A person cannot turn off emotions at the click of a button when he crosses the threshold of the office at 9 am, and turn it on when leaving the office at 6 pm. Self-improvement begins with the acceptance of the fact that emotions are inseparable from us. They work faster than logic, and man hasn't been able to do anything about it in the last 50,000 generations.

We spend most of the day at work and side by side. We don't like all of them. We can be offended, upset, angry. Work situations themselves - deadlines, multitasking, responsibility, etc. - shatter the nervous system. In order not to provoke your own nervous breakdown, you need to somehow manage your emotions.

Under attack - leaders

Most often, "leader" and are synonyms. A workaholic is even more prone to stress. The “work-home-work” route is familiar to him, daily overtime, going to work even on weekends, he does not have time or energy to meet friends and arrange his personal life.

In the mode of existence in a cloud of negative emotions, it is almost impossible to create, think big, soberly evaluate your own actions.

In addition, at work, the leader is responsible not only for his own actions, but also for the actions of his subordinates. And where there is a big responsibility - there. And you also need to constantly communicate with a huge number of people.

The Big Mistake Is Suppressing Emotions

The only emotion management mechanism that most of us use on a day-to-day basis is suppression. We do not just keep ourselves in hand, we keep ourselves in a tight grip. You can't scream - we live in a civilized society. You can’t cry - they will consider you dead. You can’t hit the table with your fist - they will say you are aggressive. As a result, we harbor emotions.

What price are we paying for this?

Headache. Irritability and willingness to throw at everyone. Constant fatigue. And psychosomatics, where without it? “Suddenly” we begin to catch a cold more often or chronic diseases worsen (weak points that almost everyone has).

All this is connected not with the amount of work and workload, but with our attitude towards it, with emotions in the process of work.

Everything in the house: the negative does not disappear

Suppressed emotions don't go away. The "exhaust" just lingers. All the time that we suppress emotions, forces are expended, the level of emotional stress only increases.

Charged with negativity at work, we carry it home and pour it out on loved ones. “You put dirty shoes past the rug!”, “You didn’t salt the soup!”, “Brought a three from school again!” - familiar?

A situation that would not hurt us if we were in a good mood suddenly provokes hysteria and leads to discord in the family.

And it would be a mistake to think that by throwing out the negative on other people, we got rid of it. Screaming, we realize: we were wrong, and instead of relief, on the contrary, a feeling of guilt comes.

Circulation of emotions-2: from home to work

The reverse situation is when a person carries negativity from home to work. A conflict in the family, problems with housing, an unpaid loan - anything can cause immersion in non-work thoughts at work.

If a person cannot abstract from personal experiences, he cannot. He spends time thinking about the problem, looking for solutions. Work is stalled.

What to do?

To live and work in a team, you need to be able to:

• recognize your emotions
• understand what supports us and what hinders us.

Otherwise, close to a nervous breakdown and emotional exhaustion.
Another aspect of emotion management is the ability to reproduce emotional states that lead to success.

Learn to control yourself

There is a popular saying: “Thanks to IQ, you get a job, and thanks to EQ, you make a career.”

What is IQ, everyone knows - this is the level of intelligence. What is EQ? This is emotional intelligence. It, like mental abilities, can and should be developed.

The concept of emotional intelligence was introduced by Peter Steyer and Jack Meyer in 1990. David Goleman in his book interpreted it as "the ability to be aware of emotions, to reach and generate them in such a way as to promote thinking, understanding emotions and what they mean and, accordingly, manage them in such a way as to promote one's emotional and intellectual growth."

Principles of EQ

• Empathy

Manifested in the recognition of others and their own emotions, sensitivity, understanding.

• Awareness

To feel happy, you need to understand your own feelings. To do this, you need to be able to distinguish their shades.

• Equilibrium

People with high emotional intelligence are able to master emotional outbursts.

• Responsibility

A person should not harm himself or others, should be able to control his thoughts, regulate emotions, take responsibility for the possibility of happiness and not blame others.

Disgruntled employees - negative income

The emotions of a single employee affect the work of the company. Firstly, if an employee does not have the energy to work, he is not able to do much, despite the fact that he can be a real pro. Secondly, he can infect his colleagues with whom he communicates with his emotional mood.

It is especially important for a leader to maintain emotional. An employee who is not involved in work, feeling abandoned, can easily agree to an offer from another company. Moreover, without showing the employee his importance, without encouraging him, in the event of a brewing conflict, the manager thereby pushes him to quit.

There are times in life when we are more emotional. Disagreements with a spouse, difficulties with children, illness of parents, and just a personal life crisis. During such periods, we can be especially vulnerable and vulnerable.

In our culture, it is customary to either hide emotions or “dump” them on others. On the one hand, emotions at work are not appropriate, on the other hand, all emotions must be expressed.

Neither is useful. The constant suppression of emotions affects human health, uncontrolled manifestation destroys relationships, which means the environment that nourishes a person.

How to be?

Listen to yourself, your emotions and experiences. Be aware of the reaction to what situation they are, to whom they are directed. Only then can you choose what to express, to whom, to what extent and in what form. This can and should be learned.

When it's really bad

Do not ignore your condition, realize and accept your special vulnerability during this period. If possible, do not plan any special “breakthroughs” at work during this time. Leaving personal problems at work is not a very healthy idea, it threatens with severe overheating.

It would be nice if you had someone to discuss your problems with, get support - a friend, a colleague who sincerely cares about you, a psychologist.
Recognize and express emotions at the address. Then a colleague or subordinate who has made a mistake will not be the “last straw” for you.

If you "broke down", shouted at a colleague or subordinate, burst into tears in their presence - do not blame yourself. Just apologize to a colleague or manager, explain that it is difficult for you now.

If you are a leader and have noticed a difficult period in the personal life of your employee, take care of him. Sincere care cannot be spoiled.

Talk, show that you have noticed his difficulties and sympathize. Agree with him how much time he has to solve his personal problems. Give a person time to solve his problems - do not give important and urgent tasks within a specified period, redistribute the load in favor of more stable employees.

At the same time, it is important to remember that real concern is not connivance, you should not overprotect such an employee and completely turn a blind eye to his work.

Informal communication and interpersonal connections

In many companies, managers are of the opinion that informal meetings of employees save them from negative experiences. Meetings like this serve as a shield for employees against emergencies and countless everyday problems. They do not feel alone, they are involved in the activities of the company and feel supported. In informal communication, it is easier to resolve the conflict and say what is tormenting.

Personal efforts

To overcome stress and deal with negativity, put in a little effort.

• Hobby

Take up swimming, yoga, painting, knitting—anything that feels good and calms you. After work, it’s nice not to do household chores, but to devote time to yourself.

• Pause

Do you feel emotions running high at work? Go outside, get some air. Drink tea, chat with a friend or colleague.

• Relax in the office

Some employers install massage chairs and relaxation rooms in their offices. Enjoy!

• Think about loved ones

Remember those who love you, who are always for you. These thoughts warm and save in any situation.

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Organization: Kindergarten No. 116

Location: St. Petersburg city.

Age Group: Middle Preschool

Project type: practice-oriented

Project theme: Multi-colored world of emotions

Project duration: medium-term 02.02.2015-23.02.2015

Project stages

1. Diagnostic
2. Basic
3. Analytical

Relevance of the topic

“Why has a one-sided view of the human personality developed in our society and why does everyone understand giftedness and talent in relation only to the intellect? But one can not only think talentedly, but also feel talentedly. Love can become as much talent and even genius as the discovery of differential calculus. And here and there human behavior takes on exceptional and grandiose forms ... "

This idea belongs to the outstanding psychologist Lev Semyonovich Vygotsky. The life of a scientist, as you know, was cut short in 1934. Has the "one-sided" view of the human personality changed since then? Practice shows that attention has been paid to the mental development of the child both in kindergarten and in the family. The main emphasis, as a rule, is placed on intellectual and volitional qualities, however, the emotional sphere of the child is often given insufficient attention.

Is it necessary to develop emotional responsiveness in modern society? Of course, it is necessary, because emotional responsiveness at all times has been and will be the starting point for the development of humane feelings, relations between people. The terrible deficit of our time is the deficit of kindness! This phenomenon is directly related to the most significant problem - the psychological health of children. It's no secret that 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. In such conditions, a cheerful, active, mentally healthy child develops. But, unfortunately, in our progressive age, we adults have less and less time to communicate with children, and the child remains not protected from the whole variety of experiences that he directly arises in everyday communication with adults and peers. As a result, the number of emotionally dysfunctional children which require special attention from teachers. Education of sympathy, responsiveness, humanity are an integral part of moral education. A child who understands the feelings of another, actively responds to the experiences of the people around him, and seeks to help another person who finds himself in a difficult situation, will not show hostility and aggressiveness.

. Emotional responsiveness- one of the most important abilities given to man. It is associated with the development of emotional responsiveness in life, with the development of such personal qualities as kindness, the ability to sympathize with another person and all living things that surround us.

preschool age- this is the period when sensual knowledge of the world prevails. It is at this age that it is necessary to teach a child: to empathize with another person, his feelings, thoughts, moods. Despite the fact that preschoolers have little experience of ideas about human feelings that exist in real life, the task of teachers is to develop the emotional sphere of the child.

• Objective of the project- develop the ability to communicate, understand the feelings of other people, sympathize with them, respond adequately in difficult situations, find a way out of the conflict, i.e. teach children how to manage their own behavior.

Tasks:

• introduce children to the basic emotions: interest, joy, surprise, sadness, anger, fear, shame;
• to give children the concept of the division of emotions into positive and negative;
• enrich the vocabulary of children with words denoting various emotions, feelings, moods;
• to teach to correlate emotions with color, phenomena, objects and express them by artistic means.

• learn to determine the emotional state of others by facial expressions and pantomime
• develop the ability to share their experiences, describe their emotions;
• develop the ability to control their emotional reactions
• learn to listen to another person, to understand his thoughts, feelings and moods
• learn to cooperate in the performance of joint tasks

Diagnostic methods for preliminary diagnosis of the ability to understand and recognize emotions, empathize with people around:

• pick an emotion
• recognize emotion;
• talking about emotional situations;

Example: Conversation aboutemotional situations

Target: Reveal the presence of formed knowledge about social emotions.

Conducting research: first observed the children in different activities. The child was then asked the following questions:

Can you laugh if your friend has fallen? Why?
Is it okay to hurt animals? Why?
Do I need to share toys with other children? Why?
If you broke a toy, and the teacher thought of another child, is it necessary to say that it is your fault? Why?
Is it okay to make noise when others are resting? Why?
Can you fight if another child takes your toy away from you? Why?

Questionnaire : "What are the first traits you try to nurture in your child?".

Qualitative analysis of the obtained data

The results of the analysis of the obtained data showed that children have insufficiently formed knowledge about social emotions.

At the same time, the results of a survey of parents indicate a high interest of parents in educating children in such qualities as responsiveness, kindness, decency, politeness, patience, and sociability.

main stage

At the main stage, a number of methods were applied:

Game exercises for the development of facial expressions

“Ate sour lemon” (children wince).

“Angry at the fighter” (brows move).

“Met a familiar girl” (smile).

“Afraid of the bully” (raise eyebrows, open eyes wide, open mouth).

“Surprised” (raise eyebrows, open eyes wide).

“offended” (lower the corners of the lips).

“We know how to dissemble” (blink right eye, then left).

Game exercises for the development of pantomime

"Blossomed like flowers."

"Withered like grass."

"Let's fly like birds."

"A bear is walking through the forest."

"A wolf is chasing a hare."

"Ducks are swimming."

"Penguins are coming."

"The beetle rolled over on its back."

“The horses are jumping” (“trotting”, “galloping”).

"Deer running"

"Training emotions"

Frown as:

autumn cloud,

angry man,

Evil sorceress.

smile like:

cat in the sun

The sun itself

Like Pinocchio,

Like a cunning fox

Like a joyful child

It's like you've seen a miracle.

piss like:

The child who was robbed of ice cream

Two sheep on the bridge

Like a person who has been hit.

get scared like:

A child lost in the forest

The hare who saw the wolf

A kitten being barked by a dog.

get tired like:

dad after work

Ant lifting a heavy load

rest like:

A tourist who took off a heavy backpack,

The child who worked hard but helped his mother,

Like a tired warrior after a victory.

Games for the development of the emotional sphere of the child

• Relaxation exercise.

Purpose: teaching methods of self-regulation, relieving psycho-emotional stress.

Joyful mood helps relaxation.

Sit comfortably. Stretch out and relax. Close your eyes, pat yourself on the head and say to yourself: "I am very good" or "I am very good."

Imagine a wonderful sunny morning. You are near a quiet beautiful lake. You can barely hear your breathing. Inhale-exhale. The sun is shining brightly and you feel better and better. You feel the sun's rays warm you. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still. You feel calm and happy. You enjoy peace and sunshine. You are resting… Inhale-exhale. Now open your eyes. They stretched, smiled and woke up. You have a good rest, you are in a cheerful and cheerful mood, and pleasant sensations will not leave you throughout the day.

• Art therapy exercise "Wonderful land"

Purpose: expression of feelings and emotions through joint visual activity, rallying the children's team.

Now let's get together

Let's draw a wonderful edge.

Children are invited to complete a joint drawing on a large sheet of paper, which is spread directly on the floor. The theme of the drawing is "Wonderful Land". Previously, details and small lines are drawn on the sheet. Children draw unfinished images, "turn" them into anything. Joint drawing is accompanied by the sounds of nature.

"Loved-unloved». You call the child some action, and the child must portray the attitude to this action: if he likes to do it, portray joy; if he does not love - sadness, sadness, chagrin; if you have never performed this action - doubt, indecision (for example: eating ice cream, sweeping, walking with friends, reading, watching football, embroidering, thinking, reading, helping parents, etc.).

"Live Objects"». Invite the child to carefully look at all the objects in the room (kitchen, hallway). Let him imagine that the objects came to life, began to feel, and say which of them is the best, who has the best mood and why, who has the worst mood and why.

Mirror
Players in pairs sit opposite each other. One only depicts some kind of feeling with his face, the other repeats the facial expressions of the partner and calls the guessed feeling aloud. Then they switch roles. Another option - one partner asks the other to portray an emotion with his face and then he offers his own option.

From seed to tree
The host (gardener) offers to turn into a small wrinkled seed (squeeze into a ball on the floor, remove your head, close it with your hands). The "gardener" treats the "seeds" very carefully, waters them (strokes the head and body), takes care of them. With a warm spring sun, the “seed” begins to slowly grow (everyone rises). His leaves open (hands stretch up), the stem grows (the body stretches), branches with buds appear (hands to the sides, fingers clenched). A joyful moment comes, the buds burst (the fists open sharply), and the sprout turns into a beautiful strong flower. Summer is coming, the flower is getting prettier, admiring itself (examine itself), smiling at other flowers (smiling at the neighbors), bowing to them, lightly touching them with its petals. But then the wind blew, autumn comes. The flower sways in different directions, struggles with bad weather (swinging with arms, head, body). The wind rips off the petals and leaves (the head and hands fall), the flower bends, leans towards the ground and lies on it. He is sad. But then came the winter snow. The flower again turned into a small seed (curled up on the floor). The snow wrapped the seed, it is warm and calm. Soon spring will come again and it will come to life.

Builders
Participants line up in one line. The facilitator suggests imagining various movements with the body and face, as the first one passes to the neighbor, etc.:
heavy bucket of hay; light brush; brick; a huge heavy board; carnation; a hammer.
The presenter makes sure that the posture, the degree of tension in the muscles of the body and the expression on the faces of the “builders” correspond to the severity and volume of the transmitted materials.

Games and pedagogical situations for the development of emotional responsiveness

"It's me, get to know me"

Removal of emotional stress, aggression, development of empathy, tactile perception, creation of a positive emotional climate in the group.

It is desirable that each child be in the role of a leader.

• Game "Joyful song"

Purpose: a positive attitude, the development of a sense of unity

I have a ball in my hands. I will now wrap the thread around my finger and pass the ball to my neighbor on the right Dima and sing a song about how glad I am to see him - “I am very glad that Dima is in the group ...”.

Whoever receives the ball wraps the thread around his finger and passes it to the next child sitting to his right, and together (everyone who has the thread in his hands) sing him a joyful song. And so on, until the ball returns to me. Fine!

The glomerulus returned to me, it ran in a circle and connected us all. Our friendship has become even stronger, and our mood has improved.

"Try to guess"

The development of empathy, the ability to measure one's movements, the development of speech, the development of communication skills, group cohesion.

One, two, three, four, five, try to guess.

I'm right here with you. Tell me what's my name.

The driving child tries to guess who stroked him. If the driver cannot guess correctly in any way, he turns to face the players, and they show him who stroked him, and he simply tries to remember and name this child by name.

"Give a treat"

Development of tactile sensitivity, kind attitude towards peers.

• Let's dance together

Purpose: changing the emotional state by musical means, emotional relaxation, bringing children together, developing attention, interhemispheric interaction.

Musical movements lift the mood.

There is no time for us to lose heart - we will dance together.

The song "Dance of the little ducklings" sounds

During the chorus, you need to find a mate for yourself and, clasping your hands, spin around.

"Blind Dancer"

Relaxation, muscular liberation of children, their awareness of their body and the formation of freedom of movement. Establishing contact with peers.

• "Help a peer"

Target: To develop the ability of a child to notice the emotional distress of a peer and provide him with all possible assistance

Description of the technique. Two children, of which only one child was the subject, were asked to perform different tasks. The subject's task was easier than the task of his peer. The fact that the tasks have different degrees of difficulty was not reported to the children. From the outside, these tasks were perceived by the children with approximately the same degree of complexity.

It turned out how the children understood the meaning of what they had to do, and in conclusion they added: “Finish the work - you can play with toys,” and pointed to the play corner located in the same room.

It should be emphasized that the peculiarity of the implementation of this activity was that, due to the different difficulty of the proposed tasks, the children were in an unequal position in relation to the opportunity to “play with toys”. As the completion of his easier task, the subject not only approached the opportunity to start performing another activity - the game. But at the same time, imperceptibly for himself, he seemed to be drawn into a situation of choice: having completed a practical task, start playing, or, having suppressed the temptation to play, to help a peer who continues to solve a more difficult task.

After the children began to complete the tasks, and one of them found significant difficulties in the activity, they monitored whether the child turned to a peer (subject) for help and how he responded to his request. If the subject did not help his peer, then he was encouraged to do so by putting appropriate questions in front of him.

By constructing the experiment in this way, it was natural to expect that its key points would be the analysis of the behavior of the subject after completing the practical task, the nature of his decision. At the same time, it should be recognized that the completion of a task is, as a rule, the result of the action of the corresponding needs, motives, and underlying emotions that have already developed in the child. Therefore, it was important to establish what motives and emotions conditioned the child's adoption of this and not another decision.

• "Who can find kind, good words for..." (child, teacher, doll, book, etc.).

Reading, discussion, dramatization of works of art

Tasks:

• Development of the ability to hear, see, feel and experience various emotional states proposed in literary works
• Skill Development put yourself in the shoes of the characters
• Developing the ability to assess the situation and the behavior of characters from a moral point of view
• learn to think through various options for the behavior of heroes and find the best for a given situation

Valentina Oseeva. Stories for children

1. BLUE LEAVES
2. BAD
3. WHAT IS NOT, THAT IS NOT
4. GRANDMA AND GRANDDUCH
5. WATCHMAN
6. BISCUIT
7. OFFENDERS
8. MEDICINE
9. WHO PUNISHED HIM?
10. WHO IS THE OWNER?

Vladimir Grigorievich Suteev.

Tales and stories

1. CAT-FISHING
2. UNDER THE MUSHROOM
3. APPLE

Working with parents

Consultation for parents "The role of the family in raising the emotional responsiveness of a preschooler"

A significant role in the development and upbringing of emotions of empathy and sympathy in a preschool child belongs to the family.

In the conditions of a family, an emotional and moral experience inherent only to it develops: beliefs and ideals, attitudes towards people around them and activities. Preferring one or another system of assessments and values ​​(material and spiritual), the family determines the level and content of the child's emotional development.

The experience of a preschooler, as a rule, is complete for a child from a large and friendly family, where parents and children are connected by a deep relationship of responsibility and mutual dependence.

The experience acquired in the family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development of certain qualities that seem exceptionally significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time, significant attention is not paid to other qualities necessary for the child.

The emotional experience of a child can be heterogeneous and even contradictory. This situation occurs when the value orientations of the parents are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities a relic and “cultivates” only strength in the child.

There are parents who are convinced that our time is a time of scientific and technological achievements and progress, so some people bring up such qualities in a child as the ability to stand up for themselves, not to be offended, to fight back (“You were pushed, and what are you , you can’t answer the same). In contrast to kindness and sensitivity, the ability to thoughtlessly use force, to resolve conflicts that have arisen through the manifestation of another, a dismissive attitude towards other people, is often brought up.

Folder-slider

A Quick Guide for Parents "Simple Words Have Deep Meanings..."

Talk more with your child about everything - about love, about life and death, about strength and weakness, about friendship and betrayal.

Answer children's questions, don't brush them off.

Always do what you would like your child to do. Even if at this moment the baby does not see you.

Read books with your child, teach kindness and mercy.

Teach your child to care for someone and enjoy it.

Get a pet and take care of it all the time with your baby.

Review your relationship with your parents, teach your child to respect them.

Every day there are many situations when you need to make a decision how to behave. You can teach your child to show kindness and responsiveness every day, and you should always remember this.

Conversation “Education of emotional responsiveness in childrenin family"

Emotional microclimate, determined by the nature of the relationship of family members. With negative relationships, the discord of the parents causes great harm to the mood of the child, his performance, relationships with peers.

Parents' ideas about the ideal qualities that they would like to see in their child in the future. The ideal majority of parents consider those qualities of the child that are associated with intellectual development; perseverance, concentration, independence. You can rarely hear about such ideal qualities as kindness, attention to other people.

Intimate experiences of parents about certain qualities found in each child. What parents like, what pleases in the child and what upsets, worries in him. That is, parents create the need to educate in a child not one quality, but a system of qualities that are interconnected: intellectual and physical, intellectual and moral.

Involve the child in the daily activities of the family: cleaning the apartment, cooking, washing, etc. It is necessary to constantly pay attention to the fact that by encouraging the child even to a small extent for help, emphasizing his involvement, parents thereby evoke positive emotions in the child, strengthen his faith in his own strength.

To understand to parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him in the performance of feasible deeds and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand the other, respond to his requests, state.

Children should constantly feel that parents are not only worried about their success in acquiring various skills and abilities. The sustained attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special area - the sphere of emotional development.

Expected Results

end result work should be a model of a child who understands the feelings of another, actively responds to the experiences of other people and living beings, seeking to help

caught in a difficult situation, not showing hostility and aggressiveness towards others.

Literature:

1. Vygotsky L.S. The problem of age/Coll. Op. in 6 vol. M. 1984. V.4.
2. Ezhova N. The development of emotions in a joint activity with a teacher // Preschool education. 2003. No. 8.
3. Kosheleva A.D., Pereguda V.I., Shagraeva O.A. Emotional development of preschoolers. - M., 2002.
4. Psychological dictionary. / Ed. V.P. Zinchenko, B.G. Meshcheryakova.- M., 1996.
5. Shirokova G.A. The development of emotions and feelings in preschool children.- Rostov n / D: Phoenix

6. Belopolskaya N.A. etc. "ABC of Mood". Developing emotional and communicative game.

7. Dyachenko O.M., Ageeva E.L. "What in the world does not happen?" - M.: Enlightenment, 1991

8. Kalinina R.R. "Visiting Cinderella" Pskov, 1997

9. Klyueva I.V., Kasatkina Yu.V. "Teaching children to communicate." - Yaroslavl: Academy of Development, 1996

10. Panfilova M.A. "Game therapy of communication: tests and corrective games". - M .: Publishing house GNOM and D, 2001

11. Khukhlaeva O. V. "Ladder of joy" - M.: Publishing house "Perfection", 1998.

12. Chistyakova M.I. "Psycho-gymnastics" - M .: Education VLADOS, 1995

Ministry of Transport of the Russian Federation Far Eastern State University of Railways and Communications

DEPARTMENT OF PSYCHOLOGY

TEST

discipline: General psychology

Theme: Emotions and feelings

Completed:

Guseva Irina Viktorovna

Code K 08-PGS-235

IV year students

Checked:

Khabarovsk 2012

Introduction

Concepts about emotions

The value of emotions in human life

The main functions of emotions: communicative, regulatory, signaling, motivational, evaluative, stimulating, protective

Differences between emotions and feelings

Classification and types of emotions: own emotions, mood, affect, passion, stress

Psychological theories of emotion

Emotions and personality

Relationship between emotions and human needs

Individual identity of emotions and feelings

The development of the emotional and personal sphere in a person

Conclusion

Literature

function emotion feeling mood

Introduction

In recent years, we have had to deal with a variety of points of view on the nature and meaning of emotions. Some researchers consider emotions as short-term, transient states, while others are convinced that people are constantly under the influence of one or another emotion, that behavior and affect are inseparable (Schachtel, 1959). Some scientists believe that emotions destroy and disorganize human behavior, that they are the main source of psychosomatic diseases (Arnold, 1960; Lazarus, 1968; Yong, 1961). Others, on the contrary, believe that emotions play a positive role in organizing, motivating, and reinforcing behavior (Izard, 1971,1972; Leeper, 1948; Rapaport, 1942; Tomkins, 1962, 1963).

Some scientists proceed from the fact that emotions should be subordinated to cognitive processes (and reason), they consider the violation of this subordination as a sign of trouble. Others believe that emotions act as triggers for cognitive processes, that they generate and direct them (that is, they control the mind). There is an opinion that a person can avoid psychopathological disorders, solve many personal problems, simply by abandoning inadequate emotional reactions, that is, by subordinating emotions to strict control of consciousness. At the same time, according to other ideas, the best remedy in these cases is the release of emotions for their natural interaction with homeostatic processes, drives, cognitive processes and motor acts. Drives we will call physiological needs, or needs, which form the basis of all animal life. These include hunger, thirst, the need to remove waste products from the body, the need for safety (avoidance of pain), and sexual desire. Sometimes these needs are called "needs that ensure survival", since the very life of the individual depends on their satisfaction. Drives inform the individual about the dangers registered by automatic systems for the regulation of homeostasis, systems for controlling blood circulation, respiration, and body temperature. The joint work of drives and homeostatic processes provides the basis for the life of the organism, but can they be considered as the basis and source of motivation that affects a person in everyday life? In favorable environmental conditions, when the satisfaction of needs is not difficult, drives do not manifest themselves as motives.

Now that science has proven how important emotions are for communication and the arrangement of human social life, in particular in the process of forming attachment between mother and child, we should understand that human behavior is not only determined by the action of elementary needs. In order to understand such concepts as value, purpose, courage, devotion, empathy, altruism, pity, pride, compassion, and love, we must accept the existence of exclusively human emotions.

The purpose of my work is to determine the relationship of emotions with a person's personality. The task is to characterize and classify emotions, in the course of work to get acquainted with the studies of famous psychologists who put forward theories of the origin of emotions.

1. Concepts about emotions

An emotion is something that is experienced as a feeling that motivates, organizes, and directs perception, thought, and action. Emotion motivates. It mobilizes energy, and this energy is in some cases felt by the subject as a tendency to take action. Emotion directs the mental and physical activity of the individual, directs it in a certain direction. If a person is seized with anger, he will not rush to his heels, and if he is frightened, then he is unlikely to decide on aggression. Emotion regulates or filters our perception. Happiness makes a person be touched by the most ordinary things, to walk through life with a light gait.

Any manifestations of human activity are accompanied by emotional experiences. In humans, the main function is that thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better tune in to joint activities and communication. It is remarkable that people belonging to different cultures are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise. This applies in particular to those peoples who have never been in contact with each other at all.

This fact not only convincingly proves the innate nature of the main emotions and their expression on the face, but also the presence of a genotypically determined ability to understand them in living beings. It is well known that higher animals and humans are capable of perceiving and evaluating each other's emotional states by facial expressions.

Relatively recent studies have shown that anthropoids, just like humans, are able not only to “read” the emotional states of their relatives in the face, but also to empathize with them, while experiencing similar emotions. In one experiment that tested this hypothesis, a great ape was forced to watch another monkey being punished before her eyes, who was experiencing an outwardly pronounced state of neurosis. Subsequently, it turned out that similar physiological functional changes were found in the body of the "observer". However, not all emotionally expressive expressions are innate. Some of them are acquired in vivo as a result of training and education. First of all, these are gestures - a way of culturally determined external expression of emotional states and affective attitudes of a person to something. Life without emotions is just as impossible as life without sensations. In psychology, emotional phenomena are understood as subjective experiences by a person, his attitude to objects, phenomena, events, and other people. The word "emotion" itself comes from the Latin "emovere", which means to excite, excite, shock. Psychology has relatively recently turned to a serious study of the problem of emotions. Emotions appeared in humans in the process of evolution. Each emotion performed certain adaptive functions. Emotion arises as a result of neurophysiological processes, which in turn can be caused by both internal and external factors. Emotions are closely related to needs, since, as a rule, when needs are met, a person experiences positive emotions, and when it is impossible to get what he wants, negative ones. The influence of emotions on a person is generalized, but each emotion affects him in his own way. The experience of emotion changes the level of electrical activity of the brain, dictates which muscles of the face and body should be tense or relaxed, controls the endocrine, circulatory and respiratory systems of the body. Depending on the individual height of the emotional threshold, some more often, while others less often experience and show this or that emotion, and this largely determines their relationship with people around them.

2. The meaning of emotions in human life

People, as individuals, emotionally differ from each other in many ways: emotional excitability, duration and stability of their emotional experiences, dominance of positive (sthenic) or negative (asthenic) emotions. But most of all, the emotional sphere of developed personalities differs in the strength and depth of feelings, as well as in their content and subject relatedness. This is exactly what psychologists use when designing tests designed to study personality. By the nature of the emotions that the situations and objects presented in the tests, events and people evoke in a person, their personal qualities are judged.

Emotions play an extremely important role in people's lives. Today, no one denies the connection of emotions with the characteristics of the vital activity of the body. It is well known that under the influence of emotions the activity of the organs of blood circulation, respiration, digestion, glands of internal and external secretion and other organs changes. Excessive intensity and duration of experiences can cause disturbances in the body. M.I. Astvatsaturov wrote that the heart is more often affected by fear, the liver by anger, and the stomach by apathy and depression. The emergence of these processes is based on changes occurring in the external world, but affects the activity of the whole organism. For example, during emotional experiences, blood circulation changes: the heartbeat quickens or slows down, the tone of blood vessels changes, blood pressure rises or falls, and so on. As a result, with some emotional experiences, a person blushes, with others, he turns pale. The heart reacts so sensitively to all changes in emotional life that among the people it was considered the receptacle of the soul, the sense organ, despite the fact that changes occur simultaneously in the respiratory, digestive, and secretory systems. Under the influence of negative emotions in a person, the formation of prerequisites for the development of various diseases can occur. Conversely, there are many examples where the healing process is accelerated under the influence of an emotional state. In this case, there is a verbal impact on the emotional state of the patient. This is the regulatory function of emotions and feelings.

In addition to regulating the state of the body, emotions and feelings perform the function of regulating human behavior as a whole. This follows from the fact that human feelings and emotions have a long history of phylogenetic development, during which they began to perform a number of specific functions that are unique to them. These functions include the reflective function of feelings, which is expressed in a generalized assessment of events. Due to the fact that feelings cover the entire organism, they allow you to determine the usefulness and harmfulness of the factors affecting them and react before the harmful effect itself is determined. An emotional assessment of events can be formed not only on the basis of a person’s personal experience, but also as a result of empathy that arises in the process of communicating with other people. Due to the reflective function of emotions and feelings, a person can navigate in the surrounding reality, evaluate objects and phenomena from the point of view of their desirability, that is, feelings also perform pre-informational, or signal, functions. Emerging experiences signal to a person how the process of satisfying his needs is going on, what obstacles he encounters on his way, what should be paid attention to in the first place. The reflective function of emotions and feelings is directly related to the stimulating or stimulating function. For example, a person crossing the road, experiencing fear of an approaching car, accelerates his movement.

S.L. Rubinstein pointed out that "... emotion in itself contains attraction, desire, aspiration directed towards or away from an object." Thus, emotions and feelings contribute to determining the direction of the search, as a result of which the satisfaction of the need that has arisen is achieved or the task facing the person is solved.

The next, specifically human function of the senses is that the senses are directly involved in learning, that is, they perform a reinforcing function. Significant events that evoke a strong emotional reaction are quickly and permanently imprinted in memory. Emotions of success - failure have the ability to instill love or extinguish it forever in relation to the type of activity that a person is engaged in. In other words, emotions affect the nature of a person's motivation in relation to the activity he performs.

The switching function of emotions is manifested in the competition of motives, as a result of which the dominant need is determined. The attractiveness of the motive, its closeness to personal attitudes, directs a person's activity in one direction or another. Adaptive - another function of emotions and feelings. According to Charles Darwin, emotions arose as a means by which living beings establish the significance of certain conditions to meet their actual needs. Thanks to the feeling that has arisen in time, the body has the ability to effectively adapt to environmental conditions. It is mimic and pantomimic movements that are a means of transmitting information about the attitude to the phenomena of the surrounding reality. Studies have shown that not all manifestations of feelings are equally easy to recognize. Horror is the easiest to recognize (57% of the subjects), then disgust (48%) and surprise (34%). If we compare emotions in different people caused by the same object, we can find a certain similarity, while other emotional manifestations in people are strictly individual. The variety of emotional manifestations is expressed, first of all, in the prevailing mood. Under the influence of living conditions and depending on the attitude towards them, some people are dominated by an elevated, cheerful, cheerful mood, while others are depressed, depressed, sad. The third is capricious, irritable. Significant individual differences are also observed in the emotional excitability of people. There are people who are emotionally a little sensitive, in whom only some extraordinary events evoke pronounced emotions. Such people, having got into this or that life situation, do not so much feel as they realize it with their mind. There is another category of people - emotionally excitable, in whom the slightest trifle can cause strong emotions. Between people there are significant differences in the depth and stability of feelings. Some feelings capture the whole, leaving a deep mark after themselves. In other people, feelings are superficial, flow easily, hardly noticeable, pass quickly and completely without a trace. The manifestations of affects and passions also differ in people.

Here one can single out people who are unbalanced, who easily lose control over themselves with their behavior, and easily succumb to affects and passions, such as anger, panic, excitement, and so on. Other people, on the contrary, are always balanced, completely in control of themselves, consciously controlling their behavior. One of the most significant differences between people lies in how feelings and emotions are reflected in their activities. For some people, feelings are effective in nature, they encourage action, for others everything is limited to the feeling itself, which does not cause any changes in behavior.

In the most striking form, the passivity of feelings is expressed in the sentimentality of a person. Such people are prone to emotional experiences, but the feelings they have do not affect their behavior. From the above, we can conclude that the existing differences in the manifestation of emotions and feelings largely determine the uniqueness of a particular person, in other words, determine his individuality.

3. The main functions of emotions: communicative, regulatory, signaling, motivational, evaluative, stimulating, protective

1) indication, or assessment (emotions - an operational generalized assessment of current situations - favorable or unfavorable, dangerous);

) the formation of an experience, the accumulation of emotional experience in emotional (affective) memory (emotions as one of the ways of representing reality, connecting reality with an image);

) association, synthesis (the emotional background allows you to combine individual relationships, images, sensory material, synthesizes, generalizes individual experiences);

) anticipation of a future event;

) activation (emotions are able to activate the work of the body, mobilize its resources, if necessary in a particular situation);

) motivation (emotions induce activity because they are associated with a motive; emotions as an expression of a motive);

) regulation - an organizing function (but sometimes emotional affect is capable of disorganizing activity);

) connection with cognitive processes (emotions accompany all cognitive processes: sensations, perception, memory, thinking, imagination, creativity);

) expression (emotional states of a person are expressed in facial expressions, intonation, etc., which allows people to better understand each other, promotes communication);

) a symbol of personal problems (the stronger the emotion, the more significant the problem; therefore, it is important to understand the cause of an undesirable emotional state, find a solution to the problem that generates negative emotions, and thereby contribute to the positive development of the personality).

4. Differences between emotions and sensations and feelings

1. Independence from the situation, that is, feelings act as a generalization of emotions.

Feelings are associated with the leading motives of a person, but emotions are not, so feelings and emotions may not coincide in relation to the same object.

Feelings can be nurtured, shaped and evoked. Depending on the direction of the feeling are divided:

on moral (experience by a person of his relationship to other people);

intellectual (associated with cognitive activity);

aesthetic (a sense of beauty when perceiving the phenomena of art and nature);

practical (related to human activities).

5. Classification and types of emotions: own emotions, mood, affect, passion, stress

Each emotion is unique in its sources, experiences, external manifestations and methods of regulation. Man is the most emotional living being, he has a highly differentiated means of external expression of emotions and a wide variety of internal experiences. There are many classifications of emotions. In addition to the fact that they are divided into positive and negative, using the criterion of mobilization of the body's resources, sthenic and asthenic emotions (from the Greek "stenos"). Sthenic emotions increase activity, causing a surge of energy and uplift, while asthenic emotions act in the opposite way. According to needs, the lower emotions associated with the satisfaction of organic needs, the so-called general sensations (hunger, thirst, etc.) are distinguished from higher emotions (feelings), socially conditioned, associated with social relations. According to the strength and duration of manifestations, several types of emotions are distinguished: affects, passions, emotions proper, moods, feelings and stress.

K. Izard singled out the main, “fundamental emotions”. Interest (as an emotion) is a positive state that promotes the development of skills and abilities, the acquisition of knowledge, motivating learning.

Joy is a positive emotional state associated with the ability to fully satisfy an urgent need, the probability of which up to this point was not great.

Surprise is an emotional reaction to sudden circumstances. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.

Suffering is a negative emotional state associated with the information received about the impossibility of satisfying the most important vital needs, which until that time seemed more or less likely. Most often occurs in the form of emotional stress.

Disgust is a negative emotional state caused by objects, contact with which comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject.

Contempt is a negative emotional state that occurs in interpersonal relationships and is generated by the inconsistency of life positions, attitudes and behavior with the positions of the object of feelings.

Fear is a negative emotion that appears when the subject receives information about a possible threat to his life well-being, about a real or imagined danger.

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

From the combination of fundamental emotions arise such complex emotional states as, for example, anxiety, which can combine fear, anger, guilt and interest. Each of these emotions underlies a whole range of states that differ in degree of expression (for example, joy, satisfaction, delight, exultation, ecstasy, and so on). Emotional experiences are ambiguous. The same object can cause inconsistent, conflicting emotional relationships. This phenomenon is called ambivalence (duality) of feelings. Usually, ambivalence is caused by the fact that individual features of a complex object affect the needs and values ​​​​of a person in different ways (for example, you can respect someone for their ability to work and at the same time condemn them for their temper). Ambivalence can also be generated by a contradiction between stable feelings towards an object and situational emotions developing from them (for example, love and hate are combined in jealousy).

Affect is the most powerful emotional reaction that completely captures the human psyche. This emotion usually occurs in extreme conditions when a person cannot cope with the situation. Distinctive features: situational, generalized, short duration and high intensity. There is a mobilization of the body, movements are impulsive. Affect is practically uncontrollable and is not subject to volitional control. A distinctive feature of affect is the weakening of conscious control, the narrowness of consciousness. The affect is accompanied by a strong and erratic motor activity, there is a kind of discharge in action. In an affect, a person, as it were, loses his head, his actions are not reasonable, they are performed without taking into account the situation. Extremely strong excitation, having crossed the limit of the efficiency of nerve cells, is replaced by unconditional inhibition, and an emotional shock occurs. As a result, the affect ends with a breakdown, fatigue, and even stupor. Impaired consciousness can lead to an inability to later recall individual episodes and even complete amnesia for events. Passion is a strong, persistent, long-lasting feeling that captures a person and owns him. In strength it approaches affect, and in duration it is closer to feelings. A person can become an object of passion. S.L. Rubinstein wrote that “passion is always expressed in concentration, concentration of thoughts and forces, their focus on a single goal ... Passion means impulse, passion, orientation of all aspirations and forces of the individual in a single direction, focusing them on a single goal.” Actually, emotions are situational in nature, express an evaluative attitude to emerging or possible situations, and may be weakly manifested in external behavior, especially if a person skillfully hides his emotions. Feelings are the most stable emotional states. They are objective in nature: it is always a feeling for something or for someone. They are sometimes referred to as "higher" emotions because they arise from the satisfaction of higher order needs. In the individual development of a person, feelings play an important socializing role. On the basis of positive emotional experiences such as feelings, the needs and interests of a person appear and are fixed. Feelings, one might say, are a product of the cultural and historical development of man. They are associated with certain objects, activities and people surrounding a person. In relation to the surrounding world, a person seeks to act in such a way as to reinforce and strengthen his positive feelings. They are always associated with the work of consciousness, they can be arbitrarily regulated. Feelings are the attitudes of a person to objects and phenomena of reality experienced in various forms. Human feelings are a positive value. Human life is unbearable without experiences, many feelings are attractive in themselves, and if a person is deprived of the opportunity to experience feelings, then the so-called “emotional hunger” sets in, which he seeks to satisfy by listening to his favorite music, reading an action-packed book, and so on. Moreover, emotional saturation requires not only positive feelings, but also feelings associated with suffering. Mood is a state that colors our feelings, the general emotional state for a significant amount of time. Unlike emotions and feelings, mood is not objective, but personal; it is not situational, but extended over time. Mood is an emotional reaction not to the immediate consequences of certain events, but to their implications for a person's life in the context of his general life plans, interests and expectations. Noting the peculiarities of the mood, S.L. Rubinshtein pointed out, firstly, that it is not objective, but personal, and, secondly, this is not a special experience dedicated to some particular event, but a diffuse, general state.

The mood significantly depends on the general state of health, on the work of the endocrine glands, and especially on the tone of the nervous system. The reasons for this or that mood are not always clear to the person experiencing them, and even more so to the people around him. No wonder they talk about unaccountable sadness, causeless joy, and in this sense, mood is an unconscious assessment by a person of how favorable circumstances are for her. This cause can be the surrounding nature, events, activities performed, and of course, people.

Moods can vary in duration. The stability of mood depends on many reasons: the age of a person, the individual characteristics of his character and temperament, willpower, the level of development of the leading motives of behavior. Mood stimulates or inhibits human activity. One and the same work in different moods can seem either easy and pleasant, or hard and depressing. A person works well when he is alert, calm, cheerful, and much worse when he is alarmed, irritated, dissatisfied. A person must control his behavior, and for this you can use images and situations that are pleasant to a person. With the dominance of a positive, cheerful mood, a person easily experiences temporary failures and grief. In addition to changes occurring in the nervous, endocrine and other systems of the body, and conscious subjective experiences, emotions are expressed in the expressive behavior of a person. Emotions are manifested in the so-called expressive movements of the face - facial expressions, expressive movements of the whole body - pantomime, and "vocal facial expressions" - the expression of emotions in the intonation and timbre of the voice. To date, it is customary to distinguish several basic functions of emotions: regulatory, reflective, signaling, stimulating, reinforcing, switching, adaptive and communicative. Emotions reflect the significance and evaluation of different situations by a person, so the same stimuli can cause the most dissimilar reactions in different people. It is in emotional manifestations that the depth of a person's inner life is expressed. Personality is largely formed under the influence of lived experiences. Emotional reactions, in turn, are due to the individual characteristics of the emotional sphere of a person. One of the most important is the communicative function of emotions, since it is difficult to imagine the interaction between people without emotional manifestations. By expressing his emotions, a person shows his attitude to reality and, above all, to other people. Mimic and pantomimic expressive movements allow a person to convey their experiences to other people, to inform them about their attitude towards something or someone. Facial expressions, gestures, postures, expressive sighs, changes in intonation - are the "language" of human feelings, a means of communicating not so much thoughts as emotions. Acquiring a certain experience of communicating with people from early childhood, each person can, with varying degrees of certainty, determine the emotional states of others by their expressive movements and, above all, by facial expressions. During a person's life, a certain system of standards is formed, with the help of which he evaluates other people. Recent studies in the field of emotion recognition have shown that a number of factors affect a person's ability to understand others: gender, age, personality, professional characteristics, as well as a person's belonging to a particular culture. A number of professions require a person to be able to manage his emotions and adequately determine the expressive movements of the people around him. Understanding the reactions of other people and the correct response to them in a collaborative environment is an integral part of success in many professions. Failure to agree, understand another person, enter into his position can lead to complete professional incompetence. This quality is especially important for people in whose professions communication occupies an important place. The ability to understand the numerous nuances of emotional manifestations and reproduce them is necessary for people who have devoted themselves to art. Understanding and the ability to reproduce is the most important stage in teaching actors the art of intonation, facial expressions, and gestures.

Referring to the psychological studies of various authors, and even to our own observations, we can say that most of the information in the process of communication, a person receives through non-verbal means of communication. With the help of a verbal or verbal component, a person transmits a small percentage of information, the main load in the transfer of meaning lies with the so-called "extra-linguistic" means of communication.

6. Psychological theories of emotions

In the XVIII - XIX centuries. there was no single point of view on the origin of emotions, but the most common was the intellectualistic position: “bodily” manifestations of emotions are the result of mental phenomena (Gebart)

. "Peripheral" theory of emotions by James-Lange. The emergence of emotions is due to external influences that lead to physiological changes in the body. Physiological and bodily peripheral changes, which are considered as a consequence of emotions, have become their cause. Each emotion has its own set of physiological manifestations.

. "Thalamic" Cannon-Bard's Theory of Emotions. Emotions and their corresponding activation signals of autonomic functions arise in the thalamus. Psych. experience and physiological reactions occur simultaneously.

The circle of Papes and the theory of activation. Emotion is not a function of individual centers, but the result of the activity of a complex network of the brain, called the “Circle of Papes”.

Cognitive theories of emotions. They discover the nature of emotions through the mechanisms of thought.

The theory of cognitive dissonance L. Festinger. Cognitive-psychological factors play an important role in emotions. Positive emotions arise when a person's expectations are confirmed, that is, when the real results of the Activity are consistent with the planned plan.

Information theory of emotions P.V. Simonov. In a symbolic form, a set of functions that affect the emergence and nature of emotions is presented:

Emotion \u003d P x (In - Is). P - actual need. (In - Is) - probability assessment.

There are different schools, which determines the difference in definitions and classifications.

James Lange. Psychoorganic concept of the essence and origin of emotions. He put physiological states at the basis of emotional manifestations. They are primary, and emotions accompany them. Under the influence of external stimuli, the body changes, emotions arise through a feedback system. “We are upset because we cry, not weep because we are upset.” This is the central theory for all psychology until today.

Psychoanalysis. Reactions are associated with drives. The reason for the occurrence is the mismatch of the desired situation with the actual one.

Behaviorism. concomitant response to a particular stimulus. Ideas about emotions are depleted in that the central link is not considered, but reinforcements are considered. They can be positive and negative, respectively, emotions are also both positive and negative. They are not perceived as internal experiences (grief from longing is no different).

Cognitive psychology is a normal experimental base.

Schechter. 2 factor theory of emotions (development of the James-Lange theory). Emotions arise as a cognitive evaluation of a physiological shift. Two factors influence: cognitive, psychol.

Lazarus. 3-component theory. The following components influence: cognitive, psychological, behavioral. Not only the physiological shift is evaluated, but also the possibility of behavior in a given situation, the ability to interpret: emotions arise if we perceive everything as really happening. If you subject everything to rational analysis, there are no emotions.

Rubinstein. Emotion is something associated with a certain excitation of certain areas in the subcortical structures - a reaction to a stimulus, feelings - before the stimulus, something that can be verbalized, or already verbalized, once verbalized, then realized. Emotions and needs. Emotions are a mental reflection of the current state of human needs. Emotions are a specific form of the existence of a need, as a result, there is a desire for something that will lead to satisfaction of the need (object), but then the object delivers or does not deliver satisfaction, and we have a feeling in relation to it. Emotions differ in polarity - "+" or "-".

Leontiev. The theory of emotions is built on Activity. It states that behavior, general activity is motivated and directed by a motive. An activity consists of a series of certain actions that correspond to a goal. The goal is always conscious, such a unit of activity as an action occurs only in a person, the goal is that which represents the result of the action. A motive is an object of need. Emotion arises as an assessment of the discrepancy between goal and motive. Emotion allows you to evaluate the approach to the subject of need with the help of a certain action.

7. EMOTIONS AND PERSONALITY

Emotions, no matter how different they may seem, are inseparable from personality. "What pleases a person, what interests him, plunges him into despondency, worries, what seems ridiculous to him, most of all characterizes his essence, his character, individuality"

S.L. Rubinshtein believed that three spheres can be distinguished in the emotional manifestations of a personality: its organic life, its material interests and its spiritual, moral needs. He designated them respectively as organic (affective-emotional) sensitivity, objective feelings and generalized ideological feelings. In his opinion, elementary pleasures and displeasures, mainly associated with the satisfaction of organic needs, belong to affective-emotional sensitivity. Object feelings are associated with the possession of certain objects and the pursuit of certain types of activity. These feelings, according to their objects, are divided into material, intellectual and aesthetic. They manifest themselves in admiration for some objects, people and activities and in disgust for others. Worldview feelings are associated with morality and human relations to the world, people, social events, moral categories and values.

Human emotions are primarily related to his needs. They reflect the state, process and result of meeting the need. This idea has been repeatedly emphasized by almost without exception researchers of emotions, regardless of what theories they adhere to. By emotions, they believed, one can definitely judge what a person is worried about at a given moment in time, i.e. about what needs and interests are relevant to him.

People as individuals emotionally differ from each other in many ways: emotional excitability, duration and stability of their emotional experiences, dominance of positive (sthenic) or negative (asthenic) emotions. But most of all, the emotional sphere of developed personalities differs in the strength and depth of feelings, as well as in their content and subject relatedness. This circumstance, in particular, is used by psychologists when designing tests designed to study personality. By the nature of the emotions that the situations and objects presented in the tests, events and people evoke in a person, their personal qualities are judged.

Experimentally, it was found that emerging emotions are greatly influenced not only by the accompanying vegetative reactions, but also by suggestion - a biased, subjective interpretation of the likely consequences of the impact on emotions of a given stimulus. Through the psychological attitude, the cognitive factor turned out to be possible to manipulate the emotional states of people in a wide range. This underlies the various systems of psychotherapeutic influences that have spread in our country in recent years (unfortunately, most of them are not scientifically substantiated and have not been verified from a medical point of view).

The question of the connection between emotions and motivation (emotional experiences and the system of actual human needs) is not as simple as it might seem at first glance. On the one hand, the simplest types of emotional experiences are unlikely to have a pronounced motivating power for a person. They either do not directly affect behavior, do not make it purposeful, or completely disorganize it (affects and stresses). On the other hand, emotions such as feelings, moods, passions motivate behavior, not only activating it, but guiding and supporting it. Emotion, expressed in a feeling, desire, attraction or passion, undoubtedly contains an impulse to activity.

The second significant point related to the personal aspect of emotions is that the system itself and the dynamics of typical emotions characterize a person as a person. Of particular importance for such a characteristic is the description of feelings typical of a person. Feelings simultaneously contain and express the attitude and motivation of a person, and both are usually merged in a deep human feeling. Higher feelings, in addition, carry a moral principle.

One of these feelings is conscience. It is associated with the moral stability of a person, his acceptance of moral obligations to other people and strict adherence to them. A conscientious person is always consistent and stable in his behavior, always correlates his actions and decisions with spiritual goals and values, deeply experiencing cases of deviation from them not only in his own behavior, but also in the actions of other people. Such a person is usually ashamed of other people if they behave dishonestly. Alas, the situation in our country, when this textbook was created, is such that the lack of spirituality of real human relations due to many years of deviations in morality associated with differences in the dominant ideology and the real behavior of those who propagandized it has become the norm of everyday life.

Human emotions are manifested in all types of human activity and especially in artistic creation. The artist's own emotional sphere is reflected in the choice of subjects, in the manner of writing, in the way of developing selected themes and subjects. All this taken together makes up the individual originality of the artist.

Emotions are included in many psychologically complex states of a person, acting as their organic part. Such complex states, including thinking, attitude and emotions, are humor, irony, satire and sarcasm, which can also be interpreted as types of creativity if they take on an artistic form. Humor is an emotional manifestation of such an attitude towards something or someone, which carries a combination of funny and kind. This is a laugh at what you love, a way of showing sympathy, attracting attention, creating a good mood.

Irony is a combination of laughter and disrespect, most often dismissive. Such an attitude, however, cannot yet be called unkind or evil. Satire is a denunciation that specifically contains a condemnation of the object. In satire, he is usually presented in an unattractive way. Evil, evil is most of all manifested in sarcasm, which is a direct mockery, mockery of the object.

In addition to the listed complex states and feelings, tragedy should also be mentioned. This is an emotional state that occurs when the forces of good and evil clash and the victory of evil over good.

Many interesting observations, colorfully and truthfully revealing the role of emotions in human personal relationships, were made by the famous philosopher B. Spinoza. One can argue with some of his generalizations, rejecting their generality, but there is no doubt that they reflect the real intimate life of people well. Here is what Spinoza wrote in his time (we will give exact quotations from his works, since they perfectly express the idea inherent in them):

“For the most part, the nature of people is such that they feel compassion for those who feel bad, and for those who feel good, they envy and ... treat them with all the more hatred, the more they love something that they imagine in the possession of another .. ." <#"justify">"If anyone imagines that the object he loves is with someone in the same or even closer relationship of friendship that he owned him alone, then he is seized by hatred for the object he loves and envy of this other ..." "This hatred the greater the pleasure that the jealous person usually received from the mutual love of the beloved object, and also the stronger was the affect that he had for what, according to his imagination, enters into connection with the beloved object ... "

“If someone began to hate the object he loved, so that love is completely destroyed, then ... he will have a greater hatred for him than if he had never loved him, and the more, the more his former love was ...”

"If anyone imagines that the one he loves harbors hatred towards him, he will at the same time hate and love him..."

"If someone imagines that someone loves him, and at the same time does not think that he himself gave any reason for this ... then he, for his part, will love him ..."

"Hatred increases as a result of mutual hatred and, conversely, can be destroyed by love ..."

“Hatred, completely conquered by love, passes into love, and this love will be stronger as a result than if hatred had not preceded it at all ...”

The last special human feeling that characterizes him as a person is love. F. Frankl spoke well about the meaning of this feeling in its highest, spiritual understanding. True love, in his opinion, is the entry into a relationship with another person as a spiritual being. Love is an entry into a direct relationship with the personality of the beloved, with his originality and originality. <#"justify">.

A person who truly loves, least of all, thinks about some mental or physical characteristics of a loved one. He thinks mainly about what this person is for him in his individual uniqueness. This person for a lover cannot be replaced by anyone, no matter how perfect this "duplicate" may be in itself.

True love is the spiritual connection of one person with another similar being. It is not limited to physical sexuality and psychological sensuality. For someone who truly loves, psycho-organic connections remain only a form of expression of the spiritual principle, a form of expression of precisely love with human dignity inherent in man.

Do emotions and feelings develop during a person's life? There are two different points of view on this issue. One argues that emotions cannot develop because they are related to the functioning of the organism and to its characteristics that are innate. Another point of view expresses the opposite opinion - that the emotional sphere of a person, like many other psychological phenomena inherent in him, develops.

In fact, these positions are quite compatible with each other and there are no insoluble contradictions between them. In order to be convinced of this, it is enough to connect each of the presented points of view with different classes of emotional phenomena. Elementary emotions, acting as subjective manifestations of organic states, really change little. It is no coincidence that emotionality is considered to be one of the innate and vitally stable personal characteristics of a person.

But already with respect to affects, and even more so feelings, such an assertion is not true. All the qualities associated with them indicate that these emotions are developing. A person, moreover, is able to restrain the natural manifestations of affects and, therefore, is quite teachable in this respect too. An affect, for example, can be suppressed by a conscious effort of the will, its energy can be switched to another, more useful thing.

The improvement of higher emotions and feelings means the personal development of their owner. This development can go in several directions. Firstly, in the direction associated with the inclusion of new objects, objects, events, people into the sphere of human emotional experiences. Secondly, along the line of increasing the level of conscious, volitional control and control of one's feelings by a person. Thirdly, in the direction of gradual inclusion in the moral regulation of higher values ​​and norms: conscience, decency, duty, responsibility, etc.

8. Connection of emotions and human needs

Emotions, no matter how different they may seem, are inseparable from personality. F. Kruger wrote: “What pleases a person, what interests him, plunges him into despondency, worries, what seems funny to him, most of all characterizes his essence, his character, individuality.” S.L. Rubinshtein, that in the emotional manifestations of a personality, three spheres can be distinguished: its organic life, its interests of a material order, and its spiritual, moral needs. He designated them respectively as organic (affective-emotional) sensitivity, objective feelings and generalized ideological feelings. To affective-emotional sensitivity include, in his opinion, elementary pleasures and displeasures, mainly associated with the satisfaction of organic needs. Object feelings are associated with the possession of certain objects and the pursuit of certain types of activity. These feelings, according to their objects, are divided into material, intellectual and aesthetic. They manifest themselves in admiration for some objects, people and activities and in disgust for others. Worldview feelings are associated with morality and human relations to the world, people, social events, moral categories and values. Emotions of a person, first of all, are connected with his needs. They reflect the state, process and result of meeting the need. By emotions, one can judge what a person is concerned about at a given moment in time, that is, what needs and interests are relevant to him. Emotional processes acquire a positive or negative character depending on whether the action that the individual performs and the impact to which he is exposed is in a positive or negative relation to his needs, interests, attitudes.

The relationship between emotions and needs is far from unambiguous. In an animal that has only organic needs, one and the same phenomenon can have a positive and negative significance due to the variety of organic needs: the satisfaction of one may go to the detriment of the other. Therefore, the same course of life activity can cause both positive and negative emotional reactions. Even less clear is the relationship in humans. Human needs are no longer reduced to mere organic needs; he has a whole hierarchy of different needs, interests, attitudes. Due to the variety of needs, interests, attitudes of the individual, the same action or phenomenon in relation to different needs can acquire a different and even opposite - both positive and negative - emotional meaning. The same event can be both positive and negative. Hence often the inconsistency, the bifurcation of human feelings, their ambivalence.

9. Individual originality of emotions and feelings

In the individual development of a person, feelings play an important socializing role. They act as a significant factor in the formation of personality, especially its motivational sphere. On the basis of positive emotional experiences such as feelings, the needs and interests of a person appear and are fixed.

Feelings play a motivating role in the life and activities of a person, in his communication with other people. In relation to the world around him, a person seeks to act in such a way as to reinforce and strengthen his positive feelings. They are always associated with the work of consciousness, they can be arbitrarily regulated.

Emotions influence the expression of a person's feelings. At the same time, the mood is determined by the emotional reaction not to the mediocre consequences of certain events, but to their significance for a person in his general life plans. The mood of most people fluctuates between moderate despondency and moderate joy. People differ greatly in the speed of transition from a joyful mood to a dull one and vice versa.

Emotions also affect the sphere of perception: memory, thinking, imagination. Negative emotions give rise to a feeling of sadness, grief, despondency, envy, anger, moreover, often repeated, they can cause psychogenic skin diseases: eczema, neurodermatitis, secretory and trophic skin changes - hair loss or graying.

Acute emotional stress can be manifested by a variety of painful sensations - excessive sweating, nausea, loss of appetite in some, or a feeling of insatiable hunger, thirst in others.

Such functional changes in the well-being and activity of internal organs are due to deviations in the autonomic nervous system.

Emotions and thinking and thinking are interconnected and therefore there is a connection between the nature of the thoughts that come to mind and the mood. So, a pleasant thought has a beneficial effect on overall well-being, contributing to the solution of any complex problem.

Emotional interpersonal relationships have their own specific dynamics. They can reach the greatest tension and gradually fade away or critically collapse or resolve. Time itself erases the tragic in memory, the experienced sufferings are forgotten, past insults and sorrows become less significant. Emotions that turn into affects in the unsuccessful struggle of reason with passions are difficult to correct understanding. At the same time, neither intellect nor good will are often able to normalize the mental balance of a person. Under the influence of emotions, he becomes, as it were, blind in the face of facts, unable to control his actions. At the same time, people explain their actions something like this: “I didn’t want to scream, hit the table, insult you, but I was out of my mind, I couldn’t help myself.”

We can observe abnormally prolonged affects in persons with an epileptoid temperament, who are congenitally weak-minded, easily excited from a minor nuisance for several days.

Emotions perform the function of evaluation, being a kind of system of signals through which the subject learns about the significance of what is happening. Grot (1879-1880) pointed to this in his works, as well as a number of contemporaries.

The ability of a person to restrain his feelings, postponing their manifestation until a more appropriate moment, depends on the efficiency of the brain. Some people are rational, others are impulsive. It is reasonable to develop patience in yourself, learn to restrain your tongue so as not to aggravate relationships with relatives and friends. A well-built brain is worth more than a well-filled brain.

Warmth always emanates from a kind person, he is more emotional than a rational, mentally cold person. Mentally cold people can neither sympathize with someone else's grief, nor rejoice in the success, good luck of a loved one. Typical coldness was presented by I.S. Turgenev as Bazarov in Fathers and Sons.

In some forms of neurosis, the patient may also experience a "feeling of loss of feeling", i.e. painful insensibility, painful emotional devastation, irretrievable loss, the ability to rejoice and suffer. In patients with schizophrenia, for example, perception is not identified with real images and is not projected outward. Patients “hear” voices that sound in the head, see with the “inner eye”, talk about smells coming from the head, but in reality all this does not exist.

A person often experiences a sense of his own inferiority, most often it happens in childhood and leaves an imprint on the formation and development of personality. Overcoming the feeling of one's own inferiority proceeds more harmoniously at a young age, when the body and its nervous system adapt more easily to changes. At the same age, especially in old age, attempts to overcompensate are more painful.

Compensation for the feeling of one's own inferiority can be useful for the individual and for society if he is activated in studies, some hobbies, social life. But it happens that a person tries to find spiritual comfort through alcohol, smoking, medicinal drugs, etc. This only exacerbates the problems.

Alekseeva L.V. indicates that the influence of emotions on a person is much more significant than needs. A person easily refuses to satisfy a need if it is associated with negative experiences, or seeks to enjoy, realizing that it is impossible or harmful.

A person is at the mercy of emotion, even if it is not very strong. He is practically defenseless when he cries or laughs!

So, emotions can be a direct signal, an assessment, a stimulus for action or inaction, and underlie the energy of the individual himself.

10. Development of the emotional and personal sphere in a person

Many interesting observations colorfully and truthfully revealing the role of emotions in human personal relationships were made by the famous philosopher B. Spinoza.

One can argue with some of his generalizations, rejecting their generality, but there is no doubt that they reflect the real intimate life of people well. Here is what Spinoza once wrote: “For the most part, the nature of people is such that they feel compassion for those who feel bad, and for those who feel good, they envy and ... treat them with more hatred, the more they love something, what is imagined in the possession of another ... ".

“If someone imagines that an object he loves is with someone in the same or even closer relationship of friendship that he owned him alone, then he is seized by hatred for the object he loves and envy of this other ...”

“This hatred for the beloved object will be the greater, the greater was the pleasure that the jealous person usually received from the mutual love of the object he loved, and also the stronger was this effect that he had on what, in his imagination, enters into connection with the beloved object. ... "

“Hatred increases as a result of mutual hatred, and vice versa, can be destroyed by love ...”

“Hatred, completely conquered by love, turns into love, and this love will, as a result, be stronger than if hatred had not preceded it at all ...” The last special human feeling that characterizes him as a person is love. F. Frankl spoke well about the meaning of this feeling in its highest, spiritual understanding. True love, in his opinion, is an entry into a relationship with another person, as with a spiritual being. Love is an entry into a direct relationship with the personality of the beloved, with his originality and originality. A person who truly loves, least of all, thinks about some mental or physical characteristics of a loved one. He thinks mainly about what this person is for him in his individual uniqueness. This person for a lover cannot be replaced by anyone, no matter how perfect this “duplicate” may be in itself. True love is the spiritual connection of one person with another similar being. It is not limited to physical sexuality and psychological sensuality. For someone who truly loves, psycho-organic connections remain only a form of expression of the spiritual principle, a form of expression of precisely love with human dignity inherent in man.

Conclusion

We have described the main types of qualitatively unique emotional processes and states that play a different role in the regulation of human activity and communication with other people. Each of the described types of emotions has subspecies within itself, and they, in turn, can be evaluated according to different parameters - for example, according to the following: intensity, duration, depth, awareness, origin, conditions for the emergence and disappearance, effects on the body, dynamics of development, direction (on oneself, on others, on the world, on the past, present or future), according to the way they are expressed in external behavior (expression) and according to the neurophysiological basis. According to the effect on the body, emotions are divided into sthenic and asthenic. The first activate the body, and the second - relax, suppress. In addition, emotions are divided into lower and higher, as well as according to the objects with which they are associated (objects, events, people). The improvement of higher emotions and feelings means the personal development of their owner. This development can go in several directions. Firstly, in the direction associated with the inclusion of new objects, objects, events, people into the sphere of human emotional experiences. Secondly, along the line of increasing the level of conscious, volitional control and control of one's feelings by a person. Thirdly, in the direction of gradual inclusion in the moral regulation of higher values ​​and norms: conscience, decency, duty, responsibility. The experience of emotions, by definition, cannot be unconscious; it is always a more or less conscious experience. Due to the fact that the sensory component belongs to the sphere of conscious experience and is the most accessible aspect of the emotional process and plays a direct role in the organization of cognitive (cognitive) processes and human behavior. The totality of human feelings is, in essence, the totality of a person's relationship to the world and, above all, to other people in a living and direct form of personal experience.

Thus, in her course work, referring to the psychological studies of various authors and to her own observations, she came to the conclusion that emotions are closely related to personality, to human needs. They affect the life of the organism. They appear in all kinds of human activity. The existing differences in the manifestation of emotions largely determine the uniqueness of a particular person, in other words, determine his individuality.

Literature

1. Krylov A. Psychology. - Textbook. M.: Prospekt, 1999

Burns D. Mystery of Mood. - M: Ripol classic, 1997

Rogov E. General psychology. - M.: Vlados, 2004

Kruger F. Essence of emotional experiences//Psychology of emotions: Texts. - M.; 1984 - S 108

Rubinshtein S.L. Fundamentals of General Psychology. - Peter, 2003

Milner P. Physiological psychology. -Trans. from English. - M: Mir 1973

Nemov R. Psychology: in 3 volumes, M .: Vlados, 2002

Izard K. Psychology of emotions: translation from English, Peter, 1999

Maklakov A. General psychology. Peter, 2004

Godfroy J. What is psychology: in 2 volumes - M .: Mir, 1996

Kindergarten No. 48 "Goldfish" of Norilsk is a sanatorium-type preschool institution for children with primary tuberculosis intoxication. The efforts of all employees of the preschool educational institution are primarily aimed at carrying out therapeutic and preventive measures, the purpose of which is to prevent the development of local tuberculosis. Children go there for three to six months. Therefore, first of all, they strive to create a favorable emotional and psychological climate so that each child is surrounded by an atmosphere of kindness, attention, care and understanding. And given that mostly children who do not have experience in public or even family education are enrolled, it is very important to help them adapt to a new environment without any problems.

The material below presents the experience of the educator of the 2nd category. The short stay of children in a sanatorium kindergarten poses many problems for the teaching staff, first of all, how and what to teach in these six months, especially if the child comes from a family where parents are not too worried about his development.

In recent years, and this has to be said with regret, the development emotional sphere re-benka is not always given enough attention, unlike his intellectual development. However, as rightly pointed out by L.S. Vygotsky and A.V. For-porozhets, only the coordinated functioning of these two systems, their unity can ensure the successful implementation of any form of activity.

Working with children for more than one year, communicating with them every day, the teacher came to the conclusion: the formation of "smart" emotions and the correction of shortcomings in the emotional sphere must be considered as one of the most important, we can say - priority tasks of education. It is known that in the process of development, changes also occur in the emotional sphere of the child: his views on the world and relations with others change, and the ability to recognize and control his emotions increases. But the emotional sphere itself does not qualitatively change. It needs to be developed.

Closing themselves on TV, computer, children began to communicate less with adults and peers, and it is communication that enriches the sensual sphere. As a result, children have practically forgotten how to feel the emotional state and mood of another person and respond to them. Therefore, work aimed at the development of the emotional sphere seems to us very relevant.

Who, if not teachers, understands: throughout childhood, literally from the cradle, one must strive to ensure that support in a child a joyful mood, to cultivate the ability to find joy and allow the child to surrender to it with all the childish immediacy. It is not easy to create such a joyful mood, especially during the period when children get used to kindergarten. In Preschool No. 48, this is one of the pressing problems: almost every week some children come to us, others, after undergoing treatment, people leave. Therefore, educators try, first of all, to relieve tension, to create such an environment in the group so that everyone feels that they are waiting for him and welcome him with joy. Feeling needed, the child is easier to experience a change in his life. From the first days, they try to establish emotionally positive relationships with each child individually, and with all children in general.

Having studied the literature on the emotional education of preschoolers by authors such as AD. Kosheleva, N.L. Kryazheva, V.M. Minaeva, N.V. Klyueva, Yu.V. Kasatka-on, and starting from the program "Isto-ki", the educator determined for herself principles which form the basis of her communication with children.

I'm not a know-it-all. Therefore, I will not try to be him.

I want to be loved. Therefore, I will be open to loving children.

I know so little about the complex labyrinths of childhood. That's why I let my kids teach me.

I learn best from knowledge gained through my own efforts. Therefore, I will combine my efforts with the efforts of the child.

I am the only one who can live my life. Therefore, I will not seek to manage the life of a child.

I draw hope and the will to live within myself. Therefore, I will acknowledge and affirm the child's sense of self.

I cannot make a child's fear, pain, frustration, and stress disappear. So I will try to soften the blows.

I feel fear when I am defenseless. Therefore, I will touch the inner world of a defenseless child with kindness, affection and tenderness.

In order for the work with children to be purposeful, systematic, we decided to determine what to take as a basis, what emotions to rely on. One of the most convenient classifications for practical purposes is the classification of K. Izard. It is based on fundamental emotions: interest in joy, surprise, grief, anger, contempt, fear, shame, guilt. Other emotions are considered by him as derivatives. The educator began to adhere to this classification in her work.

First, he conducts diagnostics with children, developed by L.P. Rifle highlighting the following options:

* adequate response to various phenomena of the surrounding reality;

* differentiation and adequate interpretation of the emotional states of other people;

* the breadth of the range of understood and experienced emotions, the intensity and depth of experience, the level of transmission of the emotional state in speech terms, the terminological equipment of the language;

* adequate manifestation of the emotional state in the communicative sphere.

Work with children is planned on the basis of the results of diagnostics, which contribute to the upbringing of emotions, the development of expressiveness of movements, self-relaxation skills. Children willingly play the games “Cook”, “Touch to ...”, “What does the mood look like?” (in them they learn to empathize, feel others), as well as in the games “Tell your fear”, “Fishermen and the fish” (aimed at removing fears and increasing self-confidence). To reduce the level of aggressiveness in children who use every opportunity to push, pinch another, they try in games in which you can fight (we combined them into "Fun with Pillows"). Children also love games with cards depicting various emotions (“How do you feel?”, “Classification of feelings”, “Meeting of emotions”, “What are your mom, dad?”). So that the games were always at hand, a card file was created.

In an effort to develop a sense of freedom and creative activity in children, we organize monthly games “Draw Music”, “Funny Drawing”, “Drawing by Dots”, “Family Album”, “Draw Mom from Flowers”. Later we arrange exhibitions from the drawings.

For the development of the emotional sphere, in addition to the game workers of preschool educational institution No. 48, cognitive classes are held, during which children experience different emotional states, verbalize their experiences, get acquainted with the experience of their peers, as well as with how and what literary heroes experienced, picturesque, musical works.

The value of such activities lies in the following.

* The range of emotions understood by children is expanding.

* Children begin to better understand themselves and others.

* They are more likely to show empathy towards others.

So, in the classroom for children, by facial expressions, I determine the mood of a person, form the ability to express sympathy for those who need it. It turned out that many children do not know how to improve the mood of another, what to say, do.

As a result of the work on the emotional upbringing of children, certain traditions have developed in the group.

Started "Mood Diary". In the morning, having come to the group, the children draw their mood in it, and if it changes during the day, then they make several sketches.

The diary focuses the attention of children on their emotions, mood, allows them to realize their emotional state and learn how to express it in words.

It is known that nature "discharges tension", reduces stress, helping recovery. Therefore, we try to come to the Green Room more often. Children watch with pleasure and interest, take care of plants, birds, rabbits, admire their beauty. And with what pleasure they grow grass for their pets! This contributes to the upbringing of good emotions, helps to relax.

Sweet evenings, children's birthdays are fun and sincere. It is becoming a tradition to drink tea with different "goodies" made by the hands of parents and children. Using this opportunity, we teach children to give pleasure to their peers, to share his joy. Such evenings relieve psycho-emotional stress.

Entertainment is organized monthly, on which children's knowledge of emotions is consolidated, the ability to feel mood, empathy develops. After observation and re-diagnosis, positive results are revealed: children show openness, trust in adults and in each other. One of the most important moments of effective learning is the emotional background. Result? Children begin to feel more free, are not afraid to speak out, enter into a dialogue with the teacher and peers. By maintaining a joyful mood in a child, his mental and physical health is strengthened.

Educators of preschool educational institution No. 48 sincerely hope that work in this direction will help make the emotional world of children bright and saturated, that each of them will be able to proudly say: “May I always be!”.