Child's emotional states

Emotional states of a child of the second year of life

Emotions of children of the second year of life are closely connected with objective activity, its success and failure. They are aimed at the objects with which to act, at the situation as a whole, at the actions of the child and the adult, at the result obtained independently, at the game moments. Interest in the object, combined with the inability to act, causes displeasure, anger, anger, grief. Negative reactions indicate that the baby's mode of action has not yet been formed. This means that the child needs to be helped and told how to act. Bright, positive emotions, expressed in smiles, exclamations, frequent appeals to an adult, indicate that the child has mastered the action and wants to get the approval of an adult with every independent act.

Activity taking place against a calmly concentrated background indicates the mastery of this type of activity. Experiences are now associated precisely with the skills and results characteristic of a person's independence. Therefore, we can say that there is a consistent social development of emotions. By the end of the second year of life, the baby gains satisfaction from play. Experiences arise that are associated not only with the actions, but also with the plot. The child rejoices both in the action itself and in the fact that it takes place in the game organized by him.

Emotional states of a child of the third year of life

By the age of 3, the child’s experiences are inextricably linked with the plot side of the game. He develops the plot. A saucepan fell: “Oh! It spilled!” - the kid exclaims and wipes an imaginary puddle with a rag. The emotional response to play events shows not only the highly developed play, but also its emotional significance for the child. At an early age, higher feelings develop, the prerequisites for which were formed in infancy. By the age of 3, aesthetic feelings are clearly manifested. The baby experiences the character of the music: cheerful and sad, smooth and cheerful. He rejoices in jewelry, beautiful clothes, and flowering plants. Delight, like in a baby, is everything bright and brilliant, but the child learns to distinguish beautiful from ugly, harmonious from disharmonious. Based on the feeling of surprise, which was observed even in an infant, elementary curiosity arises in early childhood. Instructive questions begin to emerge. New feelings arise in relation to peers: rivalry, elements of envy, jealousy. The toddler seeks to usurp the attention of an adult and protests when it is shared between children or is given to another child.

The development of the emotional sphere depends on the nature of the child’s communication with adults and peers. In communication with adults, namely with educators, the motives of cooperation prevail. In addition to educational love, children expect direct participation from adults in all their affairs. Adults should strive to establish close emotional contacts with the child - this is a vital source of the formation of his feelings.

After all, children sense very well the emotional mood, detachment and low mood of adults, they understand that something is happening, and our lack of a good mood instills even greater anxiety in children.

Features of emotional development at an early age

• - emotional experiences are short-term, unstable, expressed violently, children are very impressionable, their behavior is impulsive, emotions act as motives for behavior;
• - further socialization of emotions occurs, since experiences are associated with the results of human activity and the child masters ways of expressing them;
• - higher feelings develop, among which sympathy, sympathy, pride and shame occupy a special place;
• - the inclusion of words in emotional processes rearranges their course and, together with the establishment of a connection between feeling and idea, creates the prerequisites for their regulation.

What will help in the development of emotions? Family, immediate surroundings and hobbies and entertainment undeniably influence the baby and the disclosure of his emotions. Physical contact with parents - affection, hugs, conversations - is extremely important for the development of a child. New impressions are the soil on which the shoots of emotions grow. It is important for parents to diversify their child’s leisure time: numerous walks, exciting trips, visits to theaters, the circus or museums. Children's books also act as helpers for mom and dad. But always, when you have finished reading another fairy tale, it is useful to discuss the plot or the actions of the characters with your child. Relationships with other children and games also influence the emotional development of the child and help the growing person more easily adapt to the surrounding reality. A variety of role-playing games with fairy-tale or unusual plots gives the baby vivid feelings and experiences. An important nuance for enriching the emotional spectrum is children's creativity. Drawing, dancing and music classes, modeling or origami can give a growing person many feelings, both unpleasant in case of failure and good in case of a successful result. In addition, for example, creative activity develops fine motor skills. A competent combination of parental attention, communication, games and creativity gives the preschooler’s emotional sphere a chance to develop fully and correctly.

Stages of development of empathy in childhood according to M. Hoffman in table 1

Table 1

Others are not perceived as different from oneself, therefore, the suffering of the other is mixed with one's own unpleasant experiences. The child thus reacts to what happened to another child in the same way as he would react to what happened to him. The child already realizes that it is not he who suffers, but another, but the internal state of the other is assumed to be exactly the same as his own. The child becomes aware that others experience different feelings and responds to them in a non-egocentric way

The child begins to perceive the feelings of others not only as situational reactions, but also as an expression of a more general attitude. An empathically evoked reaction is combined with a representation of the general situation of the other, and the child reacts differently in the case of temporary and long-term suffering

The need for emotional development:

• - physical and sensory development of the child, active maturation of brain structures and intracortical connections provide the basis for the implementation of neurophysiological mechanisms of the emergence of emotional reactions;
• - active exploration of the surrounding world evokes various emotions in the child, expanding and complicating their range; emotions become the motive and regulator of activity;
• - an emotional response to objective actions with an adult and game events serve as a prerequisite for the formation of a game - the leading activity at the subsequent stage of age development;
• - the development of the cognitive sphere and speech is associated with the formation of the emotional sphere of young children: the appearance of cognitive emotions stimulates the child’s cognitive activity and voluntary activity;
• - for the normal speech development of a child, emotionally significant communication plays a decisive role; with various emotional traumas (fear, experiences of separation from loved ones, etc.), the risk of speech disorders increases;
• - gradually, with development from one to three years, children’s feelings and emotions become more stable, rational, and acquire greater depth, which is due to the positive attitude of others and the success of the child’s psychological development process;
• - the development of the child’s personality, the emergence of his own “I” and early experiences of socialization are associated with the formation of emotions of self-awareness, empathy and social emotions;
• - the nature of the emotional attitude of adults towards the child, the adequacy of their emotional reactions to the child’s actions determines the child’s acquisition of a sense of independence, independence, as a psychological neoplasm of an early age, his emotional well-being, and even somatic health;
• - the aggravation of the crisis of three years leads to the manifestation of such negative emotions as anxiety, negativism, aggression; - and, finally, an important direction in the development of the emotional sphere of children is the emergence of the ability to manage their feelings. The emotional development of young children is especially necessary during the crisis of 3 years of age. During this period, the child develops elements of rebellious behavior, a desire to manipulate parents, jealousy towards the younger (older) child, and aggression towards others. All this suggests that the baby is changing his attitude, both towards himself and towards others. You need to calmly and respectfully treat the child and his needs, explain without aggression and show by example how to behave in a difficult situation. Adults' understanding of a child's emotional life and participation in it creates the basis for his psychological health and maturity.

Crisis of three years. The so-called seven-star crisis symptoms reveal: new features are always associated with the fact that the child begins to motivate his actions not by the content of the situation itself, but by relationships with other people. L.S. Vygotsky I.Yu. Kulagina (1998) notes that a 3-year-old child develops symptoms of a crisis period due to the fact that adults did not notice or understand the need to rebuild their relationship with the child, who has become more independent and active. As a result, there was an “explosion” of the previous situation (D.B. Elkonin, 1995). L. S. Vygotsky, following E. Kohler, describes the main symptoms characteristic of the behavior of a child during a crisis period of 3 years, constituting the so-called seven-star.

1. Negativism. It is negativism that “forces the child to act contrary to his affective desire (Vygotsky L. S., 2000, p. 985). The child refuses to do what we ask him, not because he does not want to, but only because he was asked to do it If an adult uses an authoritarian model of interaction in communicating with a child, he can provoke attacks of negativism whenever he gives a strict order, for example: “Don’t touch!”, “Eat quickly!”, etc. In difficult situations, when a child suddenly displays negativism , interaction with him can reach the point of absurdity: to any statement with his feet. Anger and anger can be directed both at the “naughty” object and at the adult whose attention the child unsuccessfully sought. Interaction with young children will be more effective if adults will be able to take into account the individual age-specific characteristics of a person starting his life. The development of a child’s cognitive functions is closely related to his emotional-volitional sphere. And since the dominant function - perception - is affectively colored, the child reacts emotionally only to what is currently in his field vision. Adults, remembering this, can avoid many conflict situations and emotional outbursts.

Training in communication with a child (early childhood period) an adult child responds in defiance: “It’s cold” - “No, it’s hot”, “Go home” - “I won’t go”, etc. Moreover, the child refuses the request, the demand of the adult, even in in the event that a minute ago he himself passionately wanted to do just that. Negativism differs from disobedience (when a child does not follow the instructions of an adult because he is busy with another matter that is more interesting to him at the moment. He resists the content of the request): - social attitude. Negativism is social in nature, it is addressed to the person, and disobedience is addressed to the content. If a child was offered a choice of another activity that was more interesting for him than the one he currently has, and he agreed, then this is not about negativism, but about disobedience; - attitude to affect. With negativism, the child acts contrary to his desire, but with disobedience, he follows his desire, which runs counter to the desire of the adult. I.Yu. Kulagina (1998) notes that negativism is selective: the child refuses to fulfill the requests of only certain people, for example, only mom or dad, or only one of the group’s teachers. With others around him, he can be obedient and flexible. The main motive that drives a child is not to do as asked, but vice versa.

• 2. Stubbornness is “a reaction of a child when he insists on something not because he really wants it, but because he demanded it” (Vygotsky L. S., 2000, p. 986), that is, it “a reaction not to a proposal, but to one’s own decision” (Ermolaeva M.V., 2000, p. 127). For example, when a child has already woken up, his mother asks him to get out of bed. The child does not agree to get up for a long time, although he has long been tired of lying in bed and wants to play with toys. However, he declares: “I said I won’t get up, so I won’t get up!” Often, parents, taking the position of “who will win,” thereby complicate and reinforce manifestations of stubbornness and drive the child “into a corner,” depriving them of the opportunity to emerge with dignity from the conflict situation that has arisen. L.S. Vygotsky notes that stubbornness differs from simple disobedience: - motive (if a child continues to insist and does not agree with an adult when he wants to continue doing something of his own, this will not be stubbornness, but disobedience. If he contradicts only because doesn’t want to go back on his word, that would be stubbornness); - attitude towards himself (the child does things contrary to others because he said so, and he does not want to change his decisions).
• 3. Obstinacy differs from negativism in that it is impersonal and not directed against a person. Obstinacy is directed against the very way of life, against the rules that were in his life until he was 3 years old. This is “a hidden rebellion against what the child had to deal with before” (You Gothic L.S., 2000, p. 986). In addition, L.S. Vygotsky (2000) draws attention to the fact that with authoritarian upbringing, obstinacy is one of the main features of the 3-year-old crisis.
• 4. Self-will is manifested in the fact that the baby wants to do everything himself, even if he doesn’t know how. In this case, a tendency towards independence appears. The following symptoms described by L.S. Vygotsky (2000), refer to them as symptoms of secondary significance (2000, p. 986). 5.

Protest-rebellion is manifested in the fact that all the child’s behavior is of a protesting nature, as if “the child is in a state of war with others, in constant conflict with them” (ibid., p. 987). The protest-rebellion results in frequent quarrels with parents.

• 6. Depreciated. In this case, the child’s old attachments to things, to people, to rules of behavior are devalued. The child may begin to use swear words, which until now were not customary to say in the house. Expressions appear in his speech that mean everything bad, negative, negative. “And all this applies to those things that in themselves do not bring any trouble” (ibid., p. 987). Sometimes children call their beloved grandmothers and mothers rude names. In addition, for a three-year-old child, toys and books that he just recently adored may suddenly lose their value, and then he can throw them, tear them, and give them negative names.
• 7. Despotism most often manifests itself in a family with an only child. He tries with all his might to exert power over those around him, he wants to achieve the position that he had in early childhood, when all his desires were fulfilled. According to Vygotsky (2000, p. 987), the child wants to become “the master of the situation.” If there are several children in a family, this symptom can be called jealousy. The child still strives for power and therefore shows jealousy towards brothers or sisters with whom he is forced to share power. Thus, the crisis of three years is “a rebellion against authoritarian upbringing, it is a protest of a child demanding independence, having outgrown the norms and forms of care that developed at an early age” (Vygotsky. S, 2000, p. 987). Communication training with a child (early childhood period) Educators, parents and other people close to the child during a crisis experience difficulties in interacting with him, as the little funny baby “suddenly” turns into a stubborn, obstinate, despotic creature. The child’s independence and activity increase, the child’s attitude towards both his own “I” and other people around him changes, and the process of emancipation of the child continues. The consequence of the manifestation of the listed symptoms is a crisis, and three years can result in internal and external conflicts, neurotic manifestations (enuresis, night terrors, stuttering, etc.). The crisis of three years is, first of all, “a crisis of the child’s social relations; it occurs along the axis of restructuring the social relationships of the individual - the child and the people around him” (ibid., p. 989). It should be noted that the crisis of three years is acute only if adults do not notice or do not want to notice the child’s tendency towards independence, when they strive at all costs to maintain the same type of relationship that suits them, adults, when they restrain independence and activity of the child (Elkonin D.B., 1995). If adults react to the changes occurring in the child, if they replace the authoritarian style of interaction with the child, overprotection with partner communication with him, provide him with independence (within reasonable limits), conflicts between them and communication difficulties may not arise or they will have temporary, transitory nature.

The history of the study of emotions in Russian psychology experienced periods of ups and downs - great interest and fundamental works in the late 19th and early 20th centuries, with I.A. Sikorsky, N.Ya. Grota, N.N. Lange, V.V. Zelenovsky and the oblivion of the problems of the inner world of man in the 70-90s. Back in the 19th century. psychiatrist I.A. Sikorsky wrote in his book "Education at the age of first childhood": "It is only reliable that feelings and affects appear in children much earlier than other psychological functions (will, reason), and at a certain time they constitute the most outstanding side of their mental life. (1884. -p.28).

However, in 1914 Psychologist N.N. Lange calls emotions Cinderella's psychology, believing that they are undeservedly ignored by researchers in favor of "sisters" - thinking and will. In 1924, in the book “Psychology of Childhood” V.V. Zenkovsky gives emotional phenomena one of the first places in terms of importance in the development of the child: “Contrary to the usual order in the presentation of the child’s mental life during early childhood, we will highlight the study of his emotional life at this time, based on the already indicated principle that the emotional sphere has at this time, the central importance in the system of psychic forces" (1995.-P.123). Psychologist L.S. Vygotsky wrote: “For some reason, in our society, a one-sided view of the human personality has developed, and for some reason everyone understands giftedness and talent in relation to intelligence. But you can not only think talentedly, but also feel talentedly. even genius, like the discovery of differential calculus. Here and there, human behavior takes on exceptional and grandiose forms." (1991.-P.115).

Almost all parents are concerned about their child’s problems. However, if a child grows up unbalanced, unsure of himself, often gets sick, does not learn the school curriculum well, and then the majority tends to blame the education system, the street, poor ecology, heredity, economic instability, low-quality products, media, computer and dozens of other factors. One cannot but agree with this: the domestic educational system is still far from perfect, and informational aggression negatively affects the child's body. But at the same time, for some reason, the emotional climate in the family, the manner in which parents communicate with each other and with the child, and the attitude of adults themselves to the world around them are not taken into account. Meanwhile, it is formed, first of all, in the family. It is the parents who can and should provide their children with the conditions for the formation of a full-fledged personality - the foundation for its adaptation in society.

Psycho-emotional problems of a child - a reflection of parental problems

Complaints of parents about irritability, restlessness, aggressiveness, indifference or apathetic state of the child have become so commonplace that these are serious symptoms of psychological ill health. Most parents do not realize that such a position is not only wrong, but also harmful.

In fact, the child's behavior is a response to the existing problems of the parents and their mirror image.

The problem “he doesn’t hear me, he doesn’t listen to me” cannot be solved by talking in a raised voice in the hope that the child will finally “hear” the adults. He won't hear. And his reaction will be exactly the same: either screaming and tears or defiantly ignoring parental claims. In this regard, psychologists recommend developing emotional intelligence for both children and parents.

What is emotional intelligence

Human emotional health is associated with the concept of emotional intelligence. The term “emotional intelligence” (EI) appeared in the 90s of the last century. It refers to a person’s mental ability to correctly interpret his own and others’ emotions in order to achieve his own goals. The ability to understand the emotional background of relationships, adjust one’s own and others’ emotional behavior, and use emotions to solve specific problems forms leadership qualities in a child. People with are more likely to be successful in their careers, in partnerships, and to be happy in love.

A child's EI is in the formative stage; it is not yet developed. Therefore, it is not surprising if a child is often capricious, shows causeless aggression, or, conversely, apathy. But preschool children do not yet know how to control their emotional behavior, and they use screaming and crying to express anger, resentment, disagreement or antipathy. The little person does not yet know that the ability to manage emotions is the most effective way to achieve any goal. You should not leave your child alone with problems and wait for him to come to emotional competence through bitter experience. Parents do not have the right to condemn their child to defeat, disappointment, loss and stress. They must tell the child how to cope with life situations, how to build relationships, how to manage their emotions and influence the emotions of other people, how to emotionally motivate others to have positive relationships.

But how can all this be conveyed to a child if adults themselves do not know how to manage their emotions? If for any reason they hear only themselves and do not pay attention to the mood of their loved ones? There can be many reasons for the “emotional deafness” of parents: high work loads, conflicts with colleagues, and household chores, which, as we know, never end. And the banal lack of money, finally, is familiar to many families. All this causes stress, which accumulates like a snowball and either spills out in the form of an explosion of negative emotions, or turns into chronic fatigue and indifference to loved ones. It is clear that both options do not add positivity to the child: surrounded by frantic parents, always busy with their own problems, he feels like an annoying nuisance for adults - and as a result, he simply withdraws into himself. Gradually, he develops complexes, lack of self-confidence, and low self-esteem. It is clear that with such “baggage” there is no need to talk about the full development of the individual.

What to do?

Some psychologists argue that it is impossible to increase the level of EI. Others are of the opinion that although emotional intelligence is a relatively stable ability, there are a number of. We are inclined to the second option, because we are confident that parents who are aware of their responsibility for the child’s future will definitely find a way for their emotional development. But to do this, you must learn to manage your own emotions - that is, not let negativity spill out and focus on the positive aspects.

It is very difficult not to give vent to negative emotions in public. This requires a lot of work on yourself, but you shouldn’t despair, it’s worth starting. From myself.

Here are several psychological methods for controlling emotions: they are suitable for both parents and children:

turn on your imagination. If you want to hit your interlocutor, then do it, but only mentally

imagine yourself under a dome, an umbrella, behind a wall during an unpleasant conversation - this will create a feeling of security

drawing. It will become easier to draw anything just to throw out the negativity

learn to recognize what caused strong emotions. For example, in the evening you scolded a child, but it was not so much his behavior that caused the negativity, but the previously broken hairdryer. Next time, try to predict and prevent this behavior.

Everything here is simple and at the same time complex: at first it can be difficult and unusual to control your emotional state, but very soon you will see that as a result of your efforts the psychological climate in your home will warm up. And then each next step in this direction will be much easier and simpler for you, because it will certainly be rewarded with a child’s smile, love and trust.

Why are positive emotions important in parenting?

If a child sits down to his lessons in a good mood, the process of memorization occurs faster and a desire for new knowledge appears, which has a positive effect on his intellectual development.

Relationships built on positivity are stronger and more trusting. This is especially true for communication between parents, as they create a healthy microclimate in the family and become a model of behavior for the child in his future family life.

The absence of stress, a healthy environment and a positive atmosphere in the family have a beneficial effect on the child’s psyche and emotional state. Based on positive emotions, he develops correct self-esteem, self-confidence, a positive attitude towards the world - everything that contributes to the harmonious development of the individual.

Emotional health is the basis of optimism

The bouquet of problems of an adult: lack of time, family troubles, conflicts at work, competition, issues of lack of money, relationships with relatives - cannot be the reason for the emotional “deafness” of parents in relation to their own child. It is important for parents to know and remember how much the child’s mental health depends on the lifestyle, behavior and moral qualities of the adults themselves. Emotional separation between generations gives rise to the problem of mental infantilism of a young person entering adulthood and the emotional callousness of children towards elderly parents in the future.

The physical condition of the child’s body, coupled with mental health, form the basis that ensures the child’s social adaptation in society. Only an emotionally healthy child can be in balance and control his behavior, able to assess situations and make the right decisions. And a physically and emotionally healthy adult, which your baby will very quickly become, is able to harmonize the space around him, comfortably coexist with the world around him and perceive life positively.

Svetlana Zharkova

Irina Chernikova
Emotional and psychological state of the child

Ensuring the psychological comfort of children in preschool educational institutions is one of the most important tasks of the teaching staff. It is very important in what mood the child will cross the threshold of kindergarten. After all, I want to see every child going to kindergarten happy, smiling and not burdened with worries beyond their age. The effectiveness of teaching activities, the development of knowledge, skills and abilities in children, which contribute to further success in school education, largely depend on this.

Particular attention must be paid to the psychological comfort of teachers, since children have a very well developed intuitive ability to grasp emotional state of adults. What is psychological comfort? Psychological comfort is state inner peace, lack of discord with oneself and the outside world. It is worth emphasizing that the decisive role in creating emotional atmosphere belongs to the teacher-educator, his own mood, the emotionality of his behavior and, in particular, his speeches, as well as his friendly attitude towards children.

Create child emotionally-psychological comfort means providing the following conditions that facilitate the implementation of his individual program development:

Give to kid the opportunity to be yourself;

Correct the manifestation of negative emotions and negative behavioral motives, without violating the characteristics of the personal structure, using methods that are accessible and interesting to the individual baby;

Provide opportunities to meet immediate needs child in love, respect, play, motor activity;

Teach baby understand and accept your own feelings and emotions and other people;

Introduce ways to communicate with adults and peers for constructive communication in systems « child - child» , « child-adult» .

To kid preschool age is psychologically comfortable if he is healthy, not burdened with internal psychological problems, can be himself if he is surrounded by pleasant adults and children who accept him for who he is, if child busy with exciting things. As L. S. Vygotsky noted, emotions -"central link" mental life of a person, and, above all, baby. All changes in cognitive activity that occur throughout childhood must be associated, he pointed out, with profound changes in the motivational and volitional sphere of the personality baby. Education involves not only teaching children a certain system of knowledge, skills and abilities, but also the formation emotional attitudes towards the activities performed and the people around them. The effectiveness of raising and teaching children in preschool educational institutions, their psychological well-being depends on what feelings a particular activity, routine moment, situation, how child experiences his successes and failures, the attitude of adults and peers towards him.

Emotions affect all components knowledge: sensation, perception, imagination, memory and thinking. Not only emotions affect volitional processes, but the process of achieving a goal can cause a whole range of feelings, including negative ones. To ensure psychological comfort child in preschool, his mental health, balance is necessary emotions, therefore it is important to introduce children to human emotional world. Currently, insufficient attention is paid to the development emotional sphere of the child, especially in comparison with intellectual development. When raising emotions it is important not only to teach children to stimulate themselves in the process of volitional action with the help of positive emotions, but also not to be afraid of the negative ones that inevitably arise in the process of activity and creativity, because it is impossible to imagine any activity without failures and mistakes.

Frequently occurring negative situations, inattentive people around, and inability to cope with the problem that has arisen lead to violations emotional state of the child, internal discomfort. And if you do not pay attention to the problems that have arisen in time, this can lead not only to a reluctance to attend a preschool educational institution, but also to deviations in the personal sphere of the individual baby, to disruption of social contacts.

Huge impact on emotional state of the child, the formation of his personality is influenced by the teacher’s ability to create situations of success for everyone to kid. This is facilitated by the inclusion child on holidays, performances. Even the smallest role gives confidence to kid in one’s own importance, increases self-esteem. Confidence baby to adults and personal stability is violated if child"left behind" group public speaking. This is the most important condition for trust baby to adults in kindergarten and a feeling of general psychological comfort. When building the educational process, it is important to take into account the individual characteristics of children and age-related capabilities.

When communicating and interacting with children, it is advisable to follow the rule of three "P":

Understanding - the ability to see baby"from within", look at the world from two points of view simultaneously - your own and baby, to see the motivations driving children.

Acceptance is an unconditional positive attitude towards to kid and his individuality, regardless of whether he pleases at the moment or not. “I treat you well, whether you succeed or not.”

Recognition is first and foremost a right baby in solving certain problems. U baby there should be a feeling that it is he who chooses. Following the above rules, coordinated functioning of development emotional spheres and intellectual development will provide psychological comfort child in preschool, which means its full development.

Publications on the topic:

Factors influencing the psychological well-being of a child in the family. Prevention of social orphanhood Currently, the term “social orphanhood” is becoming increasingly relevant in the modern world. A social orphan is a child.

Art therapy (painting with wool) - as a means of positively influencing the psycho-emotional state of a child in the second junior group.

How to use a drawing to determine the psycho-emotional state of a child at home Use drawing to diagnose a child's psycho-emotional state. The child’s internal state changes, and the drawing reflects it.

Development of the emotional-volitional sphere of a young child Coming into this world, a little person learns every minute, every second, not only the language of communication, but also to distinguish the rainbow shades of emotional ones.

Parent meeting “Child’s psychological health” Video Municipal budgetary preschool educational institution kindergarten "Rainbow" in the working village of Sosnovoborsk Parentskoe.

Parent meeting on the topic: “Child’s psychological health through joint productive activities.” During preschool age.

Scenario of an educational situation in technology L. G. Peterson for the experimental activity “Gaseous state of water” Scenario of an educational situation in technology by L. G. Peterson on experimental activities for children in the preparatory group. "Letter.

Training for teachers “The emotional state of an adult as a determining factor in the emotional state of a child” Educational psychologist Peregrimova I.P. Goal: Increasing the communicative competence of educators. Objectives: - Expanding emotional experience.

The influence of musical creativity on the psycho-emotional state of a child The influence of musical creativity on the psycho-emotional state of a child. Music therapy is one of the most important methodological tools influencing...

A kindergarten teacher is not a profession, but a state of mind A kindergarten teacher is not a profession, but a state of mind. The educator gives the children the best years, the warmth of his soul and does not wait in return.

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Currently, the most important concern of adults raising and teaching children, at a time when their bodies are still fragile and vulnerable, is the protection and strengthening of their health. We must take care of both the physical and psychological health of our students.

The term "mental health" appeared recently, but is already quite widely used in psychological and pedagogical practice. Psychological health implies a holistic state of the individual, which is often expressed by such concepts as “emotional well-being”, “emotional well-being”, “inner mental comfort”.

Having good psychological health is extremely important for a child to develop a sense of self-worth and joy.

Caring for such health involves attention, first of all, to the inner world of the pupil, his feelings and emotional states, to the personal microenvironment of the child, his brothers, sisters, relationships with peers in the “children's society”.

Children of middle preschool age are already able to recognize their internal emotional state, the emotional state of their peers and express their attitude towards them. Emotions are involved in the formation of social interactions and attachments; emotions influence a person’s future behavior and also contribute to the social and moral development of the child. In addition, emotions are a source of joy and suffering, and life without emotions - both positive and negative - is insipid and colorless.

In early and middle preschool age children are very emotional. Their emotions are expressed more violently and directly than in adults, giving their lives special expressiveness. One of the reasons for the occurrence of certain experiences of a child is his relationships with other people, adults and children. When adults treat a child kindly, recognize his rights, and peers want to be friends with him, he experiences emotional well-being, a sense of confidence, and security. Thus, a child of senior preschool age, feeling the need for a positive assessment of the adults and peers around him, strives to communicate with them and discover his abilities. A child who has received recognition from others is in a joyful mood. If the child does not find a response from close people, then his mood deteriorates, he becomes irritated, sad or annoying, with frequent outbursts of anger or attacks of fear. This indicates that his need is not satisfied. And then we can talk about emotional distress child, which means negative emotional well-being.

Emotional distress can arise in different situations, for example, when experiencing failure in some type of activity, in class, or in situations of strict regulation of life in kindergarten.

A child experiences the most acute and persistent negative emotions when people around him, especially the teacher and peers, have a negative attitude towards him.

Negative emotions caused by relationships with others appear in the form of various experiences: disappointment, resentment, anger or fear. They can manifest themselves clearly and directly in speech, facial expressions, posture, movements, or otherwise - in a special selectivity of actions, deeds, and attitudes towards other people.

The child’s position in the peer group, the nature of his relationships with peers significantly influence his emotional state and mental overall development. It depends on how calm the child feels, satisfied, and in a state of emotional comfort.

Emotional distress associated with communication difficulties can lead to various types of children's behavior

1- unbalanced, impulsive behavior, characteristic of those who are easily excitablechildren. When a conflict arises with peers, the emotions of these children manifest themselves in outbursts of anger, loud crying, and desperate resentment. Negative emotions in this case can be caused by both serious reasons and the most insignificant ones. Flashing quickly, they also quickly fade away. Their emotional incontinence and impulsiveness lead to the destruction of the game, conflicts and fights. However, these manifestations are situational; ideas about other children remain positive and do not interfere with communication.

2- the second type of behavior is characterized by a persistent negative attitude towards communication. Resentment, discontent, and hostility linger in the memory for a long time, but they are more restrained than children of the first type. They avoid communication and seem to be indifferent to others. however, they closely but quietly monitor events in the group and the relationships between teachers and children. The emotional distress of these children is associated with dissatisfaction with the teacher’s attitude towards them, dissatisfaction with the children, and reluctance to attend kindergarten.

3- third type of behavior. The main feature of the behavior of children of the third type is the presence of numerous fears. It is necessary to distinguish the normal manifestation of fear in children from fear as evidence of emotional distress. Children's fears, with the exception of loud noises and falling, are not innate. However, starting in the first year of life, they may develop many fears. Some arise in response to real circumstances, for example, fear of dogs in general is often caused by a situation in which a child was frightened by a specific dog. In other cases, the adults themselves are to blame, frightening children with possible punishment like: “If you behave badly, I will give you to a bad uncle.” Thus, with normal emotional development, fear is associated with some frightening objects, animals, and sometimes with the uncertainty of the situation. In this case, fear is a necessary emotional link in behavior, mobilizing actions aimed at self-preservation or overcoming danger.

The situation is different for children with emotional distress. Their fear, as a rule, is not associated with any objects or situations and manifests itself in the form of anxiety, causeless, pointless fear. If a fearful child finds himself in a difficult situation, he begins to behave unpredictably. In this case, the most insignificant objects and situations are recorded by the child, and it is precisely these that he subsequently begins to fear. The stronger the child’s emotional distress, the greater the possibility of situations arising that cause difficulties in the child’s interaction with the outside world. The child becomes inactive, anxious, and experiences a variety of persistent fears; he has inadequate self-esteem. Other children, on the contrary, begin to display aggressive behavior, but the strength and form of their actions may be a completely inadequate response to the situation.

Very often, psychological discomfort arises as a result of frustration of the child’s needs. ( frustration - the emergence of experiences of failure that arise in the presence of real or imaginary insurmountable obstacles on the way to the goal, which are certain negative images and ideas)

With an authoritarian, repressive style of education on the part of parents and educators, children experience frustration of such vital needs as the need for safety, love, communication, and knowledge of the world around them through adults. Frustration of these needs, leading to psychological discomfort, seriously affects the mental and physical development of the child. Children who experience this style of parenting, as a rule, subsequently view the world around them as a source of threat and danger. They prefer to reduce communication with adults and peers to a minimum, refuse contact with strangers, and in a learning situation do not answer questions, because they are afraid of making a mistake, which may be followed by punishment. The constant expectation of a threat from others, continuous stress overloads cause exhaustion of the child’s nervous system, which is not yet fully strengthened, which leads to various somatic and functional diseases.

The basis of neuroses, often manifested in the form of various diseases (bronchial asthma, attacks of vomiting or headaches, etc.), as a rule, lies in the frustration of one or more children's needs. It has been observed that very often attacks of bronchial asthma first occur in children when they begin to attend a nursery, kindergarten or school. At the same time, the children clearly do not like the institution where they were assigned. The reasons can be very different: an angry, noisy teacher, offending brawling children, constant experienced failure in any activity. All these reasons lead to psychological discomfort, which can result in diseases of a neurotic nature.

A child’s illnesses are often a defensive reaction to the psychological discomfort he experiences in a given situation.

Prevention of psychosomatic diseases of a child largely depends on providing him with an atmosphere of psychological comfort, starting from the first years of birth, and further in accordance with his vital needs.

Position in the peer group significantly affects the development of the child’s personality. It depends on how much the child feels calm, satisfied, and to what extent he learns the norms of behavior with peers.

The “star” (like the “preferred ones”) is in the group in an atmosphere of sincere and sincere adoration. A child becomes a “star” for his beauty, charm, ability to quickly assess a situation and be loyal (impartial, fulfilling all requirements), for the fact that he knows what he wants, for the ability to take responsibility without hesitation, and so on. However, children with especially the highest popularity can become “infected” with excessive self-confidence and arrogance.

“Neglected”, “isolated” children often feel disinterested in their peers or dismissive condescension towards them. Such people are accepted into the game for mediocre roles. These children accumulate resentment and a willingness to rebel against the imposed living conditions in the group. In other cases, these children are looking for ways to establish a relationship with the “star” through ingratiation, gifts, and unquestioning submission.

The “isolated” person experiences an emotional hunger for communication with peers. His feeling is acute: he can adore someone from the group for his valor or hate him for neglecting his person.

They become "isolated" for many reasons. One child is often sick, rarely goes to kindergarten, and the children do not have time to take a closer look at him, and he himself does not know anyone, he is always new. The other has some kind of physical handicap. And he, too, is not accepted into the children's society, they reject him.

There are many reasons why a child becomes “isolated”, but the consequence is one - social development is incomplete. A child with low popularity, not hoping for sympathy and help from peers, often becomes self-centered, withdrawn, and alienated. Such a child will be offended and complain, brag and suppress others, fake and deceive. Such a child is bad, and others are bad with him too.

This disease of socialization should not turn into a chronic condition and should not form asocial personality traits. An unpopular child needs help to realize the claim among peers. It is necessary to carry out some kind of social therapy to prevent the child from being misdirected and to promote the development of his activity. Social therapy in this case should be based on two main principles. Firstly, it is necessary to create a certain social microclimate in the children's team, to select a variety of activities in which each child could realize his claim to a vocation. This is all being successfully implemented in our group. Inactive children are attracted to activities where they can show their best qualities and “stand out” among others. Their successes, even small ones, are often celebrated, and children are constantly told about their merits.

Secondly, social communication skills should be specially developed in unpopular children and even their small successes should be persistently encouraged not only in kindergarten, but also in the family.