The development of the emotional sphere of psychology. Properties of emotions

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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 man"embedded" in society, the more fruitful, 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 susceptible to serious illnesses, up to oncology.

There is such psychological term- alexithymia - it denotes the inability of a person to name the emotions lived by himself. 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 people understands himself.

Everyone also works well for the development of the emotional sphere. creative pursuits, but precisely as 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 limited stock 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 the extremes, and between the obvious overload intellectual sphere and pedagogical neglect lies quite a large continuum. 🙂

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

Every person goes through individual way social evolution. The psychological formation of the individual also includes, without which it is impossible modern look person.

The formation of the emotional-volitional component is an important condition for the formation of a personality whose experience is continuously enriched.

The development of the emotional sphere is facilitated by family, work, training, social circle, environment. counts central link mental development personality.

Long time development of the emotional sphere of personality considered as one of problematic issues psychology. Until now, some psychologists believe that there is no holistic concept regarding this topic. And there are only conflicting opinions of representatives of different psychological schools.

A number of psychologists, such as X. Oster, P. Ekman, K. Izard, believe that emotional system given to a person from the moment of birth. Therefore, it is the most mature in comparison with other mental systems of the personality.

Other scientists argue that a person is born with an absolutely pure psycho-emotional field that does not contain any information. Therefore, only in the process of growing up, communication, personal experience this field is filled with certain information.

In any case, it is necessary development of the emotional sphere of personality for it to reach its mature phase. Emotional development refers to:

awareness of one's feelings, experiences of another person;
gradual differentiation of emotions, feelings;
expanding the circle of objects, subjects that cause an emotional response;
developing the ability to regulate, control feelings.

The main practical one is that they can act as catalysts for active actions. So, while life proceeds peacefully, a measured person does not try to change anything, because everything suits him anyway. But if something happens that irritates, saddens, angers us, then we begin to think about changes. And all because a person experiences emotional discomfort.

Self-awareness, self-regulation, self development of the emotional sphere of personality feelings are aimed at mastering them and are included in the process of human self-improvement.

Spontaneous emotional urges, reactions is an indicator emotional development.

Perfection higher emotions, feelings occurs as socialization, human development, personality formation. This development has several directions:

scope inclusion emotional experiences new events, objects, people;
level up conscious control emotions;
gradual inclusion in moral regulation high values, norm.

Psychologists agree on only one thing: development of the emotional sphere of personality is of decisive importance for the formation of the personality as a whole. Its patterns can indicate the mechanism for the further development of a person, because feelings reveal important aspects of the inner world of the individual.

Emotions can be used as a great stimulus in any practically significant activity, including business. Positive emotions energize positive energy, and negative ones - spur on a big breakthrough, cardinal changes.

Correctly formed emotional background(atmosphere) of the company can work not only for individual employees, but for the entire enterprise. But, like any "doping", emotional impact should not be abused.

The development of the emotional sphere of the child is one of the important tasks facing both preschool educational institutions and parents.

AT recent times most often there are children with a disturbed psyche and emotional perception - this is expressed by involuntary bursts of aggressiveness, excitement, anxiety, anger. All this directly affects the relationship and communication of children, both among themselves and with adults. Organizing the work proper development in older preschoolers of the emotional sphere, it is possible to influence their further formation personality and possibly eliminate psycho-emotional deviations.

Naturally, children's emotions themselves cannot be controlled, but further development can be corrected with the help of auxiliary and concomitant factors. With the help of the fruitful work of teachers, not excluding the parents of older preschoolers, it is possible to organize game form education, where speech, motor, gesture functions will be involved.

At the age of 6-7 years, children can already demonstrate their creative abilities more independently. A child of senior preschool age, with the help of adults, must learn to manage their emotions, both positive (joy, courage, curiosity, surprise) and negative (resentment, anger, sadness, fear).

Preschool age makes it easier to move into the next phase of life, move to new level learning to school.

Children of older preschool age need to be attracted to the game, win their attention, allow them to choose roles and images, as well as costumes and scenery, listen to their opinion and make some additions and changes in game program at the request of the children. Games must be saturated various shapes, contain humorous moments, motor functions such as gestures and facial expressions should be involved. Children can invent games themselves, based on previous images. Children should be encouraged to be active. The most vivid emotions remain in children's memory and subconsciousness, and further perception and worldview are based on them.

On the direction and need of emotions

The emotional orientation of the child also largely depends on fiction, visual images visual arts and pictures. Children who share their significant events in life, with their adventures and experiences - they expand their knowledge of the world of emotions, learn empathy and joy for other children.

Teachers and parents who use fiction for the development of older preschoolers should use the expressiveness of the plots of the book as close to reality as possible.

The emotional need of the child It develops better when theatrical skits are staged based on the books read. It is imperative that after each book you read or staged a scene with children, you need to analyze the images of the characters: which, for example, the hare in the fairy tale is cowardly or brave, which wolf is evil or kind, who, in their opinion, is the most cunning in the fairy tale. Conduct a survey of children according to illustrations: what emotions are shown in certain images, for example: the sun - smiles, clouds and rain evoke associations - sadness or boredom. The child feels more comfortable in a friendly atmosphere with peers when children collectively experience positive emotions capable of empathy and mutual understanding, mutual assistance, solve joint problems.

When disunity prevails in the team, claims between children, disputes, fights begin. From this, the demeanor and the child deteriorate. The child becomes irritable, aggressive, and as a result, withdrawn, and plunges into his own inner world, his learning abilities are dulled, and emotions are further formed in the direction negative perception peace. Such distant children need urgent help from adults in rethinking, reassurance and urgent return of the child to positive image life.

Peer relationships can be easily tested with simple testing, come up with two options using images. For this, a drawing of the house where the child lives is suitable. Say that this is his home, and for example today he celebrates some holiday or birthday, and then ask who from his group he would most like to invite. Ask another question, who would he not mind inviting. Ask another question - who would he not want to see on his holiday. And ask the last question, and about whom he forgot. The overall picture will immediately show the atmosphere of the team, how the child is adapted in his group.

Most often, children with development that differs from the general group and children who are often ill and rarely attend kindergarten are excluded from the team. Besides that given test shows how popular the child is in his group, occupies a certain leadership or causes hostility among peers, it is also necessary to find out what emotions and preferences drive the identified groups of children.

The attitude of teachers towards children is very important in kindergarten. Older children in kindergarten require a respectful attitude of educators. A child happily goes to kindergarten if he is sure that they are waiting for him there, understand and work with him, share joy and experiences. This is what emotional well-being depends on. Kindergarten teachers are the closest and most important people for the child along with the parents.

The educator is a partner in communicating with the child, and children often trust him with their secrets. How the child relates to the teacher, this can be found out from the parents. Arriving home, the child without any difficulty, from the threshold, will tell his parents: the teacher screams or does not scream, swears or takes pity on the children, caresses or ignores.

The manner of behavior of the child consists of imitation of adults. In the senior preschool group, children are already able to distinguish and perceive the behavior of the educator in terms of such qualities as the justice or injustice of punishment. Children are already developing their own own attitude to the educator for his actions.

If, in a preschool institution, the child's emotions are formed through and within the framework of the knowledge gained and communication with peers, then outside the kindergarten and in the family, these processes of emotional perception are formed according to completely different principles.

The development of emotions in the family

In the family, the emotional sphere of a preschooler develops depending on the lifestyle and emerging relationships. And this, first of all, should be understood by parents. A child of this age perceives, relative to his own, both an individual and a group way of life - the conditions and form of family life, the socio-economic and socio-psychological family atmosphere. Everything that happens in the family is not complete without the attention and direct participation of the child.

family life (in psychologically) - a healthy emotional sphere of the child. The emotional sphere is influenced by the image, style and quality of life of the child: psychological experiences, behavior, characteristics of society, sphere of life, environmental indicators of the environment.

Children almost always copy the behavior of their parents and older siblings. In well-to-do families with normal financial wealth (not in rich and not in very poor families), children receive more quality education and emotional understanding life, the development of the emotional sphere of preschool children is carried out more effectively. It is also more difficult for children to be brought up in a small living area, where there is no space of their own, with constant tensions between parents and with older brothers and sisters.

At a young age in children, the psyche is highly susceptible to personality changes and various kinds of disorders. If values are preserved in the family, love and mutual understanding prevail, it develops friendly atmosphere in the house, there are no other social, material and financial problems, then the child grows up with a correct understanding of reality, his emotional sphere is not subjected to stressful tests, he becomes purposeful, able and willing to explore the world further. Children always pay attention to the distribution of responsibilities of family members around the house, which parent works where.

The concept of emotions. Classifications of emotions

Topic 11. EMOTIONAL SPHERE OF PERSONALITY

Emotions – mental reflection in the form of direct experience of the vital meaning of phenomena and situations, due to the relationship of their objective properties to needs.

general purpose emotions. Emotions reflect the degree of conformity with reality current needs and functionally, energetically prepare the body for action.

Classifications of emotions

1. The class of emotions includes moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in everything mental processes and the human condition. And all of them can be divided according to the criterion of intensity:

ü A - mood - a general generalized emotional background, manifested as a long-term emotional experience of low intensity.

ü B - affect - a particularly pronounced emotional state that quickly takes possession of a person and proceeds rapidly, accompanied by changes in consciousness, visible changes in the behavior of the person who experiences it (impaired control over actions, loss of self-control, change in the entire life of the organism). This is an outburst of emotions (intense, pronounced) in significant situations, a way of "emergency" resolution of the situation - flight, stupor, aggression, etc..

ü В - feeling - the highest, complex stable emotion in relation to any object (object, person, life event). Arising as a result of the generalization of individual emotions, the formed feelings become formations of the emotional sphere of a person, determining the dynamics and content of situational emotional reactions.

ü G - passion - a strong dominant feeling, which is a fusion of emotions, motives and feelings concentrated around a certain kind activity, object or person. This impulse, passion, orientation of all aspirations and forces of the individual.

ü D - stress - state mental stress that arises in a person in the process of activity in the most complex, difficult conditions, both in Everyday life and under special circumstances. special form experiences of feelings, close in their psychological characteristics to affect, but in duration approaching moods; physiological state that accompanies an emotional state - a non-specific reaction of the body in order to adapt

Intensity

Fig.18. Conditional Emotion Graphs

2. Linear classifications (there are several), for example:

§ By attractiveness for the subject (positive/negative);

§ By intensity and duration (affects/moods);

§ According to the degree of awareness (conscious experiences and feelings / unconscious emotions, experiences).

3. Multifactor classifications:

3-dimensional theory of W. Wundt: all feelings can be defined as a variety of three dimensions, and each dimension has 2 opposite directions, excluding each other (and all emotional states can be "decomposed" according to these dimensions) (see Fig. 19).

satisfaction dissatisfaction

Lapteva Yu.A.
Morozova I.S.

Keywords

EMOTIONAL SPHERE / EMOTIONAL DEVELOPMENT OF PRESCHOOLERS / DIRECTIONS OF EMOTIONAL DEVELOPMENT/EMOTIONAL GROWTH/ MODEL OF EMOTIONAL DEVELOPMENT / EMOTIONAL SPHERE / EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN / DIRECTIONS OF EMOTIONAL DEVELOPMENT / EMOTIONAL NEOPLASMS / MODEL OF EMOTIONAL DEVELOPMENT

annotation scientific article on psychology, author of scientific work - Lapteva Yu.A., Morozova I.S.

The article analyzes state of the art problems of emotional development of preschool children within the domestic research. Emotional neoplasms are considered as a significant regulator of most important vital functions and as a factor in the formation complex system emotional worldview of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated directions of emotional development during preschool childhood: emotional-expressive, emotional regulation of behavior and communication, development of social emotions. Emergence of key neoplasms is shown emotional sphere preschooler: the ability to differentiate signs of expression and identify their meaning in the context of certain emotional states; development of empathy; ability for emotional anticipation. The results of theoretical generalizations are presented in the author's models of emotional development preschool children. The conclusion indicates the relationship of key neoplasms emotional sphere, the nature of socially significant relationships that develop in the space of a kindergarten, with a sense of emotional (psychological) comfort of a preschool child.

The text of the scientific work on the topic "Development of the emotional sphere of a preschool child"

UDC 159.99

DEVELOPMENT OF THE EMOTIONAL SPHERE OF A CHILD OF PRESCHOOL AGE

Yu. A. Lapteva1 and I. S. Morozova1 [email protected]

1 Kemerovo State University [email protected] [email protected] [email protected] [email protected]

Abstract: The article analyzes the current state of the problem of the emotional development of preschool children in the framework of domestic research. Emotional neoplasms are considered as a significant regulator of most important life functions and as a factor in the formation of a complex system of the emotional worldview of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated areas of emotional development during preschool childhood have been identified: emotional-expressive, emotional regulation of behavior and communication, and the development of social emotions. The emergence of key neoplasms of the emotional sphere of a preschooler is shown: the ability to differentiate signs of expression and identify their meaning in the context of certain emotional states; development of empathy; ability for emotional anticipation. The results of theoretical generalizations are presented in the author's model of the emotional development of preschool children. In conclusion, it is pointed out the connection between the key neoplasms of the emotional sphere, the nature of socially significant relationships that develop in the kindergarten space, and the feeling of emotional (psychological) comfort of a preschool child.

Key words: emotional sphere, emotional development of preschool children, directions of emotional development, emotional neoplasms, model of emotional development.

For citation: Lapteva Yu. A., Morozova I. S. Development of the emotional sphere of a preschool child // Bulletin of the Kemerovo State University. 2016. No. 3. S. 51 - 55.

The development of the emotional sphere of children in psychological and pedagogical research is considered as one of the leading characteristics of child development. Changes taking place in adult society, changes in socio-economic conditions, among other things, cause an increase in the number of children with psycho-emotional disorders. Such trends lead to a complication of the process of socialization of a preschool child, make it difficult for him to enter the world of culture. interpersonal relationships. Reflection social relations in the experiences of the child not only determines the dominant emotional background, but also acts as a source of development and "crystallization" of his emotional sphere.

The experience of interaction with preschool children in the framework of monitoring activities in preschool educational organizations allows us to say that current situation development of children does not always contribute to the satisfaction of the child's needs for emotional experience. Yes, research recent years show an increase in the number of children with signs of anxiety and aggression, a decrease in emotional intelligence, emotional responsiveness, the ability to take into account the feelings of others, empathize with failures, rejoice in the success of others, and adequately show their feelings. Studies have shown a decrease in the age of onset of emotional disorders in preschoolers.

The appearance in the child of a sense of psycho-emotional comfort as a whole is actually provided by key neoplasms of the emotional sphere. The formation of key neoplasms of the emotional sphere falls mainly on

school childhood, which makes the emotional sphere of a preschool child the most loaded and competent, acting as a regulator of most important life functions, a factor in the formation of a complex system of the child's emotional worldview.

The study of the general patterns of emotional development on different stages preschool childhood significantly deepens the understanding of the mechanisms of personal and intellectual development of children. Within the framework of the system-activity approach, which is the basis of modern educational standards, emotional development is explained mainly from the standpoint of the appearance of neoplasms within the emotional sphere on certain age stages. Significant neoplasms are formed within the framework of emotional and expressive development; formation of emotional regulation of communication and behavior; development of emotional interaction and social emotions.

One of the key areas of the process of emotional development, scientists consider the formation of the perception and reproduction of emotional states by preschoolers. Within the framework of individual tasks of experimental research (A. S. Zolotnikova, A. M. Shchetinina, O. V. Gordeeva, E. M. Listik, I. O. Karelina, N. V. Kapitonenko, N. A. Dovgaya , T. V. Garmaeva, E. I. Izotova, L. V. Popova, T. V. Grebenshchikova, etc.) established the features of the expansion of the modal range of emotional experiences, the complication of the system of knowledge about emotions in children at different stages of preschool childhood.

With regard to the ability to perceive and reproduce emotional states by children, we consider it legitimate to consider its formation in

within the emotional and expressive development of preschoolers (N. E. Razenkova, T. V. Grebenshchikova). In the process of emotional and expressive development, the formation of “emotional coding”, that is, the ability to transform the expressive expression (modified expression) of certain emotions in the context of the socialization of a preschooler, and “decoding of emotions” by children are considered in a complex way.

So, within the framework of emotional and expressive development, T. V. Grebenshchikova identifies two key lines. He connects the first line of emotional-expressive development with the regular changes that occur in the perception, recognition, and definition of emotions by children by expression. The second line determines the changes that occur in the reproduction of various emotional states by children. The latter is considered by the author as one of essential elements social perception of the preschool period of ontogeny.

Agreeing with T. V. Grebenshchikova, we believe that emotional-expressive development during preschool childhood actually ensures the child's ability to differentiate signs of expression and identify the meanings of emotions in the context of certain emotional states. This ability is one of the key neoplasms of the emotional sphere of preschool children.

Other priority emotional development in most domestic studies is called the improvement of emotional regulation of communication and behavior.

During the period of preschool age, the child begins to separate himself as the cause of his mood from the outside world, which leads to a gradual weakening of egocentrism. Improving the emotional regulation of behavior is directly related to the development of the mechanism of emotional decentration, the emergence of emotional synthonia and empathy, manifesting itself in the ability to distance oneself from one's own emotional experiences, switch to the perception and understanding of the emotions of others.

The absence of emotional decentration, empathy, and emotional self-regulation by the end of senior preschool age is considered by G. M. Breslav as the most significant factor in the emotional distress of preschool children.

E. I. Izotova, E. V. Nikiforova note that the development of emotional decentration in preschool age is based on the psychological phenomenon of positional emotional switching. The formation of the mechanism of emotional decentration occurs as egocentrism is overcome and the position of the subject changes as a result of collision, comparison and integration with positions that are different from own position child. At the same time, emotional decentration and, as a result, empathy are considered as the central phenomenon of the socialization of emotions. Consequently, the appearance of emotional decentration directly determines the development of empathy, which in the period of preschool age begins to take over. important place within the child's social emotions.

In the studies of T. P. Gavrilova, Yu. A. Mendzheritskaya, T. A. Gaivoronskaya and others, it was noted that empathy, among other things, is based on the ability of children to correctly recognize the emotional state of a person. The complex multi-level structure of empathy contains a set of emotional, cognitive and behavioral variables mediated by the experience of social interaction.

Sharing the position of domestic scientists (G. M. Breslav, A. V. Zaporozhets, Ya. Z. Neverovich, L. P. Strelkova, A. D. Kosheleva, etc.), according to which empathy is considered as special process, the deployment of which is presented in the form of a sequential appearance of the following forms (levels) of its manifestation: "empathy - sympathy - an impulse to contribute", we believe that the development of empathy in the process of establishing emotional regulation occurs in close relationship with other areas of emotional development in preschool age - emotionally expressive and the development of social emotions.

Thus, the formation of emotional regulation of communication and behavior in preschool age as a direction of emotional development causes the appearance of emotional decentration, improvement of the child's ability to empathy, which manifests itself in a consistent change in the forms of its manifestation, from empathy to sympathy, and from it to assistance.

We consider it important to emphasize that the development of the ability to empathize is directly dependent on the level of development of the preschooler's ability to differentiate and identify emotional states, which determines the formation of social emotions as an independent direction of the preschooler's emotional development.

Base contemporary research in the field of the development of social emotions as a separate direction in the development of the emotional sphere was laid within the framework of the cultural-historical and activity approaches, primarily in the works of L. S. Vygotsky, P. P. Blonsky, S. L. Rubinshtein, A. N. Leontiev, D. B. Elkonin. The development of emotions goes the way of progressive development and is considered mainly according to the laws of development of higher mental functions, in connection with which the development of social emotions involves the transition from external socially determined forms of emotions to internal emotional processes. Therefore, during preschool childhood, the child gradually forms completely new feelings (moral, aesthetic, intellectual), which are not directly related to natural affects and are not connected with the satisfaction of organic needs.

On the one hand, in preschool childhood there is a noticeable change in the content of emotions, complex feelings arise, caused by the evaluation of an action, the significance of this action for other people, a measure of how the norms and rules of behavior are observed when performing this action. On this basis, a “motivational-semantic orientation” of activity is formed. In the period of preschool childhood, motivational-semantic orientation passes from a simple form, carried out in

directly perceived field, to complex form presented in an imaginary plane.

On the other hand, affective and cognitive processes enter into a relationship, form a single affective system of foresight and anticipation of the individual consequences of their actions. Thus, the relationship between affect and intellect, the interdependence of emotional and cognitive processes, described in the works of L. S. Vygotsky, is formed.

The above trends in the development of social emotions determine the emergence of emotional anticipation - the child's ability "not only to foresee, but also to feel what personal meaning will have for him and for those around him the consequences of his actions and deeds.

It can be noted that the problem of the development of social emotions in scientific research is presented exclusively in the light of the works of L. S. Vygotsky. Modern researchers rely on work

A. V. Zaporozhets, Ya. Z. Neverovich, A. D. Kosheleva, L. A. Abromyan and other employees of the Institute preschool education APS of the USSR, which for more than 40 years have remained the most authoritative in the field of studying social emotions. Scientists have identified general patterns in the development of social emotions, their dependence on the content and structure of children's activities.

For constructing a model of emotional development, the point of view of Ya. Z. Neverovich and A. V. Zaporozhets is important, according to which emotional anticipation is an important neoplasm of the emotional sphere of a preschooler, undergoing a number of regular changes throughout preschool childhood.

Thus, as the main interrelated directions (lines) of the development of the emotional sphere in preschool age, we consider it legitimate to name the emotionally expressive direction, emotional regulation of behavior and communication, and the development of social emotions.

Emotionally Expressive Development

perception, recognition,

determination of emotions by expression (decoding of emotions)

Playback, social

transformation and expression by children of various emotional states (emotion coding)

The ability to differentiate signs of expression with the subsequent identification of their meanings in the context of certain emotional states

The development of empathy as the ability to empathize, sympathize with another

The ability to emotional anticipation, which provides the ability to anticipate and feel in advance the personal meaning of the consequences of the child's actions and deeds

Creation of the emotional well-being of the child (subjective characteristic as an indicator qualitative assessment development of the emotional sphere of the child)

Emotional attitude (generalized feeling

mental comfort)

Rice. Model of emotional development of preschool children The model of emotional development of preschool age children

Key neoplasms of the emotional sphere of a preschool child appear as a result of progressive regular changes that occur within the framework of perception, recognition, definition and verbal designation of emotions; the formation of emotional decentration; complication and expansion

the subject content of emotions, the emergence of new forms of motivational-semantic orientation of activity, the generalization of affect and intellect.

Emotional neoplasms include, first of all, the ability to differentiate the signs of expression and identify their meanings in context.

the text of certain emotional states; the development of empathy as the ability to empathize, sympathize, promote the feeling of another person, the ability to emotional anticipation.

We believe that the appearance of a feeling of emotional (psychological) comfort in a child is actually provided by the above-mentioned neoplasms of the emotional sphere of a preschooler. In the process of diagnostic assessment of emotional development, it is also necessary to take into account the nature of socially significant relationships that develop in the space of the kindergarten. Taking into account the point of view of L. A. Abromyan, A. D. Kosheleva, we consider the child’s emotional worldview as a generalized feeling of psychological comfort in the “I-World” system, and also as an indicator of normative age development key neoplasms of the emotional sphere in preschool age.

Theoretical generalizations the above provisions of domestic researchers on the problem of the development of the emotional sphere of a preschooler can be represented in the form of a model (Fig.).

In general, the presented approach makes it possible to determine the key invariants of the development of the emotional sphere of a preschooler. The lines of emotional development that we have identified are consistent with the three-component structure of the emotional sphere (E. I. Izotova, E. V. Nikiforova, etc.).

Promising directions studying the problem of the emotional development of preschool children, we consider the following: the allocation of age standards for the development of individual emotional neoplasms at different stages of preschool childhood; organization of a system of psychological and pedagogical support for the emotional development of preschoolers, ensuring the optimal emotional worldview of the child and his emotional well-being in general.

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Lapteva Yuliya Alexandrovna - Senior Lecturer, Department of General and Preschool Pedagogy and Psychology, Kemerovo State University, [email protected]

Morozova Irina Stanislavovna - Doctor of Psychology, Professor, Head of the Department of General and Developmental Psychology, Kemerovo State University, [email protected]

The article was submitted to the editorial board on January 18, 2016, accepted for publication on April 7, 2016.

EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

Lapteva Julia A.1"m, Morozova Irina S.1" [email protected]

1 Kemerovo State University [email protected] [email protected] [email protected] [email protected]

Abstract: The paper analyzes the current state of the emotional development of children of preschool age within the framework of national studies. Emotional growth is considered to be a significant regulator of the most important life functions and a factor in the formation of a complex system of emotional attitude of a preschool child. On the basis of theoretical generalizations of various research positions, three interrelated areas of emotional development during the preschool years were identified: emotional expressiveness, emotional regulation of behavior and communication, the development of social emotions. The appearance of growths of the emotional sphere of a preschool child is shown: the ability to differentiate and identify signs expressing their values in the context of certain emotional states; development of empathy; the capacity for emotional anticipation. The results of theoretical generalizations are presented in the authors" model of emotional development of children of preschool age. In conclusion, the connection of key growths of emotional sphere, the nature of the socially important relations in the space of a kindergarten with a sense of emotional (psychological) comfort of the child is displayed.

Keywords: emotional sphere, emotional development of preschoolers; directions of emotional development; emotional growth; model of emotional development.

For citation: Lapteva J. A., Morozova I. S. Emotional development of preschool children. Bulletin of Kemerovo State University, no. 3 (2016): 51 - 55.

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Portal for the student. Self-training

The development of the emotional sphere of psychology. Properties of emotions

On the direction and need of emotions

The development of emotions in the family

annotation scientific article on psychology, author of scientific work - Lapteva Yu.A., Morozova I.S.

Related Topics scientific works on psychology, the author of scientific work - Lapteva Yu.A., Morozova I.S.,

The text of the scientific work on the topic "Development of the emotional sphere of a preschool child"

Portal for the student. Self-training

On the direction and need of emotions

The development of emotions in the family

annotation scientific article on psychology, author of scientific work - Lapteva Yu.A., Morozova I.S.

Related Topics scientific works on psychology, the author of scientific work - Lapteva Yu.A., Morozova I.S.,

The text of the scientific work on the topic "Development of the emotional sphere of a preschool child"

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