General characteristics of the development of the emotional-volitional sphere of a preschooler. On the need for the development of the emotional-volitional sphere in young children

1. GENERAL CHARACTERISTICS OF THE DEVELOPMENT OF THE EMOTIONAL SPHERE

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

An important difference between feelings and emotions is that feelings are relatively stable and constant, while emotions arise in response to a specific situation. The feeling is experienced and found precisely in specific emotions (the feeling of love for a child can also be experienced as an emotion of joy for him ("made the first step", pride in success ("won the competition", shame (in cases where he committed an unworthy act, anxiety if something threatens the child (for example, during the period of illness, etc.).

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

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

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

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

People differ significantly in their emotional sphere. First of all - emotional impressionability (which is largely related to temperament) and stability. There are emotionally developed people, and there are those who suffer from a kind of emotional dullness, deafness.

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

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

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

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

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

The dependence of emotions on the content and structure of children's activities, on the characteristics of interaction with other people, on how the child learns moral norms and rules of behavior has been revealed.

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

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

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

A number of other emotional states and feelings sometimes experienced by preschoolers (depression, conflict, anxiety, feelings of hostility, inferiority, etc.) also need timely recognition and correction.

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

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

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

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Introduction

Chapter 1. Features of the emotional-volitional sphere of a preschooler and its development

1 emotional-volitional sphere

1.2 Development of the emotional-volitional sphere of a preschooler

Chapter 2. Experimental work on the study and correction of the emotional-volitional sphere in preschoolers

2.1 Diagnosis of violations of the emotional-volitional sphere of preschoolers

2.2 Correctional work on the development of the emotional-volitional sphere of preschoolers

Conclusion

List of sources used

Applications

Introduction

The problem of the emotional-volitional sphere in the development of a preschooler is very relevant today, it is the emotional development and upbringing that is the foundation on which the building of the human personality is laid and reconstructed throughout life. The exceptional importance of emotions and feelings in the development of the child's personality was emphasized by K. D. Ushinsky: Education, without attaching absolute importance to the feelings of the child, nevertheless, in their direction should have its main task.

L. S. Vygotsky in 1926 expressed the still remaining modern thought: for some reason, our society has developed a one-sided view of the human personality, and for some reason everyone understands giftedness and talent in relation to intelligence. But one can not only think talentedly, but also feel talentedly.

Psychologists believe that all changes in cognitive activity that occur during childhood must be associated with profound changes in the emotional-volitional sphere of the child's personality.

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

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

So, the central mental function of preschoolers is emotional. On the one hand, they need vivid emotional impressions, and on the other hand, games and exercises that help children learn to manage emotions, correct them and be aware of them.

If this main line of development - the line of development of emotions - is disturbed, the normal process of personal development as a whole is also disturbed. Therefore, the formation and correction of shortcomings in the emotional-volitional sphere must be considered as one of the most important, priority tasks of the upbringing and development of the child.

The implementation of specific age-specific opportunities for mental development occurs due to the participation of preschoolers in age-appropriate activities: playing, verbal communication, drawing, designing, musical activity, etc. character, should always be in the center of attention of teachers. All of the above explains the relevance of the chosen topic.

The purpose of this course work is to consider the development of the emotional-volitional sphere of preschoolers.

to study the theoretical foundations of the emotional and volitional development of the personality of a preschooler;

to identify the features of the emotional and volitional development of preschoolers;

consider ways of developing emotional-volitional disorders in older preschoolers.

Subject: features of the development of the emotional-volitional sphere of preschoolers. Object: emotional-volitional sphere.

The solution of the tasks set was provided by the following methods: theoretical analysis of the literature on the problem; observation, methods of statistical data processing; implementation of a special program for preschool children.

Chapter 1. Features of the emotional-volitional sphere of a preschooler and its development

1.1 emotional-volitional sphere

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

motions- mental reflection in the form of a biased experience of the vital meaning of phenomena and situations, which is based on the relationship of their objective properties to the needs of the subject.

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

Emotional-volitional sphere of a preschooler - Information

Lavrentieva M.V.

Introduction

Preschool childhood is a very short period in a person's life, only the first seven years. But they are of lasting value. During this period, development is more rapid and rapid than ever.

From a completely helpless, incompetent creature, the baby turns into a relatively independent, active person. All aspects of the child's psyche receive a certain development, thereby laying the foundation for further growth. One of the main directions of mental development in preschool age is the formation of the foundations of personality.

The child begins to realize his I, his activity, activity, begins to objectively evaluate himself. A subordination of motives is formed: the ability to subordinate one's immediate impulses to conscious goals.

The kid learns, within certain limits, to control his behavior and activities, to anticipate its result and control its implementation. The emotional life of a preschooler becomes more complicated: the content of emotions is enriched, higher feelings are formed.

A small child does not know how to control emotions. His feelings quickly arise and just as quickly subside. With the development of the emotional sphere in a preschooler, feelings become more rational, obey thinking.

But this happens when the child learns the norms of morality and correlates his actions with them.

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

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

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

This work is devoted to the answers to these questions. The development of the emotional sphere of a preschooler.

The relevance of the work lies in the need to study the development of the child's psyche, in particular the emotional sphere of a preschooler, which creates the basis for the meaningful assimilation of psychological and pedagogical knowledge, which will subsequently ensure the effectiveness of their application. Since the development of the emotional-sensory world of a preschool child, when he feels protected and free in his judgments, requires further improvement in the organization of the pedagogical process in a preschool institution.

I. Emotions

1.1. emotional process

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

The emotional process has three main components:

The first is emotional arousal, which determines mobilization shifts in the body. In all cases, when an event occurs that is important for the individual, and such an event is stated in the form of an emotional process, there is an increase in excitability, speed and intensity of the flow of mental, motor and vegetative processes. In some cases, under the influence of such events, excitability may, on the contrary, decrease.

The second component is the sign of emotion: positive emotion occurs when an event is evaluated as positive, negative when it is evaluated as negative. A positive emotion induces actions to support a positive event, a negative one induces actions aimed at eliminating contact with a negative event.

The third component is the degree of emotion control. Two states of strong emotional arousal should be distinguished: affects (fear, anger, joy), in which orientation and control are still preserved, and extreme excitations (panic, horror, rage, ecstasy, complete despair), when orientation and control are practically impossible.

Emotional arousal can also take the form of emotional tension, which occurs in all cases where there is a strong tendency to certain actions. But this tendency is blocked (for example, in situations that cause fear, but exclude flight, cause anger, but make it impossible to express it, excite desires, but prevent their implementation, cause joy, but require seriousness, etc.).

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

The form of the emotional process depends on the characteristics of the signal stimulus that caused it. All signals related to specific needs, such as food, sexual, breathing, etc., will be specifically addressed. In the case of too strong influences of stimuli, pain, disgust, satiety occur.

Anticipations are another source of emotional processes: signals of pain, strong and prolonged deprivation, causing fear; signals of possible dissatisfaction of needs, causing anger; signals of satisfaction of the needs causing hope; signals, anticipating?/p>

Will sphere

The process of personal formation of a child is associated with the development of his ability for behavioral self-regulation, as well as the performance of activities in accordance with the norms of behavior in society, which boils down to the manifestation of certain volitional efforts and qualities.

Volitional formation of the child

Volitional sphere of a preschooler

Among mental functions, one of the important places is assigned to the will. Scientists have long argued and continue to debate about the formation of the will.

Arbitrariness and volitional regulation of behavior and activities of the individual is still the subject of frequent discussions in scientific circles, including with regard to the personality of the child. Some scientists propose to consider the will as an ability that induces a person to activity, determines his behavior. Other researchers see in the will a close connection with the human mind.

In fact, the will is the ability of an individual to act and act according to the goal set by him, to overcome some obstacles.

Different actions can direct a person to change qualities in them that help regulate their behavior. Thanks to the will, the human psyche is constantly changing. Volitional qualities and effort exists in simple and complex form.

Simple volitional actions contribute to the direction of the individual to achieve the intended goal without doubt and reflection. A person clearly imagines what exactly he will do, and begins to act almost automatically, involuntarily.

Complex volitional actions are carried out in several stages: 1. The individual is aware of the goal, strives to achieve it 2. The person thinks about all kinds of ways to achieve this goal 3. Then there is a motive to perform the action 4. There is a counterbalance - to act or not, how to act 5. The person decides to choose one of the possibilities for performing a certain action 6. Implementation of the decision, which in the end was made 7. Overcoming various obstacles and difficulties until the goal is achieved.

When a child performs any activity, he also overcomes various difficulties. Over time, the child comes to purposefulness, independence, discipline and other strong-willed qualities.

However, sometimes situations may arise when the child's efforts of will are not manifested due to the lack of formation of his will, the volitional sphere. Therefore, it is necessary to educate the will and strong-willed qualities in a child in a timely manner.

The preschool age is called the most successful and productive period for this, when the silly child is already trying to free himself from the care of adults, wants to do something on his own, but still does not have the necessary skills and abilities. If you impose your will on the child, then you can cause on the part of the child a manifestation of negativism, rebellion.

Will formation leads to the development of arbitrariness, self-awareness, and motivational activity in preschoolers.

Arbitrary regulation as one of the volitional qualities helps a preschooler at an older age to focus on a specific goal, to show motivation to achieve it. Most often here we observe play motivation in preschoolers.

The volitional sphere provides for the formation of the skills of the child's independence, criteria and indicators can be called the ability of a child of senior preschool age to start, continue and complete the activity started in the circle of peers. He also knows how to enter into a game or other activity, acting in a collective activity, showing independence.

When a child is independent, in the process of interacting with classmates in kindergarten, he shows personal skills, shows with his deeds and acts according to the conditions of the environment. Senior preschool age is the stage when independence is successfully acquired by a child in the process of forming his entire personality.

In interconnection with other children, the independence of a child of senior preschool age can be traced when a common cause is carried out, when the baby introduces his wishes into the general plan in children's activities, collective creative activities, etc.

Volitional actions in older preschoolers

In older preschoolers, there is an intensive development of volitional qualities that serve as a set in the directions of the intellectual, emotional and motivational components. The intellectual component of volitional qualities is the knowledge and ideas of a preschooler, the emotional component provides for the formation of feelings, the motivational component is characterized by the formation of certain motives in preschoolers.

If a preschooler makes an effort on himself and his desires to overcome certain difficulties, when he achieves something, then he develops the regulation and self-regulation of activity and behavioral activity.

This volitional process in older preschoolers is poorly developed, their desires are sometimes very unstable. Children get distracted, change their goals in any activity. And in order to achieve a certain goal, children need support from an adult.

It can be teachers or parents. From time to time, volitional actions become more complex, goals are set more difficult each time. However, the preschooler begins to have some idea of the results that the activity can bring.

The qualities of will in the child begin to manifest themselves, including in independent activity, reflected in his voluntary movements. Children already acquire the ability to independently set simple goals for their activities, strive to achieve these goals. A 6-7-year-old child already shows a desire to bring any started business up to its completion.

Children of senior preschool age at this time are able to overcome difficulties in the activities they have begun.

Since in the senior preschool childhood, activities develop brightly: play, work, study and others. They give a start to the development of moral and volitional qualities of preschoolers. The game has an impact on the manifestation of interest in gaming activities.

Labor activity contributes to the development of various skills, thanks to which children show efforts, learn to overcome difficulties and obstacles. However, the volitional qualities are not yet sufficiently developed, and this shows the instability of plans, easy distractibility, or even a refusal to achieve the goal. All this confirms the lack of formation of volitional qualities in a child of senior preschool age, which include the following: perseverance, endurance, determination, striving to achieve a goal. That is why educators in the preschool educational institution pay great attention to the formation in the child of senior preschool age of the stability of attention, concentration, focus, etc.

At the same time, various approaches are used: passion for the game, showing interest in a variety of activities, which greatly helps children choose a goal, taking into account their capabilities.

Teachers support the desire of children to achieve results. This approach allows the teacher to form the stability of the idea in children. The teacher in the classroom and outside of them explains to preschoolers that it is necessary to show strong-willed qualities and efforts in order to achieve something.

Volitional sphere: stages of formation

A child at 5 years old is already acting quite deliberately. In the older preschool age, volitional development is carried out very rapidly. The kid, starting some business, already wants to bring it to the end.

By the age of 6, a preschooler verbally plans his actions, shows a desire to follow the rules in the game and in his behavior. He also invites other children to do what he wants, or in the way he thought or decided. Thus, he shows his strong-willed efforts.

At the age of 6, children show such strong-willed qualities as independence, perseverance. But it's all accompanied by emotions. Either joyful emotions, or surprise or chagrin, if something does not work out according to his plan.

Self-regulation in children at this age is characterized by the use of words containing a connotation of demand, desire or prohibition. This is how children's volitional qualities begin to develop.

Unfortunately, for preschool children, a negative manifestation of willpower is also characteristic. This is expressed in stubbornness, negativism and whims (willfulness). The child becomes stubborn when he is limited in some way, they give him little independence.

In seven-year-old children, all facets of character are formed. A child - an older preschooler sets a goal, makes his own decision, outlines action plans, fulfills his plans, overcomes difficulties to achieve the goal, evaluates the results of organized activities.

The need to exercise willpower in a child is seen in situations where he needs to make one choice between two or more decisions. The child must make the most favorable decision. The situation of choice ends when the child has overcome himself, has shown willpower.

Pedagogical conditions for the formation of children's volitional behavior

In order for volitional qualities and volitional behavior to be formed more productively, it would be correct to observe the following pedagogical conditions:

the requirements for the child should be complicated gradually, then this will contribute to positive results in achieving the goal of the child;
it is important to encourage the baby to strive and show independence and initiative in the performance of any business;
it is necessary to gradually move from complex educational tasks to creative exercises at the request of the child himself;
organize creative work in the classroom and in free activities.

Methods and ways of forming a volitional sphere in preschoolers

The most important of the main methods in the process of formation and development of volitional qualities and behavior in children is the use of the game with the rules included in it. Particularly effective are games in which there are prohibitions, when the child has to make special efforts to overcome the desire to do otherwise.

At the same time, the strong-willed aspiration and behavior of children is formed. In games of this type, children can consciously control their behavior, their own desires, and do it their own way. Here the child learns to control himself, controls his perception, memory and thinking.

The qualities of will in action change gradually in preschool childhood. At the end of preschool age, the whole picture in the behavior of children changes.

It is believed that the emergence and development of volitional acts, the scope of direct use, and significance in behavior are characteristic of a preschooler, although they continue to be rather limited.

Means for the formation of volitional behavior of a preschooler

Consider effective means in the course of the formation and development of volitional behavior: didactic games, attraction to work, interpersonal communication with peers and adults.

Didactic games help children to master the game activity along with its visual-content orientation, to form the skills and abilities to set a specific goal, to choose a game role according to taste, to behave correctly with their playmates, coordinating their actions with them, playing with the actions of other children. Games help to perform game actions with comrades. This contributes to the development of self-regulation.

When a preschooler is involved in labor duties, performs labor assignments, then his volitional forces are mobilized.

In the process of communication, the child's volitional qualities are formed very actively, because at this time the child is characterized by arbitrariness of behavior. Children's speech develops well in the course of a role-playing game, where it is especially clearly seen how the motivation and awareness of the baby's behavior increases.

Communication is especially optimal for educating the volitional sphere in a role-playing game. According to E. O. Smirnova, in a role-playing game, a child does not have a formed self-control of behavior. In play activity, the child's behavior is motivated by the behavior of others and their roles, while the behavior changes to unconscious.

Conclusion

Volitional actions at preschool age are already well marked, but their use in the behavior of the child remains very limited. The results of many studies confirm that only the older preschooler is ready for long-term volitional efforts.

During the period of careful preparation for studying at school, the child must have the formation of volitional qualities. And their emergence and establishment in the future first grader is assigned the main role in the preschool educational institution.

Indeed, it is precisely due to the presence of volitional qualities in a child that the process of his initial education will be less stressful. The child will be able to easily do what the teacher tells him. The formation of the volitional sphere will help to easily get used to the school regime, the school curriculum.

External manifestations of violations of the emotional-volitional sphere in childhood

Despite the fact that it is not necessary to independently make not only medical diagnoses, but also diagnoses in the field of psychological health, but it is better to entrust this to professionals, there are a number of signs of violations of the emotional and volitional sphere, the presence of which should be the reason for contacting specialists.

Violations in the emotional-volitional sphere of the child's personality have characteristic features of age-related manifestations. So, for example, if adults systematically note in their baby at an early age such behavioral characteristics as excessive aggressiveness or passivity, tearfulness, “stuck” on a certain emotion, then it is possible that this is an early manifestation of emotional disorders.

At preschool age, to the above symptoms, the inability to follow the norms and rules of behavior, insufficient development of independence may be added. At school age, these deviations, along with those listed, can be combined with self-doubt, disruption of social interaction, a decrease in purposefulness, and inadequacy of self-esteem.

It is important to understand that the existence of violations should be judged not by the presence of a single symptom, which may be the child's reaction to a specific situation, but by the combination of several characteristic symptoms.

The main external manifestations are as follows:

Emotional tension. With increased emotional tension, in addition to well-known manifestations, difficulties in the organization of mental activity, a decrease in gaming activity characteristic of a particular age, can also be clearly expressed.

The rapid mental fatigue of the child in comparison with peers or with earlier behavior is expressed in the fact that it is difficult for the child to concentrate, he can demonstrate a clear negative attitude to situations where the manifestation of mental, intellectual qualities is necessary.
Increased anxiety. Increased anxiety, in addition to known signs, can be expressed in the avoidance of social contacts, a decrease in the desire to communicate.
Aggressiveness. Manifestations can be in the form of demonstrative disobedience to adults, physical aggression and verbal aggression. Also, his aggression can be directed at himself, he can hurt himself. The child becomes naughty and with great difficulty gives in to the educational influences of adults.
Lack of empathy. Empathy is the ability to feel and understand the emotions of another person, to empathize. With violations of the emotional-volitional sphere, this symptom is usually accompanied by increased anxiety. An inability to empathize can also be a warning sign of a mental disorder or intellectual retardation.
Unwillingness and unwillingness to overcome difficulties. The child is lethargic, contacts with adults with displeasure. Extreme manifestations in behavior may look like a complete disregard for parents or other adults - in certain situations, the child may pretend not to hear the adult.
Low motivation to succeed. A characteristic sign of low motivation for success is the desire to avoid hypothetical failures, so the child takes on new tasks with displeasure, tries to avoid situations where there is even the slightest doubt about the result. It is very difficult to persuade him to try to do something. A common answer in this situation is: “it won’t work”, “I don’t know how”. Parents may erroneously interpret this as a manifestation of laziness.
Expressed distrust of others. It can manifest itself as hostility, often accompanied by tearfulness; school-age children can manifest this as excessive criticism of the statements and actions of both peers and surrounding adults.
Excessive impulsiveness of the child, as a rule, is expressed in weak self-control and insufficient awareness of their actions.
Avoid close contact with other people. The child may repel others with remarks expressing contempt or impatience, insolence, etc.

Formation of the emotional-volitional sphere of the child

Parents observe the manifestation of emotions from the very beginning of the child's life, with their help, communication with parents takes place, so the baby shows that he is well, or he experiences discomfort.

In the future, in the process of growing up, the child faces problems that he has to solve with varying degrees of independence. Attitude to a problem or situation causes a certain emotional response, and attempts to influence the problem - additional emotions. In other words, if a child has to show arbitrariness in the implementation of any actions, where the fundamental motive is not “I want”, but “I must”, that is, an effort of will is required to solve the problem, in fact this will mean the implementation of an act of will.

As you grow older, emotions also undergo certain changes and develop. Children at this age learn to feel and are able to demonstrate more complex manifestations of emotions. The main feature of the correct emotional-volitional development of the child is the increasing ability to control the manifestation of emotions.

The main causes of violations of the emotional-volitional sphere of the child

Child psychologists place particular emphasis on the assertion that the development of a child's personality can only occur harmoniously with sufficient confidential communication with close adults.

The main reasons for violations are:

transferred stress;
lag in intellectual development;
lack of emotional contacts with close adults;
social causes;
films and computer games not intended for his age;
a number of other reasons that cause internal discomfort and a sense of inferiority in a child.

Violations of the children's emotional sphere manifest themselves much more often and brighter during periods of so-called age-related crises. Vivid examples of such points of growing up can be the “I myself” crises at the age of three and the “Adolescence Crisis” in adolescence.

Diagnosis of violations

To correct violations, timely and correct diagnosis is important, taking into account the reasons for the development of deviations. In the arsenal of psychologists there are a number of special methods and tests for assessing the development and psychological state of the child, taking into account his age characteristics.

For preschoolers, as a rule, projective diagnostic methods are used:

drawing test;
Luscher color test;
the Beck Anxiety Scale;
questionnaire "Health, activity, mood" (SAN);
the Philips School Anxiety Test and many others.

Correction of violations of the emotional-volitional sphere in childhood

What to do if the behavior of the baby suggests the presence of such a disorder? First of all, it is important to understand that these violations can and should be corrected. You should not rely only on specialists, the role of parents in correcting the behavioral characteristics of the child's character is very important.

An important point that allows laying the foundation for the successful resolution of this problem is the establishment of contact and trusting relationships between parents and the child. In communication, one should avoid critical assessments, show a benevolent attitude, remain calm, praise adequate manifestations of feelings more, one should be sincerely interested in his feelings and empathize.

Appeal to a psychologist

To eliminate violations of the emotional sphere, you should contact a child psychologist, who, with the help of special classes, will help you learn how to respond correctly in stressful situations and control your feelings. Another important point is the work of a psychologist with the parents themselves.

In psychology, many ways to correct childhood disorders in the form of play therapy are currently described. As you know, the best learning occurs with the attraction of positive emotions. Teaching good behavior is no exception.

The value of a number of methods lies in the fact that they can be successfully used not only by specialists themselves, but also by parents interested in the organic development of their baby.

Practical methods of correction

Such, in particular, are the methods of fairy tale therapy and puppet therapy. Their main principle is the identification of a child with a fairy tale character or his favorite toy during the game. The child projects his problem onto the main character, a toy, and, in the course of the game, solves them according to the plot.

Of course, all these methods imply the obligatory direct involvement of adults in the process of the game itself.

If parents in the process of upbringing pay sufficient and proper attention to such aspects of the development of a child's personality as the emotional-volitional sphere, then in the future this will make it much easier to survive the period of teenage personality development, which, as many people know, can introduce a number of serious deviations in the child's behavior.

The work experience accumulated by psychologists shows that not only taking into account the peculiarities of age development, a thorough selection of diagnostic methods and techniques of psychological correction, allows specialists to successfully solve the problems of violations of the harmonious development of a child's personality, the decisive factor in this area will always be parental attention, patience, care and love. .

Psychologist, psychotherapist, personal well-being specialist

Svetlana Buk

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Question:
Hello! Our child was diagnosed with Violation of the emotional-volitional sphere of the sphere. What to do? He is in the 7th grade, I'm afraid if we send him to study at home, he will become even worse.
Answer:
Hello dear mom!

A child with a violation of the emotional-volitional sphere may have melancholy, depression, sadness or a painfully elevated mood up to euphoria, fits of anger or anxiety. And all this within the framework of one diagnosis.

A competent psychotherapist does not work with a diagnosis, but with a specific child, with his individual symptoms and situation.

First of all, it is important for you to level your condition. The fears and fears of parents negatively affect any child.

And to correct, to solve the problem. Transferring to homeschooling is only an adaptation to the problem (i.e. a way to somehow live with it). To solve it, you need to come to an appointment with a psychologist-psychotherapist together with medical help.
Question:
Hello. I am a mother. My son is 4 years 4 months old. We were first diagnosed with ZPPR, yesterday a neuropathologist removed this diagnosis and put a ‘disorder of the emotional sphere against the background of the formation of the emotional sphere’. What should I do? How to correct? And what literature would you recommend for behavior correction. My name is Marina.
Answer:
Hello Marina!
Imagine that your smartphone or TV is somehow not working properly.
Does it ever occur to someone to start repairing these devices according to books or recommendations from specialists (take a soldering iron and replace the 673 transistor and 576 resistor). The human psyche is much more complex.
Here we need versatile classes with a psychologist-psychotherapist, speech therapist, defectologist, psychiatrist.
And the earlier you start classes, the more effective the correction will be.
Question:
What are the diagnostic techniques for detecting violations in the emotional-volitional sphere of children aged 6-8?

Answer:
Classification by M.Bleikher and L.F.Burlachuk:
1) observation and methods close to it (biography study, clinical conversation, etc.)
2) special experimental methods (simulation of certain types of activities, situations, some hardware techniques, etc.)
3) personality questionnaires (methods based on self-assessment)
4) projective methods.
Question:
Hello Svetlana.
Violations of the children's emotional sphere described in this article, I observed in many children about 90% - aggressiveness, lack of empathy, unwillingness to overcome difficulties, unwillingness to listen to another (headphones help a lot in this now) are the most frequent. Others are rarer but present. I am not a psychologist and I may be mistaken in my observations, therefore I want to ask: is it true that 90% of them have violations of the emotional-volitional sphere?

Answer:
Hello dear reader!
Thank you for your interest in the topic and the question.
The manifestations you have noticed - aggressiveness, lack of empathy, unwillingness to overcome difficulties, unwillingness to listen to another - these are only signs. They can serve as a reason for contacting a specialist. And their presence is not a reason for diagnosing " Violations of the emotional-volitional sphere". In one way or another, every child tends to experience aggressiveness, for example.
And in this sense, your observations are correct - most children show the above signs from time to time.
Question:
Hello Svetlana!
I would like to consult with you about the behavior of my son. We are a family of grandparents, son and me (mother). My son is 3.5 years old. I am divorced from my father, we broke up with him when the child was a little over a year old. Now we don't see each other. My son was diagnosed with dysarthria, intellectual development is normal, he is very active and sociable, but there are serious violations in the emotional-volitional sphere.
For example, it happens that he pronounces (one boy started doing this in the kindergarten) sometimes some syllable or sound repeatedly and monotonously, and when he is told to stop doing this, he can start doing something else out of spite, for example, make a face ( how he was forbidden to do so). At the same time, in a calm tone, we explained to him that “sick” boys or “bad” boys do this. At first he starts laughing, and after another explanation and reminder that this may be fraught with some kind of punishment, especially when an adult breaks down and raises his tone, crying begins, which is abruptly replaced by laughter (definitely unhealthy), and so laughter and crying can change several times over the course of minutes.
We also observe in the son’s behavior that he can throw toys (often (in the sense of a month or two), breaks a car or toys, abruptly throwing and breaking it. At the same time, he is very naughty (he hears, but does not listen), often every day brings loved ones.
We all love him very much and want him to be a healthy and happy boy. Tell me, please, how should we be in such a situation when he does something out of spite? What conflict resolution methods would you recommend? How can a son be weaned from the habit of pronouncing these “articulate sounds”?
My grandparents are intelligent people, I have the education of a teacher, economist, educator. We turned to a psychologist about a year ago, when such a picture was just beginning to appear. The psychologist explained that these are signs of a crisis. But, having now a diagnosis of dysarthria, we are forced to explain his behavior in a different way, which, by the way, did not improve, despite our implementation of the psychologist's advice, but worsened.
Thanks in advance
Sincerely, Svetlana

Answer:
Hello Svetlana!

I recommend that you come for a consultation.
We can contact you via skype or phone.
It is important to switch the child, distract him to some interesting activity at such moments.
Punishments, explanations and raising the tone are not effective.
You write "despite our implementation of the psychologist's advice" - what exactly did you do?

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

The development of the emotional-volitional sphere is the most important aspect of the development of the personality as a whole. This topic is also socially significant: the development of the emotional-volitional sphere is not only a prerequisite for the successful assimilation of knowledge, but also determines the success of learning in general, and contributes to the self-development of the individual. From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. The first of these refers to the age of three or four years and is mainly associated with the strengthening of emotional self-regulation. The second covers the age from four to five years and concerns moral self-regulation, and the third refers to the age of about six years and includes the formation of business personal qualities of the child.

The development of the emotional-volitional sphere of a personality corresponds to the main stages of its mental development, from early childhood to adolescence (early adolescence). Each stage is characterized by a certain level of neuropsychic response of the individual to various influences of the social environment. Each of them manifests emotional, behavioral, characterological features characteristic of a particular age. These features reflect the manifestations of normal age development.

At the age of 0 to 3 years (early childhood), the somatovegetative type of response dominates. The state of discomfort or malaise in a child under 3 years of age manifests itself in general autonomic and increased emotional excitability, which may be accompanied by sleep disturbances, appetite, and gastrointestinal disorders.

At the age of 3 to 7 years (preschool age), the psychomotor type of response dominates. This age is characterized by an increase in general emotional excitability, manifestations of negativism, opposition, the formation of various reactions of fear and fright. Emotional and behavioral reactions can be the result of various factors, primarily psychological.

These features are most pronounced in periods associated with intensive physical development of the child's body and corresponding to age-related crises of 3-4 and 7 years. During the age crisis of 3-4 years, reactions of opposition, protest, stubbornness as one of the variants of negativism prevail, which occur against the background of increased emotional excitability, resentment, tearfulness (Appendix 3).

The age of 7 years is accompanied by a deeper awareness of one's inner experiences based on the emerging experience of social communication. During this period, positive and negative emotional reactions are fixed. For example, various reactions of fear or self-confidence. Thus, by the senior preschool age, the child develops the main personal characteristics.

So, as noted above, by the senior preschool age, the child develops the main personal characteristics. Needs, interests and motives determine the behavior, purposeful activity and actions of the child. Success in achieving the goals desired for the child, the satisfaction or dissatisfaction of their current needs determine the content and characteristics of the emotional and volitional life of older preschool children. Emotions, especially positive ones, determine the effectiveness of teaching and raising a child, and volitional effort influences the formation of any activity of a preschooler, including mental development. In general, preschool childhood is characterized by calm emotionality, the absence of strong affective outbursts and conflicts over minor issues. This new relatively stable emotional background determines the dynamics of the child's ideas. The dynamics of figurative representations is freer and softer in comparison with the affectively colored processes of perception in early childhood. At preschool age, the desires and motives of the child are combined with his ideas, and thanks to this, the motives are rebuilt. There is a transition from desires (motives) aimed at the objects of the perceived situation, to desires associated with the represented objects that are in the "ideal" plan. Even before the preschooler begins to act, he has an emotional image that reflects both the future result and his assessment by adults. If he foresees a result that does not meet the accepted standards of education, possible disapproval or punishment, he develops anxiety - an emotional state that can slow down actions that are undesirable for others. The anticipation of a useful result of actions and the high appreciation it causes from close adults is associated with positive emotions that additionally stimulate behavior. Thus, in preschool age there is a shift of affect from the end to the beginning of activity.

Affect (emotional image) becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of activity underlies the emotional regulation of the child's actions. The content of affects changes - the range of emotions inherent in the child expands. Especially important is the appearance in preschoolers of such emotions as sympathy for another, empathy - without them, joint activities and complex forms of communication between children are impossible. The subordination of motives is considered the most important personal mechanism that is formed in this period. All desires of a young child were equally strong and intense. Each of them, becoming a motive, stimulating and directing behavior, determined the chain of actions that unfolded immediately. If different desires arose simultaneously, the child found himself in a situation of choice that was almost insoluble for him.

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

The life of a preschooler is much more varied than life at an early age. New motives appear accordingly. These are the motives associated with the emerging self-esteem, self-esteem - the motives for achieving success, competition, rivalry; motives associated with the moral norms being assimilated at this time, and some others. During this period, the individual motivational system of the child begins to take shape. The various motives inherent in it acquire relative stability. Among these relatively stable motives, which have different strengths and significance for the child, dominant motives stand out - they prevail in the emerging motivational hierarchy. One child constantly competes with peers, trying to lead and be the first in everything, he is dominated by prestigious (selfish) motivation. The other, on the contrary, tries to help everyone, for the third, every “serious” lesson in kindergarten is important, every requirement, remark of the educator acting as a teacher - he already has broad social motives, the motive for achieving success turned out to be strong. The preschooler begins to learn the ethical norms accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his behavior to these norms, he has ethical experiences. Initially, the child evaluates only other people's actions - other children or literary heroes, not being able to evaluate their own. Older preschoolers begin to judge actions not only by their results, but also by their motives; they are occupied with such complex ethical issues as the justice of the reward, retribution for the wrong done, etc.

In the second half of preschool childhood, the child acquires the ability to evaluate his own behavior, tries to act in accordance with the moral standards that he learns. There is a primary sense of duty, which manifests itself in the most simple situations. It grows out of a sense of satisfaction that a child experiences after performing a laudable act, and a feeling of embarrassment after actions disapproved by an adult. Elementary ethical norms in relations with children are beginning to be respected, albeit selectively. The assimilation of ethical norms and the socialization of the child's moral behavior proceed faster and easier with certain relationships in the family. The child should have a close emotional connection with at least one of the parents. Children are more likely to imitate caring parents than indifferent ones. In addition, they adopt the style of behavior and attitudes of adults, often communicating and engaging in joint activities with them. In communication with unconditionally loving parents, children receive not only positive or negative emotional reactions to their actions, but also explanations why some actions should be considered good and others bad.

Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood. Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem (“I am good”) and a rational assessment of someone else's behavior. The child first acquires the ability to evaluate the actions of other children, and then - their own actions, moral qualities and skills. A child's self-assessment almost always coincides with an external assessment, primarily with an assessment of close adults. A preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his self-image will be distorted. Assessing practical skills, a 5-year-old child exaggerates his achievements. By the age of 6, overestimated self-esteem persists, but at this time children praise themselves no longer in such an open form as before. At least half of their judgments about their success contain some justification. By the age of 7, the majority of self-assessment of skills becomes more adequate. In general, the self-esteem of a preschooler is very high, which helps him to master new activities, without hesitation and fear to be included in educational-type classes in preparation for school.

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

This period is also characterized by gender identification: the child is aware of himself as a boy or a girl. Children acquire ideas about appropriate styles of behavior. Most boys try to be strong, brave, courageous, not to cry from pain or resentment; many girls are neat, businesslike in everyday life and soft or coquettishly capricious in communication. By the end of preschool age, boys and girls do not play all the games together, they have specific games - only for boys and only for girls. Self-awareness begins in time.

At 6-7 years old, a child remembers himself in the past, is aware of the present and imagines himself in the future: “when I was small”, “when I grow up big”.

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

The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere - this is an incomplete list of features characteristic of the personal development of a preschooler.

Lukina Nadezhda
The development of the volitional sphere in preschoolers. Arbitrariness

« . Arbitrariness» .

Will and arbitrariness are the most important personality traits. It is unlikely that there will be a parent or educator who would not strive to bring up these qualities in their children. We all want to see our pupils strong-willed, persistent, purposeful, etc. It is these qualities that make a person a free and conscious subject of his own life. They allow you to set goals and achieve results. It can be assumed that the formation of the will and arbitrariness is the main line child personality development.

The GEF DO provides that in the targets at the completion stage preschool education: "... the child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers ... "

Will is the conscious ability to overcome various obstacles in order to achieve the intended goal. Making volitional action, the child changes the surrounding reality, subordinating it to his intentions.

Arbitrariness is on one side development cognitive processes, on the other hand, the formation of actions and operations, on the third, the formation of a need-motivational spheres of the child.

The development of the volitional sphere implies the development of independence, perseverance, purposefulness, initiative, patience, vigor and determination.

Will is not an innate skill. It is acquired in the process of growing up.

The main acquisition preschooler in development will is a certain level of organization, arbitrariness behavior and activity as the ability to subordinate their actions to the requirements of "need" and not "want", necessary for learning. On the development of arbitrariness Behavior is influenced by all activities of the child, but the best is the game.

AT preschool age still no mechanism arbitrariness- purposeful control of their attention, speech, emotions. Systematic work on the formation of a game with rules can significantly increase the level arbitrary control their behavior, which is very important for the formation of prerequisites for learning activities.

The best activity for a child is a game, even better if it is a game with rules. In kindergarten in the classroom, in sensitive moments, in free activities for development of the volitional sphere a variety of games help us (didactic, developing, brain teaser "Tic Tac Toe", "Sea battle", checkers, chess, outdoor games, relay races). All these interesting activities automatically form in the child the awareness of the need for knowledge and compliance with the rules of the game. We strive to ensure that the participants in the game are interested in winning. In Game develop patience, concentration, attention, ability to follow the rules. Games develop not only the mind and emotions of the child, but develop the will. Rules of the game and sustainable actions develop such volitional traits, as endurance, the ability to overcome one's unwillingness to act, the ability to reckon with the actions of a partner in the game, dexterity, resourcefulness and speed of orientation in a situation, decisiveness in actions. Toys also give play strong-willed character, emotionality.

No less powerful than the game, on development of the volitional sphere child is influenced by reading nursery and fiction literature: stories about people who showed courage and heroism. Watching movie fairy tales, where the characters overcome obstacles, experience difficulties, but do not give up the decision and achieve their goals. Here, children activate the processes of reflection, awareness of the necessary and useful volitional qualities.

Development will requires systematic overcoming difficulties, a person trains and tempers his will. When forming strong-willed qualities, we stimulate the child, evaluate the results of his activities, using a visual fixation of the results. Instead of grades in notebooks, we draw fun (sad) the sun, we also invite the child to evaluate their behavior and activities, place it on the cabinet in the reception "Medal" for good work in the classroom, on duty in the classroom, canteen, in a natural corner; for good behavior - this activity develops ability to self-control and self-organization.

Another important factor in the development of will in a child is teamwork. Children strive to educate themselves volitional qualities which are especially valued in the team. We try to pay more attention to the topics volitional qualities to help kids get better.

Development of the volitional sphere should not be separated from the moral education of the child, mastering the norms of behavior. After all, it is important to convey to the child for what purposes volitional action. Therefore, we strive develop children's moral beliefs. Why not? How to do?

Moral "feeds" will, helps it manifest itself.

Among the most important conditions for the formation volitional sphere of a person, we attribute strict observance of the daily routine, duties, the correct routine of a person’s entire life (wash hands, brush teeth, speak in a timely "Thank you", "Sorry") Rules, daily routine help to manifest will. Children learn the norms and rules of behavior in the family, group, in public places.

Great opportunities for development of will and arbitrariness contain labor and domestic activities carried out in sensitive moments on the street and in a group. In the process of these activities, children learn to realize the goal, plan their actions, remember their sequence ( For example: sweep the area, care for flowers indoors and in the flower bed, clean up the workplace, plant onions, etc., overcome difficulties. It is valuable that labor duties (which needs to be progressively more difficult) give the opportunity not sporadically, but systematically, regularly to exercise the will of the child.

Favorable conditions for overcoming difficulties, and hence for development of the volitional sphere create sports. big role in development we give will to physical education, since, on the one hand, people are weak-willed, who do not have enough strength to overcome obstacles, and on the other hand, physical exercises, competition with others teach to overcome difficulties, allow them to develop skills to overcome them.

For the formation strong-willed qualities of the child, we bring up the same responsibility. Children love to be on duty for classes, in a corner of nature, in the dining room, to distribute (collect) allowances, keeping order, etc.

The intermediary in the process is an adult, he directs and teaches to control behavior, helps develop attention, memory, thinking, imagination.

Voluntary attention in preschoolers

Attention is a mental process or state when a child concentrates on a given information, trying not to be distracted. We pay special attention in mathematics classes - solving logical problems, examples, graphic dictations, in preparation for literacy - sound-letter analysis of words, determining the position of sounds in words, dividing words into syllables.

During the performance of various types of tasks, children show arbitrariness of attention. This is especially facilitated by engaging in productive activities. In them, children learn to work according to the model. One way or another, but the children have to carefully look at the sample, and then complete the task, i.e. arbitrarily direct your actions towards the completion of the task.

Arbitrariness of perception in preschoolers

Perception is the leading cognitive process preschool age. Its formation ensures the successful accumulation of new knowledge, the rapid development of new activities, complete physical and mental development. Formation arbitrariness perceptions begin already at an early age, and by the older preschool age acquired knowledge is used in different forms activities: artistic creation, speech development.

Arbitrariness of memory

Memory is the process of storing and reproduction of any information, or in other words - memorization. Thanks to memory, information or events, after a while, reproduced. Free memory is always purposeful, closely connected with attention, thinking and volitional actions.

Arbitrariness of thinking

It is very difficult to manage thinking in childhood. For example, when solving a puzzle, a child has to go through different options. The child passes mentally from one variant to another variant, and this process happens arbitrarily.

The development of arbitrariness in the group we carry out through individual and collective forms of different activities. But for effective the development of arbitrariness, the developed speech of the child is important, because it is speech that contributes to the self-regulation of the actions of the child.

For development speech in order to form arbitrariness we have conversations in the morning hours, in individual work, on a walk, in joint activities. We conduct conversations on various topics, for example, what they did on the weekend, about their mood, about actions and relationships with other people that they saw on the way to kindergarten, we explain how to act in different situations, how to treat people and the world around them .

During development of the volitional sphere and voluntary behavior of preschoolers adults play an important role. Educators and parents should support preschooler, properly educate him, give him the right to choose, play simple developing logical and active games. The will will not develop itself. This process needs to be stimulated and motivated.

And the best motivation will be the personal example of the parents.

Very often, children who show independence in kindergarten, in the presence of their parents, become helpless, insecure, get lost, have difficulty in solving feasible tasks. Parents do not attach much importance to the education of independence, perseverance, responsibility, organization, more often they are interested in issues of educational preparation - teaching reading, counting, writing.

And the will of the child does not develop on its own, but with a common personal development. Caprices, general negativism, which manifests itself in stubbornness, jealousy, selfishness, arise as a result of shortcomings volitional education. As a rule, stubbornness is selective in nature - it is directed mainly to parents. Early forms of children's negativism arise when adults are too protective of the child, when children are not accustomed to restrain themselves, to obey certain requirements and rules of behavior. Before the child begins to set himself conscious goals, he must be pointed out by an adult. Giving the child an instruction, you need to explain to him in what direction and how to act in certain cases.

On this topic « The development of the volitional sphere in preschoolers» « Arbitrariness» consultations were provided for parents.

For development of the volitional sphere and arbitrariness educators and parents necessary:

Set a goal for the child that he would not only understand, but also accept it, making it his own. Then the child will have a desire to achieve it;

Guide, help in achieving the goal;

To teach a child not to give in to difficulties, but to overcome them;

To cultivate the desire to achieve the result of their activities in drawing, puzzle games, etc.

Teach your child to plan their actions and bring them to a logical result.

Ask the child the result of work, check, celebrate success (encourage).

Development of will in preschool age is an important condition for the further upbringing and education of the child. No systematic training and education is possible if the child does not control himself, if he acts only under the influence of immediate motives, not being able to subordinate his actions to the instructions of the educator and parents, the requirements of the educational program. On the development upbringing has a decisive influence.

Of course, in preschool age formation of will and arbitrariness baby is just beginning. During this period, children are just beginning to independently determine and realize their actions. But if, with the help of teachers and parents, they can do something that is not very attractive to them at the moment for the sake of some other, more significant goal, this is already a clear sign that they have volitional behavior. This is a serious step in the formation of the will and arbitrariness of a preschooler. The task of adults is not to break or overcome the desires of the child, but to help him understand (realize) own desires and keep them despite situational circumstances.

The emotional representation of the child contains:

future result,

His evaluation by adults

The child anticipates a negative (positive result), disapproval (approval).

Experience after evaluation by an adult. Affect is the first link in the chain of unfolding events.

An adult helps the child create the desired positive image of a future event. For example, a kindergarten teacher may demand that the room be cleaned immediately after a game, or tell the children how pleased they will be to see their room clean.

Emotional imbalance of a preschooler.

The physical and speech development of the child is accompanied by changes in the emotional sphere. His views on the world and relationships with others are changing. The child's ability to recognize and control his emotions increases as the understanding of behavior, for example, in areas where the opinion of adults about what is "bad" and "good" behavior is important. Adults need to have a good idea of what to expect from children, otherwise there will be incorrect assessments that do not take into account the age characteristics of the child. The ideal attitude of an adult to a child is a gradual adjustment to the emotional development and formation of the child's personality. (2, p. 124)

By the age of three, the emotional development of the child 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 so.

In children, manifestations of discontent in the form of tears, tantrums and screams are not uncommon. Although the older ones do not have tantrums as much as the younger ones, they have a strong sense of self and a desire for independence. If a four-year-old child in an argument argues with the help of speech, he does not need to fall into hysterics. But if the adult does not answer the child's question: "Why should I?" - then a breakdown can 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 an adult that at the moment too much has piled on the child for him to endure. He needs affection, comfort and the opportunity to act as if he were younger for a while.

The feelings of a preschooler are involuntary. They quickly flare up, are pronounced brightly and quickly go out. Rough fun is often replaced by tears. (2, p.131)

The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his feelings. Therefore, children are much more prone to mood swings than adults. It is easy to amuse them, but it is even easier to upset or offend, since they almost do not know themselves at all and do not know how to control themselves. That is why they are able to experience a whole gamut of feelings and excitement in an unusually short period of time. A child who rolls on the floor with laughter may suddenly burst into tears or despair, and a minute later, with eyes still wet, laugh again contagiously. This behavior of children is completely normal. (4, p. 318)

In addition, they have good and bad days. A child can be calm and thoughtful today or capricious and whimpering, and the next day - lively and cheerful. Sometimes we can explain his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by anxiety due to some particular 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 drag on for a long time - for example, for several days - and does not cross any boundaries, there is no need to worry. But if the child is in a depressed mood for a very long time or abrupt and unexpected changes occur, a psychologist's consultation is needed.

But in most cases, it is better not to attach too much importance to the change in the child's mood, which will allow him to find emotional stability on his own. (4, p. 318)

The mood of the child largely depends on relationships with adults and peers.

If adults are attentive to the child, respect him as a person, then he experiences emotional well-being. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, to the people around him, his toys a negative attitude.

The younger the preschooler, the more the characteristics of the object and the characteristics of subjective experience are merged. For example, a doctor, giving an injection and causing pain, is a “bad aunt” for a child.

With the development of the emotional sphere of the preschooler, the separation of the subjective attitude from the object of experiences gradually occurs.

The development of emotions, feelings of the child is associated with certain social situations. Violation of the usual situation (change of regimen, lifestyle of the child) can lead to the appearance of affective reactions, as well as fear. Dissatisfaction (suppression) of new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, the desire to attack the enemy) or depression (passive state).

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

Conditions for the development of emotions and feelings of a preschooler.

The development of emotions and feelings in preschoolers depends on a number of conditions.

1. Emotions and feelings are formed in the process of communication of the child with peers.

Separate aspects of the psyche of children at different age stages are not equally sensitive to the conditions of education. The younger the child and the greater his helplessness, the more significant is his dependence on the conditions in which he is brought up.

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

The teacher should strive to establish close emotional contacts with each child.

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

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

In the family, the child has the opportunity to experience a whole range of experiences.

Improper communication in the family can lead to:

To one-sided attachment, more often to the mother. At the same time, the need to communicate with peers weakens;

To jealousy when a second child appears in the family, if the first child feels left out;

To fear when adults express despair at the slightest pretext threatening the child. And in an unusual situation, excitement can arise. Fear can be instilled in the child. For example, the fear of the dark. If a child is afraid of the dark, then the darkness itself will frighten him.

An adult needs to promote the allocation and awareness of their own states and experiences of the child. As a rule, preschoolers, especially those growing up in a deficit of personal communication, do not notice their moods, feelings, experiences. An adult can highlight these experiences for the child and suggest them: “You are offended that you were not accepted into the game, you were very upset, right? Do you enjoy being praised in class? Are you proud of your successes? Are you very angry that Seryozha took your typewriter from you? etc. Similarly, it is possible to open to the child the experiences of other children, this is especially important in conflict situations.

2. With specially organized activities (for example, music lessons), children learn to experience certain feelings associated with perception (for example, music).

3. Emotions and feelings develop very intensively in the type of activity appropriate for the age of preschoolers - in a game saturated with experiences.

4. In the process of performing joint labor activities (cleaning the site, a group of rooms), the emotional unity of a group of preschoolers develops.

In general, children are optimistic about life situations. They have a cheerful, cheerful mood.

Usually, the emotions and feelings of preschoolers are accompanied by expressive movements: facial expressions, pantomime, voice reactions. Expressive movements are one of the means of communication. The development of emotions and feelings is associated with the development of other mental processes and, to the greatest extent, with speech.

Six year old child.

A six-year-old child, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens in the case 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 behavior of the child. 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, are constantly attentive to him, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. It is in the conditions of mutual love in the family that the child begins to learn love himself. The feeling of love, tenderness for close people, especially for parents, brothers, sisters, grandparents, forms 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 has in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joy, shameful envy, fear, despair, a subtle understanding of the other and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up - experiences. Emotions shape a child's personality.

Emotions tire him to the point of exhaustion. Tired, he ceases to understand, ceases to follow the rules, ceases to be that good boy (or girl), that good kid that 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". It has to do with 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 peculiar dividends from this - the admiration and praise of others.

Six years is the age when the child begins to realize 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 this way and not otherwise, the conscience and sense of duty associated with this. But a position can also be built by selfishness, self-interest, and calculation. A six-year-old child is not as naive, inexperienced, spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his mind. But at the same time, he has already taken a certain position in relation to adults, to understanding how to live and what to follow. The internal attitude of the child to people, to life is, first of all, the result of the influence of adults raising him.

Emotional upbringing.

Emotions don't develop on their own. Education through emotional impact is a very delicate process. The main task is not to suppress and eradicate emotions, but to channel them appropriately. Genuine feelings - experiences - the fruit of life. They are not amenable to arbitrary formation, but arise, live and die depending on the relationship to the environment that changes in the process of human activity. (3, p. 115)

It is impossible, and not necessary, to completely protect the child from negative experiences. Their occurrence in children's activities can also play a positive role, prompting them to overcome them. Intensity is important here: too strong and often repeated negative emotions lead to the destruction of actions (for example, strong fear prevents a child from reading a poem in front of an audience), and, becoming stable, acquire a neurotic character. Undoubtedly, the educator or adult should mainly focus on positive reinforcement of the preschooler's activities, on evoking and maintaining a positive emotional mood in him in the process of activity. On the other hand, the orientation of a preschooler only to receive positive emotions associated with success is also unproductive. The abundance of the same type of positive emotions sooner or later causes boredom. A child (like an adult) needs the dynamism of emotions, their diversity, but within the optimal intensity.

Emotions and feelings are difficult to control. It is useful for adults to remember this when faced with unwanted or unexpected children's emotions. It is better not to evaluate the child's feelings in such acute situations - this will only lead to misunderstanding or negativism. It is impossible to demand from a child not to experience what he experiences, feels; only the form of manifestation of his negative emotions can be limited. In addition, the task is not to suppress or eradicate emotions, but to direct them indirectly, indirectly, organizing the child's activities. (3, p. 116)

Moral education.

Moral education includes the formation of moral qualities and the ability to live according to the principles, norms and rules of morality. The moral upbringing of a child is seen as a process of assimilation of patterns of behavior set by society, as a result of which these patterns become regulators of the child's behavior. In this case, he acts for the sake of observing the norm itself as a principle of relations between people, and not for the sake of, for example, obtaining approval.

Thus, the main results of moral education should be the formation of the moral behavior of the child. Considering that the emotional regulation of behavior and activity is the leading one in preschool age, it is social emotions that play the most important role in the moral education of children, the education of a culture of interpersonal relations.

So, in this work, we figured out an unusual and one of the most difficult periods in the life of every person. Now we know that the psychological development of preschool children is characterized mainly by the appearance of the following mental neoplasms: arbitrariness of behavior, independence, creativity, self-awareness, children's competence. And yet the main personal education of preschool age is the development of the child's self-awareness, which is contained in the assessment of their skills, physical abilities, moral qualities and self-awareness in time. Gradually, the preschooler begins to realize his experiences, his emotional state. We know that, in preschool age, play and speech develop intensively, which contributes to the formation of verbal and logical thinking, the arbitrariness of mental processes, the possibility of forming an assessment of one's own actions and behavior. From all this, we conclude that this period is quite difficult not only for an adult who has to deal with the seemingly strange behavior of his child, but for the child himself, this time is an unshakable difficulty. Thus, the child needs enormous support and understanding from an adult. Having studied this period, we also begin to understand that knowledge about it is necessary not only for potential and practicing psychologists, but also for people of any other profession and activity who are going to bring another person into this world. This is something that every potential parent should know, that is, in principle, each of us. And the more we know about it, the easier and more interesting it will be for us and our “little adults”.

Portal for the student. Self-training

General characteristics of the development of the emotional-volitional sphere of a preschooler. On the need for the development of the emotional-volitional sphere in young children

Emotional-volitional sphere of a preschooler - Information

Will sphere

Volitional sphere of a preschooler

Volitional actions in older preschoolers

Volitional sphere: stages of formation

Pedagogical conditions for the formation of children's volitional behavior

Methods and ways of forming a volitional sphere in preschoolers

Means for the formation of volitional behavior of a preschooler

Conclusion

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External manifestations of violations of the emotional-volitional sphere in childhood

The main external manifestations are as follows:

Formation of the emotional-volitional sphere of the child

The main causes of violations of the emotional-volitional sphere of the child

Diagnosis of violations

Correction of violations of the emotional-volitional sphere in childhood

Appeal to a psychologist

Practical methods of correction

Portal for the student. Self-training

Emotional-volitional sphere of a preschooler - Information

Will sphere

Volitional sphere of a preschooler

Volitional actions in older preschoolers

Volitional sphere: stages of formation

Pedagogical conditions for the formation of children's volitional behavior

Methods and ways of forming a volitional sphere in preschoolers

Means for the formation of volitional behavior of a preschooler

Conclusion

Popular articles in the last hour

External manifestations of violations of the emotional-volitional sphere in childhood

The main external manifestations are as follows:

Formation of the emotional-volitional sphere of the child

The main causes of violations of the emotional-volitional sphere of the child

Diagnosis of violations

Correction of violations of the emotional-volitional sphere in childhood

Appeal to a psychologist

Practical methods of correction

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