting several lessons in a row at a high emotional upsurge will have the opposite effect in emotional development.

The assumptions put forward in the study needed experimental verification. In the course of the experiment, it was necessary to determine: firstly, the legitimacy of the selected component (emotional-value) as the leading one in primary school, and, secondly, the effectiveness of the implementation of the emotional-value component of primary education, built in accordance with didactic indicators, to clarify the value orientation and development of the emotional-volitional sphere of younger schoolchildren.

Experimental work was carried out in stages over eight years, from 1990 to 1998. For the objectivity of the results, ordinary schools in a big city (Tula), a small town and a village were chosen. In total, 35 teachers and 1030 elementary school students participated in the experiment.

The breadth of values ​​(a quantitative indicator) and the level of assimilation of moral values ​​(a qualitative indicator), as well as the level of emotional and volitional manifestations, served as indicators of the effectiveness of the developed methodology. Questioning was used to identify the breadth of the value field of children. To identify the level of assimilation of values, the technique of preferences and situations of choice was applied. Emotional-volitional manifestations of children were revealed through the method of unsolvable tasks.

The formative experiment was organized in two stages. To implement his plan, the experimental classes were divided into four groups, two classes in each group (202 students in total).

At the first stage of the experiment, the assumption was tested that the emotional-value component should be implemented in the primary grades not empirically, but on the basis of the identified didactic indicators.

In the classes of groups "A" and "B" training was conducted through the empirical implementation of the emotional-value component; in the classes of groups "C" and "G" - on the basis of the identified didactic indicators.

The results at the end of the first stage of the experiment indicate that the assimilation of values ​​and emotional-volitional development occur more efficiently if the implementation of the emotional-value component is carried out on the basis of the identified didactic foundations. In the classes of groups "C" and "D", where training was organized on the basis of didactic indicators, the results are significantly higher than in groups "A" and "B".

Table 1

	Indicators
	Assimilation of values Emotion responsiveness Emotion-vol. manifestations
	Assimilation of values Emotion responsiveness Emotion-vol. manifestations

At the second stage of the formative experiment, the method of cross-groups was used to prove the decisive role of the identified factors. At this stage, the emotional-value component was implemented on the basis of didactic indicators in the classes of group "B", in which this component was implemented empirically. In the classes of group "B", further education was carried out through the empirical implementation of the emotional-value component. The results of this stage indicate the decisive role of the selected didactic indicators for the implementation of the emotional and value component. In the classes of group "B", the indicators of assimilation of values ​​and emotional-volitional development were equal to those of the classes of group "C", although after the first stage of the experiment, group "C" was significantly ahead of them.

Significantly higher than in the other groups, the results in the classes of group "G", where training at all stages of the experiment was carried out on the basis of selected didactic indicators.

To verify the data obtained, a repeated experiment was organized with a large number of students (828), which took place two years later. It followed the same pattern as the first one and confirmed the results obtained.

This suggests that when implementing the emotional-value component, taking into account the selected didactic indicators, it is possible to achieve fairly high results in the assimilation of values ​​and the emotional-volitional development of children.

Conclusion

In the course of a didactic study of the problem of the emotional-value component of primary education, within the framework of a holistic concept of the content and learning process, didactic foundations for its construction were developed, including a didactic justification of the essence of the emotional-value component, its generalized didactic model: the leading functions of this component and its place in the system elementary education, the features of groups of subjects in the implementation of the emotional-value component and ways of fixing it, the levels of assimilation of values ​​are revealed, teaching methods and conditions conducive to the implementation of the emotional-value component are identified.

The central link in the didactic theory of the implementation of the emotional-value component was the disclosure of its essence and structure. This made it possible to create a generalized didactic model reflecting its substantive and procedural characteristics.

The analysis of research in the field of axiology made it possible to identify groups of basic values ​​that must be taken into account when modeling the educational process in primary school, as well as in the expert assessment of existing didactic systems of primary education. A scientifically substantiated system of value orientations should be reflected in programs, textbooks and manuals. We are talking about constructing from a certain point of view the educational material itself, embodied in textbooks and teaching aids, which are part of the complex of teaching aids for a particular academic subject.

Based on the goals and logic of the study, as well as considering it generally accepted that emotions are value-oriented and associated with their implementation, we proposed our own classification of emotions according to the expression of values. The study shows the inseparable connection between the volitional development of a schoolchild and his emotional and value sphere. Without the development of the volitional sphere, the value orientations of the individual do not receive the desired manifestation. From this we can conclude that the emotional-value component consists of three interrelated elements - value orientations, emotional and volitional manifestations.

The knowledge obtained in the course of the study about the functions of the emotional-value component, the sensitivity of the emotional development of younger students and the features of their cognitive activity made it possible to determine the leading role of the emotional-value component in primary school. This suggests, when designing the content of education and organizing the learning process, first of all, think about what values ​​need to be formed in children, how and what emotions to awaken in them.

In the course of the study, ways of fixing the emotional-value component were identified, which depend on the didactic features of the subject. The text of the program should clearly and concretely show how in time, from class to class, these values ​​are formed. In textbooks and teaching aids, they are reflected in texts, assignments, drawings, individual words, phrases, sentences, proverbs, sayings, riddles and are realized through: conditional reflection of value, direct reflection of value, indirect reflection of value, activity reflection of value, emotional texts or tasks, tasks that contribute to the development of volitional qualities of the individual.

The most common didactic unit of the procedural aspect of education is the teaching method. The identified levels of assimilation of values ​​and the mechanisms of their assimilation, as well as the mechanisms of emotional manifestations, made it possible to determine the set of teaching methods and techniques that contribute to the assimilation of the emotional-value component.

Through experimental work, it was shown that the process of assimilation of the emotional-value component becomes effective if the following conditions are met: reliance on the actual needs and interests of the student; ensuring the emotional richness of the life of schoolchildren and freedom in expressing feelings; creation in the classroom of an atmosphere of emotional-volitional tension and joint experience; ensuring a joyful major lifestyle of the children's team; using the positive impact of public opinion, etc.

The didactic foundations of the emotional and value component revealed in the course of the study contribute to overcoming the one-sided approach to the educational process as a predominantly intellectual education on the equivalence of intellectual, emotional and value and physical development.

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And her lead mom is a psychologist Anna Bravoslavskaya that answers your questions. If you have a question for a psychologist, you can send it to Anna by mail [email protected] .

Hello dear bloggers!

I received many letters from you after the article about . So, I would like to dwell on the topic of emotions in more detail.

So, how to develop intelligence is more or less clear. But what to do with emotions? How to develop them? And is it necessary?

It is simply necessary to develop the emotional sphere of the child. This became apparent to the general public after the publication of the book "Emotional Intelligence" several years ago. As it became known, numerous studies have shown that IQ is not so much important as EQ to achieve success in life.

This indicator includes such important concepts as empathy, intuition, the ability to establish and maintain a wide network of social contacts and strong emotional ties, etc.

But even if we leave aside the notorious success, it is obvious that the more developed the emotional sphere, the better the person is “embedded” in society, the more fruitful, the richer his relationship with others, the higher his satisfaction with life in general. Not to mention the fact that people who are not familiar with their sensory sphere are much more prone to serious illnesses, up to oncology.

There is such a psychological term - alexetimia - it denotes the inability of a person to name the emotions he himself experiences. So, in the study of patients with various diseases of moderate severity, most of them (up to 80%) have alexithymia.

How can we contribute to the development of the emotional sphere of the child? First, let's start with ourselves. You need to learn to monitor your condition and pronounce your emotions, especially negative ones. Fits best here "I-statement" is a method of communication in conflict situations, in which any phrase must begin with the words “I” and “me”. For example, not “How could you?!” but “I feel very uncomfortable when…”. Or instead of “Why are you ...” - “I am very upset that ...”, etc.

If you comment on your condition, gradually your child will become better at recognizing your emotions, and at the same time his own. Of course, it is good to comment on the states of other people, cartoon characters, books, etc. in the same way. “How do you think he felt when…”, “why did she do this?”, “How did you know that she felt exactly that?” etc.

This instills a sense of empathy and empathy. In addition, feelings and emotions are good to play along with toys, dolls. You can play whole scenes, and do not forget to feel sorry for the dolls, sympathize with them or rejoice with them.

Over time, you will most likely find that you can anticipate your behavior in a given situation. For example, that the state of fatigue is accompanied by severe irritability, etc. In such cases, you can warn your family that you need time to recover, and that outbursts of discontent should not be taken personally.

Children can also be given time and space to experience unpleasant states. In addition, it is from us that children learn ways to express their emotions: what does a mother do when she is upset? How angry is dad?

Our emotions are connected with our body, if we suppress their manifestations, the emergence of psychosomatics is inevitable. But it is you who can show the child that, when angry, you can hit, but not a person, but a pillow or a door frame. That with strong joy you can and should hug, or at least jump and wave your arms. 🙂

The more shades of emotions your child knows and distinguishes, the richer his emotional life will be. Here, both the study of a dictionary of synonyms and special games with cards, books on emotions, and psychotherapeutic fairy tales will help.

There are even posters in specialized stores with images of various emotions. You can discuss how this or that feeling manifests itself on the face (eyebrows are raised, the corners of the mouth are lowered ...), play “depict an emotion” or, conversely, “what do I feel?”.

While the child is not very well aware of his own feelings, we can prompt him: “You are very upset, right?” or “I see you are very angry…”. Here it is important, of course, not to impose your vision, but to read the baby's emotion and name it.

In the event that you guessed it, the answer will be a relieved “yes!”, A deep exhalation, indicating relaxation, and perhaps tears that will pass rather quickly.

However, this technique is well suited for empathic listening at any age. Here it is also important to normalize the emotion, thereby lowering its degree - “Sure! There is something to be angry about!” or “I would feel the same way if I were you!” It's best to let the child speak.

Besides, it is very important to distinguish between sensations, emotions and feelings. Many adults admit that they themselves confuse these experiences. Feelings are bodily in nature: hunger, fatigue, chills... Feelings are deeper than emotions: compare love and interest, irritation and rage. Confusion in their experiences leads to the fact that people do not distinguish what they feel, and, therefore, they do not know how to work effectively with their states.

For example, something feels bad to me somehow, I'll go eat. But in fact, this is not hunger at all, but a feeling of anxiety due to trouble at work. Or: something turns me right! Who would you fight? Everything just pisses me off! And this is not irritation, but a feeling of sadness due to a quarrel with a girl. Negative feelings are often replaced by more acceptable ones for a given person, and the substitution is the easier, the less a person understands himself.

All creative activities also work well for the development of the emotional sphere, but just like free creativity or work to music, for example. All bodily practices - dancing, swimming, massages, besilki and all kinds of hugs are also, of course, good. 🙂

In addition, it is important to note that intellectual pursuits are in some way antagonistic to emotional development. The fact is that our body has a limited supply of energy, and we can only spend it on one thing. It has long been proven that an excess of intellectual workload at preschool age leads to the depletion of the emotional sphere in the long run.

Of course, I mean extreme indicators, and there is a rather large continuum between the obvious overload of the intellectual sphere and pedagogical neglect. 🙂

In any case, I will definitely dwell on this point in more detail in future articles.

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