Emotionally volitional sphere and arbitrariness of behavior of preschoolers. Games for the development of the emotional sphere
Mental development of preschool children
6. Emotional-volitional sphere of a preschooler
The emotional representation of the child contains:
future result,
His evaluation by adults
The child anticipates a negative (positive result), disapproval (approval).
Experience after evaluation by an adult. Affect is the first link in the chain of unfolding events.
An adult helps the child create the desired positive image of a future event. For example, a kindergarten teacher may demand that the room be cleaned immediately after a game, or tell the children how pleased they will be to see their room clean.
Emotional imbalance of a preschooler.
The physical and speech development of the child is accompanied by changes in the emotional sphere. His views on the world and relationships with others are changing. The child's ability to recognize and control his emotions increases as the understanding of behavior, for example, in areas where the opinion of adults about what is "bad" and "good" behavior is important. Adults need to have a good idea of what to expect from children, otherwise there will be incorrect assessments that do not take into account the age characteristics of the child. The ideal attitude of an adult to a child is a gradual adjustment to the emotional development and formation of the child's personality. (2, p. 124)
By the age of three, the emotional development of the child reaches such a level that he can behave in an exemplary manner. Just because children are capable of so-called "good" behavior does not mean that it will always be so.
In children, manifestations of discontent in the form of tears, tantrums and screams are not uncommon. Although the older ones do not have tantrums as much as the younger ones, they have a strong sense of self and a desire for independence. If a four-year-old child in an argument argues with the help of speech, he does not need to fall into hysterics. But if the adult does not answer the child's question: "Why should I?" - then a breakdown can occur. If a four-year-old child is very tired or has had a stressful day, his behavior is more likely to resemble that of a younger child. This is a signal to an adult that in this moment the child was too much for him to endure. He needs affection, comfort and the opportunity to act as if he were younger for a while.
The feelings of a preschooler are involuntary. They quickly flare up, are pronounced brightly and quickly go out. Rough fun is often replaced by tears. (2, p.131)
The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his feelings. Therefore, children are much more prone to mood swings than adults. It is easy to amuse them, but it is even easier to upset or offend, since they almost do not know themselves at all and do not know how to control themselves. That is why they are able to experience a whole gamut of feelings and excitement in an unusually short period of time. A child who rolls on the floor with laughter may suddenly burst into tears or despair, and a minute later, with eyes still wet, laugh again contagiously. This behavior of children is completely normal. (4, p. 318)
In addition, they have good and bad days. A child can be calm and thoughtful today or capricious and whimpering, and the next day - lively and cheerful. Sometimes we can explain his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by anxiety due to some particular circumstance, and although we try our best to help the child get rid of it, it often happens that the baby’s feelings cause complete bewilderment.
If the bad mood does not drag on for a long time - for example, for several days - and does not cross any boundaries, there is no need to worry. But if the child is in a depressed mood for a very long time or abrupt and unexpected changes occur, a psychologist's consultation is needed.
But in most cases it's best not to give too much of great importance changes in the child's mood, which will allow him to independently find emotional stability. (4, p. 318)
The mood of the child largely depends on relationships with adults and peers.
If adults are attentive to the child, respect him as a person, then he experiences emotional well-being. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, to the people around him, his toys a negative attitude.
The younger the preschooler, the more the characteristics of the object and the characteristics of subjective experience are merged. For example, a doctor, giving an injection and causing pain, is a “bad aunt” for a child.
With the development of the emotional sphere of the preschooler, the separation of the subjective attitude from the object of experiences gradually occurs.
The development of emotions, feelings of the child is associated with certain social situations. Violation of the usual situation (change of regimen, lifestyle of the child) can lead to the appearance of affective reactions, as well as fear. Dissatisfaction (suppression) of new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, the desire to attack the enemy) or depression (passive state).
When a child begins to draw himself in difficult situations or just draws scary dreams, this is a signal of an unfavorable emotional state.
Conditions for the development of emotions and feelings of a preschooler.
The development of emotions and feelings in preschoolers depends on a number of conditions.
1. Emotions and feelings are formed in the process of communication of the child with peers.
Separate aspects of the psyche of children at different age stages are not equally sensitive to the conditions of education. How younger child and the greater his helplessness, the more significant is his dependence on the conditions in which he is brought up.
With insufficient emotional contacts, there may be a delay in emotional development, which can last for a lifetime.
The teacher should strive to establish close emotional contacts with each child.
Relationships with other people, their actions are the most important source of preschooler's feelings: joy, tenderness, sympathy, anger and other experiences.
The feelings that arise in a child in relation to other people are easily transferred to the characters of fiction - fairy tales, stories. Experiences can also arise in relation to animals, toys, plants. The child sympathizes, for example, with a broken flower.
In the family, the child has the opportunity to experience a whole range of experiences.
Improper communication in the family can lead to:
To one-sided attachment, more often to the mother. At the same time, the need to communicate with peers weakens;
To jealousy when a second child appears in the family, if the first child feels left out;
To fear when adults express despair at the slightest pretext threatening the child. And in an unusual situation, excitement can arise. Fear can be instilled in the child. For example, the fear of the dark. If a child is afraid of the dark, then the darkness itself will frighten him.
An adult needs to promote the allocation and awareness of their own states and experiences of the child. As a rule, preschoolers, especially those growing up in a deficit of personal communication, do not notice their moods, feelings, experiences. An adult can highlight these experiences for the child and suggest them: “You are offended that you were not accepted into the game, you were very upset, right? Do you enjoy being praised in class? Are you proud of your successes? Are you very angry that Seryozha took your typewriter from you? etc. Similarly, it is possible to open to the child the experiences of other children, this is especially important in conflict situations.
2. With specially organized activities (for example, music lessons) children learn to experience certain feelings associated with perception (for example, music).
3. Emotions and feelings develop very intensively in the type of activity appropriate for the age of preschoolers - in a game saturated with experiences.
4. In the process of performing joint labor activities (cleaning the site, a group of rooms), the emotional unity of a group of preschoolers develops.
In general, children are optimistic about life situations. They have a cheerful, cheerful mood.
Usually, the emotions and feelings of preschoolers are accompanied by expressive movements: facial expressions, pantomime, voice reactions. Expressive movements are one of the means of communication. The development of emotions and feelings is associated with the development of other mental processes and, to the greatest extent, with speech.
Six year old child.
A six-year-old child, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens in the case when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc.
When close adults love a child, treat him well, recognize his rights, are constantly attentive to him, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. It is in the conditions of mutual love in the family that the child begins to learn love himself. The feeling of love, tenderness for loved ones, especially for parents, brothers, sisters, grandparents, forms the child as a psychologically healthy person.
If we evaluate the peculiarities of the feelings of a six-year-old child, then it must be said that at this age he is not protected from the whole variety of experiences that he directly arises in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joy, shameful envy, fear, despair, a subtle understanding of the other and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up - experiences. Emotions shape a child's personality.
Emotions tire him to the point of exhaustion. Tired, he ceases to understand, ceases to follow the rules, ceases to be that good boy (or girl), that good kid that he can be. He needs a break from his own feelings.
With all the mobility of emotions and feelings, a six-year-old child is characterized by an increase in "reasonableness". It has to do with the mental development of the child. He can already regulate his behavior. At the same time, the ability to reflect can lead not to the development of spiritual qualities, but to their demonstration in order to receive peculiar dividends from this - the admiration and praise of others.
Six years is the age when the child begins to realize himself among other people, when he selects the position from which he will proceed when choosing behavior. This position can be built by good feelings, an understanding of the need to behave this way and not otherwise, the conscience and sense of duty associated with this. But a position can also be built by selfishness, self-interest, and calculation. A six-year-old child is not as naive, inexperienced, spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his mind. But at the same time, he has already taken a certain position in relation to adults, to understanding how to live and what to follow. The internal attitude of the child to people, to life is, first of all, the result of the influence of adults raising him.
Emotional upbringing.
Emotions don't develop on their own. Education through emotional impact is a very delicate process. The main task is not to suppress and eradicate emotions, but to channel them appropriately. Genuine feelings - experiences - the fruit of life. They are not amenable to arbitrary formation, but arise, live and die depending on the relationship to the environment that changes in the course of human activity. (3, p. 115)
It is impossible, and not necessary, to completely protect the child from negative experiences. Their occurrence in children's activities can also play a positive role, prompting them to overcome them. Intensity is important here: too strong and often repeated negative emotions lead to the destruction of actions (for example, strong fear prevents a child from reading a poem in front of an audience), and, becoming stable, acquire a neurotic character. Undoubtedly, the educator or adult should mainly focus on positive reinforcement of the preschooler's activities, on evoking and maintaining a positive emotional mood in him in the process of activity. On the other hand, the orientation of a preschooler only to receive positive emotions associated with success is also unproductive. The abundance of the same type of positive emotions sooner or later causes boredom. A child (like an adult) needs the dynamism of emotions, their diversity, but within the optimal intensity.
Emotions and feelings are difficult to control. It is useful for adults to remember this when faced with unwanted or unexpected children's emotions. It is better not to evaluate the child's feelings in such acute situations - this will only lead to misunderstanding or negativism. It is impossible to demand from a child not to experience what he experiences, feels; only the form of manifestation of his negative emotions can be limited. In addition, the task is not to suppress or eradicate emotions, but to direct them indirectly, indirectly, organizing the child's activities. (3, p. 116)
Moral education.
Moral education includes the formation moral qualities and the ability to live according to the principles, norms and rules of morality. The moral upbringing of a child is seen as a process of assimilation of patterns of behavior set by society, as a result of which these patterns become regulators of the child's behavior. In this case, he acts for the sake of observing the norm itself as a principle of relations between people, and not for the sake of, for example, obtaining approval.
Thus, the main results of moral education should be the formation of the moral behavior of the child. Considering that the emotional regulation of behavior and activity is the leading one in preschool age, it is social emotions that play the most important role in the moral education of children, the education of a culture of interpersonal relations.
So, in this work, we figured out an unusual and one of the most difficult periods in the life of every person. Now we know that the psychological development of preschool children is characterized mainly by the appearance of the following mental neoplasms: arbitrariness of behavior, independence, creativity, self-awareness, children's competence. And yet the main personal education preschool age is the development of the child's self-awareness, which is contained in the assessment of their skills, physical abilities, moral qualities and self-awareness in time. Gradually, the preschooler begins to realize his experiences, his emotional state. We know that, in preschool age, play and speech develop intensively, which contributes to the formation of verbal and logical thinking, the arbitrariness of mental processes, the possibility of forming an assessment of one's own actions and behavior. From all this, we conclude that this period is quite difficult not only for an adult who has to deal with the seemingly strange behavior of his child, but for the child himself, this time is an unshakable difficulty. Thus, the child needs enormous support and understanding from an adult. Having studied this period, we also begin to understand that knowledge about it is necessary not only for potential and practicing psychologists, but also for people of any other profession and activity who are going to bring another person into this world. This is something that every potential parent should know, that is, in principle, each of us. And the more we know about it, the easier and more interesting it will be for us and our “little adults”.
For a long time, psychologists have tried to solve the problem of the nature of emotions. In the XVIII-XIX centuries. There was no single point of view on this issue. The most common was the intellectualistic position, which was based on the assertion that ...
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The development of the emotional-volitional sphere of a preschooler. Speaking BRIEFLY and UNDERSTANDING, the main thing is to teach the child to manage emotions, switch attention, develop volitional efforts, including willpower, that is, learn to do "right" "THROUGH I DO NOT WANT" and, as a result, the development of self-discipline, training in learning in a team (at school).
The development of the emotional-volitional sphere of a preschooler is not an easy thing and requires a lot of attention, patience, love for the child and understanding of his capabilities and needs from parents and teachers. Special educational games can be of great help in this.
Any educational game (by age) allows you to direct the child's energy in the right direction, throw out aggression and relieve muscle and emotional tension.
The emotional development of a preschooler is characterized by the following:
Emotions go the way of progressive development;
Activity is the basis of emotional development;
Emotional processes play an important role in the regulation of activity;
The ontogeny of emotions is inextricably linked with general course mental development;
The development of emotions is influenced by all the structural components of the psyche (cognitive processes, the motivational-need sphere, self-consciousness).
During preschool age, there is a change in the content of emotions, a transformation of emotional experiences, new emotions and feelings appear, which is associated with a change in the content and structure of the child's activity. Under the influence of various productive activities, familiarization with surrounding nature and music develop aesthetic emotions, as the ability to perceive, feel and experience beauty in the surrounding life and in works of art. Influenced by work and didactic games intellectual emotions develop: surprise, curiosity (curiosity), confidence or doubt in one’s opinions and actions, joy from the correct solution of a problem, which contribute to the improvement of the preschooler’s cognitive activity, its methods and techniques. As a result of the fulfillment of moral requirements, moral emotions develop, which play an important role in the personal development of the child and the formation of his active position as a subject of activity.
18. Features of emotions, feelings and their manifestation during preschool childhood.
The main changes in the emotional sphere in children at the stage of preschool childhood are due to the establishment of a hierarchy of motives, the emergence of new interests and needs. (A.N. Leontiev. Activity. Consciousness. Personality.)
The feelings of a preschool child gradually lose their impulsiveness, become deeper in semantic content. Nevertheless, emotions associated with organic needs, such as hunger, thirst, etc., remain difficult to control. The role of emotions in the activity of a preschooler is also changing. If at the previous stages of ontogenesis the main guideline for him was the assessment of an adult, now he can experience joy, foreseeing the positive result of his activity and the good mood of those around him.
Gradually, a preschool child masters expressive forms of expressing emotions - intonation, facial expressions, pantomime. Mastering these expressive means, in addition, helps him to become more deeply aware of the experiences of another.
The development of the cognitive sphere of the personality has its influence on emotional development, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization.
Throughout preschool childhood, features of emotions manifest themselves due to changes in general activities of the child and the complication of his relationship with the outside world.
Around the age of 4-5, a child begins to develop a sense of duty. Moral consciousness, being the basis of this feeling, contributes to the child's understanding of the demands made on him, which he correlates with his own actions and the actions of surrounding peers and adults. The most vivid sense of duty is demonstrated by children of 6-7 years old.
The intensive development of curiosity contributes to the development of surprise, the joy of discovery.
Aesthetic feelings also get their further development in connection with the child's own artistic and creative activity.
The key points of the emotional development of a preschool child are:
Mastering social forms of expression of emotions; - a sense of duty is formed, aesthetic, intellectual and moral feelings are further developed;
Through speech development, emotions become conscious;
Emotions are an indicator of the general condition of the child, his mental and physical well-being.
In order to clearly understand the differences in emotional development at different stages of ontogenesis, one can consider them comparative characteristic
19. Volitional processes of a child at preschool age. Features of the formation and development of will.
In preschool age, the formation of volitional action occurs. The child masters goal-setting, planning, control.
Volitional action begins with setting a goal. A preschooler masters goal setting - the ability to set a goal for an activity. Elementary purposefulness is already observed in the infant. He reaches for the toy he is interested in, looking for it if it goes beyond his field of vision. But such goals are set from outside.
In connection with the development of independence, the baby already in early childhood (about two years) has a desire for a goal, but it is achieved only with the help of an adult.
In a preschooler, goal setting develops along the line of independent, proactive goal setting, which change in content with age. younger preschoolers set goals related to their personal interests and momentary desires. And elders can set goals that are important not only for them, but also for those around them.
At preschool age, the ratio of motives to each other is formed - their subordination. A leading motive is singled out, which determines the behavior of a preschooler, subordinating other motives to itself.
The subordination of motives in a preschooler, as shown by the studies of A. N. Leontiev, initially occurs in a direct social situation of communication with an adult. As a result, individual actions of the child acquire a complex, as it were, reflected meaning.
From about the age of three, the child's behavior is increasingly driven by motives that, replacing each other, are reinforced or come into conflict.
After three years, arbitrariness in the sphere of movements is intensively formed. In a preschooler, for the first time, mastery of movements becomes the goal of activity. Gradually, they turn into manageable, controlled by the child on the basis of a sensorimotor image.
At three or four years old, children often replace cognitive tasks with play ones. Motives of encouragement and punishment are the most effective. Moral motives are either absent or have little effect on the outcome of the struggle of motives.
The development of arbitrariness is associated with the child's awareness of the individual components of the activity and himself in the course of its implementation. At the age of four, the child singles out the object of activity and the purpose of its transformation. At four or five years of age, moral motives are characteristic of a significant part of children. Managing your behavior is carried out under the control of vision.
At five or six years old, preschoolers use some tricks to avoid distractions. By the age of five, they understand the interdependence of different components of activity.
By the age of six, the experience of constructing activities begins to become generalized. The formation of voluntary actions can be judged primarily by the activity and initiative of the child himself. By the age of six or seven, the child begins to relate more adequately to his achievements and to see the successes of other children. At six or seven years of age, children maintain an immobile posture long enough that it no longer requires continuous effort from them.
In older preschool age, the features of arbitrariness begin to acquire mental processes that take place in the internal mental plane: memory, thinking, imagination, perception and speech. By the age of six or seven
In children of four to seven years of age, persistence is also observed in solving mental problems, which gradually increases. In older preschoolers, cognitive motives are increasingly separated from play ones.
In the sphere of self-attitude, the preschooler sharply increases the desire for self-affirmation and recognition, which is due to the need to realize their personal significance, value, and uniqueness. And the older the child, the more important for him is the recognition of not only adults, but also other children.
The motives associated with the child's claim to recognition are expressed (at the age of four to seven years) in competitiveness, rivalry. Preschoolers want to be better than other children, always achieve good results in their activities.
At the age of five to seven, self-control begins to act as a special activity aimed at improving work and eliminating its shortcomings. But still, children control their peers more easily than themselves.
Older preschoolers strive to maintain positive relationships with peers and perform common activities. Often the child gives up his personal interests in order to maintain contacts.
A preschooler is able to make an effort of will to achieve a goal. Purposefulness develops as a strong-willed quality and an important character trait.
At preschool age, on the basis of self-esteem and self-control, self-regulation arises. own activities. At preschool age, self-control is formed in connection with the awareness of the rules, the result and the method of action, if the child is faced with the need to explain his actions in detail, independently find and correct mistakes.
Throughout preschool age, children are attracted not by the methods of performing activities, but by its result.
Self-control develops most successfully in a situation of mutual control by preschoolers of each other. The situation of mutual control gives an incentive for the development of self-control, which requires the ability to correlate the activity performed with the rule.
Preschool age, according to the definition of A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It was at this time that the formation of the main personal mechanisms and formations that determine the subsequent personal development takes place.
The development of the emotional-volitional sphere is the most important aspect of the development of the personality as a whole. This topic and socially significant: the development of the emotional-volitional sphere is not only a prerequisite for the successful assimilation of knowledge, but also determines the success of learning in general, contributes to the self-development of the individual. From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. The first of these refers to the age of three or four years and is mainly associated with the strengthening of emotional self-regulation. The second covers the age from four to five years and concerns moral self-regulation, and the third refers to the age of about six years and includes the formation of business personal qualities of the child.
The development of the emotional-volitional sphere of a personality is a complex process that occurs under the influence of a number of external and internal factors. The factors of external influence are the conditions of the social environment in which the child is located, the factors of internal influence are heredity, the features of his physical development.
The development of the emotional-volitional sphere of the personality corresponds to the main stages of its mental development, from early childhood to adolescence ( early youth). Each stage is characterized by a certain level of neuropsychic response of the individual to various influences of the social environment. Each of them manifests emotional, behavioral, characterological features characteristic of a particular age. These features reflect the manifestations of normal age development.
At the age of 0 to 3 years (early childhood), the somatovegetative type of response dominates. The state of discomfort or malaise in a child under 3 years of age manifests itself in general autonomic and increased emotional excitability, which may be accompanied by sleep disturbances, appetite, and gastrointestinal disorders.
At the age of 3 to 7 years (preschool age), the psychomotor type of response dominates. This age is characterized by an increase in general emotional excitability, manifestations of negativism, opposition, the formation of various reactions of fear and fright. Emotional and behavioral reactions can be the result of various factors, primarily psychological.
These features are most pronounced in periods associated with intensive physical development of the child's body and corresponding to age-related crises of 3-4 and 7 years. During the age crisis of 3-4 years, reactions of opposition, protest, stubbornness as one of the variants of negativism prevail, which occur against the background of increased emotional excitability, resentment, tearfulness (Appendix 3).
The age of 7 years is accompanied by a deeper awareness of one's inner experiences based on the emerging experience social communication. During this period, positive and negative emotional reactions are fixed. For example, various reactions of fear or self-confidence. Thus, by the senior preschool age, the child develops the main personal characteristics.
So, as noted above, by the senior preschool age, the child develops the main personal characteristics. Needs, interests and motives determine the behavior, purposeful activity and actions of the child. Success in achieving the goals desired for the child, the satisfaction or dissatisfaction of their current needs determine the content and characteristics of the emotional and volitional life of older preschool children. Emotions, especially positive ones, determine the effectiveness of teaching and raising a child, and volitional effort influences the formation of any activity of a preschooler, including mental development. In general, preschool childhood is characterized by calm emotionality, the absence of strong affective outbursts and conflicts over minor issues. This new relatively stable emotional background determines the dynamics of the child's ideas. The dynamics of figurative representations is freer and softer compared to the affectively colored processes of perception in early childhood. At preschool age, the desires and motives of the child are combined with his ideas, and thanks to this, the motives are rebuilt. There is a transition from desires (motives) directed at the objects of the perceived situation, to desires associated with the represented objects that are in the "ideal" plan. Even before the preschooler begins to act, he has an emotional image that reflects both the future result and his assessment by adults. If he foresees a result that does not meet the accepted standards of upbringing, possible disapproval or punishment, he develops anxiety - an emotional state that can slow down actions that are undesirable for others. The anticipation of a useful result of actions and the high appreciation it causes from close adults is associated with positive emotions that additionally stimulate behavior. Thus, in preschool age there is a shift of affect from the end to the beginning of activity.
Affect (emotional image) becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of activity underlies the emotional regulation of the child's actions. The content of affects changes - the range of emotions inherent in the child expands. Especially important is the appearance in preschoolers of such emotions as sympathy for another, empathy - without them it is impossible Team work and complex forms of communication of children. The subordination of motives is considered the most important personal mechanism that is formed in this period. All desires of a young child were equally strong and intense. Each of them, becoming a motive, stimulating and directing behavior, determined the chain of actions that unfolded immediately. If different desires arose simultaneously, the child found himself in a situation of choice that was almost insoluble for him.
The motives of a preschooler acquire different strength and significance. Already at the early preschool age, a child can relatively easily make a decision in a situation of choosing one object from several. Soon he may already suppress his immediate urges, for example, not responding to an attractive object. This becomes possible due to stronger motives that act as "limiters". Interestingly, the most powerful motive for a preschooler is encouragement, receiving a reward. Weaker - punishment (in communication with children, this is primarily an exception to the game), even weaker - the child's own promise.
The life of a preschooler is much more diverse than life in early age. New motives appear accordingly. These are the motives associated with the emerging self-esteem, self-esteem - the motives for achieving success, competition, rivalry; motives associated with the moral norms being assimilated at this time, and some others. During this period, the individual motivational system of the child begins to take shape. The various motives inherent in it acquire relative stability. Among these relatively stable motives, which have different strengths and significance for the child, dominant motives stand out - they prevail in the emerging motivational hierarchy. One child constantly competes with peers, trying to lead and be the first in everything, he is dominated by prestigious (selfish) motivation. The other, on the contrary, tries to help everyone, for the third, every “serious” lesson in kindergarten is important, every requirement, remark of the educator acting as a teacher - he already has broad social motives, the motive for achieving success turned out to be strong. The preschooler begins to learn the ethical norms accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his behavior to these norms, he has ethical experiences. Initially, the child evaluates only other people's actions - other children or literary heroes, not being able to evaluate their own. Older preschoolers begin to judge actions not only by their results, but also by their motives; they are occupied with such complex ethical issues as the justice of the reward, retribution for the wrong done, etc.
In the second half of preschool childhood, the child acquires the ability to evaluate his own behavior, tries to act in accordance with the moral standards that he learns. There is a primary sense of duty, which manifests itself in the most simple situations. It grows out of a sense of satisfaction that a child experiences after performing a laudable act, and a feeling of embarrassment after actions disapproved by an adult. Elementary ethical norms in relations with children are beginning to be respected, albeit selectively. The assimilation of ethical norms and the socialization of the child's moral behavior proceed faster and easier with certain relationships in the family. The child should have a close emotional connection with at least one of the parents. Children are more likely to imitate caring parents than indifferent. In addition, they adopt the style of behavior and attitudes of adults, often communicating and engaging in joint activities with them. In communication with unconditionally loving parents, children receive not only positive or negative emotional reactions to their actions, but also explanations why some actions should be considered good and others bad.
Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood. Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem (“I am good”) and a rational assessment of someone else's behavior. The child first acquires the ability to evaluate the actions of other children, and then - own actions, moral qualities and skills. A child's self-assessment almost always coincides with an external assessment, primarily with an assessment of close adults. A preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his self-image will be distorted. Assessing practical skills, a 5-year-old child exaggerates his achievements. By the age of 6, overestimated self-esteem persists, but at this time children praise themselves no longer in such an open form as before. At least half of their judgments about their success contain some justification. By the age of 7, the majority of self-assessment of skills becomes more adequate. In general, the self-esteem of a preschooler is very high, which helps him to master new activities, without hesitation and fear to be included in educational-type classes in preparation for school.
Another line of development of self-consciousness is awareness of one's experiences. Not only at an early age, but also in the first half of preschool childhood, the child, having various experiences, is not aware of them. At the end of preschool age, he is guided in his emotional states and can express them with the words: “I am glad”, “I am upset”, “I am angry”.
This period is also characterized by gender identification: the child is aware of himself as a boy or a girl. Children acquire ideas about appropriate styles of behavior. Most boys try to be strong, brave, courageous, not to cry from pain or resentment; many girls are neat, businesslike in everyday life and soft or coquettishly capricious in communication. By the end of preschool age, boys and girls do not play all the games together, they have specific games - only for boys and only for girls. Self-awareness begins in time.
At 6-7 years old, a child remembers himself in the past, is aware of the present and imagines himself in the future: “when I was small”, “when I grow up big”.
Thus, preschool childhood is a period of knowledge of the world of human relations. While playing, he learns to communicate with his peers. This is the period of creativity. The child learns speech, he has a creative imagination. This is the period of the initial formation of personality.
The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere - this is an incomplete list of features characteristic of the personal development of a preschooler.
Development work experience
"Emotional-volitional sphere of children in a preschool educational institution"
psychologist teacher
MBDOU d / s No. 7 "Fairy Tale"
Isaeva E.V.
Tsimlyansk
2015
Content
1. Explanatory note. Relevance…………………....
2. Algorithm for the development of the emotional sphere of children of senior preschool age……………………………………………
3. Goals and objectives of the development of the emotional-volitional sphere in preschoolers aged 4-5 years……………………....
4.Methodological support……………………………...…
5. Estimated result………………………………...
6. Structure of classes……………………………………….…
7. Stages of work on the program……………………………....
8. Diagnosis of violations of the emotional-volitional sphere of preschoolers…………………………………………………...
Lesson notes
Explanatory note
The relevance of this problem is determined by the need for a deeper study of the characteristics of the emotional sphere of children, because in modern life in any preschool one can find many children whose emotional manifestations are very poor. Such children smile little, do not show care and empathy towards others. At matinees, holidays, no bright action evokes emotions in them. Playing roles, these children cannot convey the emotional state of the character, they only pronounce the words memorized by heart. Therefore, it is important to teach them to look at the situation from the position of their interlocutor, to correctly express their emotions in a variety of life situations.
Emotions relentlessly accompany us all our lives, from birth - there is no getting away from them. But, one cannot perform actions solely under the influence of emotions: a person must be able to consciously manage them. Therefore, in addition to emotions, he has a will. Together they make up the emotional-volitional sphere of a person.
Development of the emotional-volitional sphere- one of important aspects raising a child.
Small child still does not know how to control his emotions and expresses them openly, absolutely not embarrassed by others. But often parents forget that none of us is born with already formed social behavior skills, and instead of calmly explaining to the child that this is not the way to behave, they reprimand him, shout, punish him. But there is no effect from this: the child does not understand why he cannot scream, but his parents can.
The emotional sphere of preschool children is characterized by immaturity, therefore, in various situations, they may experience inadequate emotional reactions, behavioral disorders, which are the result of a decrease in self-esteem, feelings of resentment, anxiety. Although feelings of anger and annoyance are normal human reactions, it is difficult for children to learn how to express negative emotions appropriately. Being, for a long time in a state of resentment, anger, depression, the child experiences emotional discomfort, tension, and this is very harmful to mental and physical health. It is possible to reduce, remove the negative state of children through positive movement (pushers, knockers, building and destroying towers of cubes, “chopping firewood”), drawing, playing with sand and water, psycho-gymnastic studies that play with basic emotions: joy, surprise, anger, grief , sadness, fear.
In the course of studying various emotions, children learn to manage them, overcome barriers in communication, begin to better understand others and themselves, and free themselves from psycho-emotional stress. As part of the study of the emotional sphere in children, a number of diagnostic studies were carried out, as a result of which a step-by-step algorithm for the development of the emotional sphere of children of older preschool age was developed and it is presented as follows:
Algorithm for the development of the emotional sphere of children of senior preschool age
1 step: Acquaintance with emotions (from photographs, plot pictures, pictograms, colors).
2 step: Psychological studies, exercises, outdoor games aimed at developing various feelings and emotions, developing the ability to understand the feelings of other people, developing ways to cheer up: “Affectionate Kitten”, “Run”, “Old Boletus Man”, “Paper Balls”, " living hat", "Ocean is shaking".
3 step: Minutes of visual activity, when children draw all the familiar emotions, draw their own mood, the mood of their neighbor, the mood of the teacher, etc.
4 step: Reading, conversations, questions on what was read, creating problem situations, reading the emotional states of literary characters using pictograms. For each hero, independently select the appropriate icon.
5 step: We "train" our emotions. With the help of a mirror, children learn to express and control emotions.
6 step: Creative tasks, miniature games, participation in theatrical performances.
After prolonged work, there was a positive trend in the emotional sphere of those children with whom the correction was carried out.
Goals , tasks of development of the emotional-volitional sphere in preschoolers aged 4-5 years .
1. introduce children to basic emotions,
2. promote awareness of one's own emotions,
3. to form the ability to understand the emotions of other people,
4. develop the ability to express their emotions verbally and non-verbally,
5. to form the ability to express their negative emotions in socially acceptable ways,
6. development of reflection,
7. formation of adequate self-esteem in children,
8. teaching children how to relieve muscle and emotional tension,
9. creating conditions for creativity and self-expression of preschoolers,
Methodological support
As methodological basis
programs taken
S.V. Kryukova, N.P. Slobodyanik, O.L. Knyazeva.
This program may be recommended children with immature emotionally-volitional sphere.Contraindicated
children autistic, hyperactive, with pronounced features of aggressiveness and hostility. With such children, it is first necessary to conduct individual work.
The program includes 16 lessons, which are held once a week, lasting 15-25 minutes. The optimal number of children in a group is 6-8 people.
Estimated result
The effectiveness and efficiency of the work carried out is revealed by a survey conducted 2 times: before the start of the classes and after the end of the course.
Psychological studies according to this program, they increase the communicative competence of children, changes occur in the emotional sphere of the child, their views on the world and relationships with others change, the ability to recognize and control their emotions develops.
As a result of the work done, the child of a kindergarten graduate:
feelings acquire much greater depth and stability;
there is a constant friendship with peers;
the ability to restrain one's stormy, sharp expressions of feelings develops;
the child learns the “language” of feelings to express the subtlest nuances of experiences, intonations of the voice;
social feelings are actively formed;
the emotional reaction of the child is as adequate as possible to the situation;
a change in the nature of children's drawings (the predominance of bright, light colors, a confident outline of the drawing, the expression of positive emotions through the drawing);
the predominance of positive emotions.
The structure of the classes
The structure was developed taking into account the age characteristics of preschool children. Based on this simple scheme, each teacher will be able to compose any developmental lesson for children of this age. The lesson consists of several parts, each of which can be used independently.
Part 1. Introductory. The goal is to set up a group for joint work, establish emotional contact between all participants. The main work procedures are greetings, games with names.
Part 2. Working. This part accounts for the main semantic load of the entire lesson. It includes etudes, exercises, games aimed at the development and partial correction of the emotional, personal and cognitive spheres of the child. Basic procedures: elements of fairy tale therapy, elements of psychodrama, games for the development of communication skills, games for the development of perception, memory, attention, imagination; drawing, blotography.
Part 3. Final. Its goal is to create for each participant a sense of belonging to the group and to consolidate positive emotions from work in the classroom. It provides for the conduct of some kind of common fun game or other collective activity, for example, the creation of a common drawing.
The structure of classes.
I. Ritual of greeting.
II. Warm-up (activation of mental processes, emotional and physical condition children).
III. The main content of the classes (a set of psychotechnical exercises and games aimed at solving the problems of this program).
- games with rules, verbal, role-playing, mobile, developing,
- playing sketches,
- free and thematic drawing,
- games with a mirror,
- games with tapes,
- relaxation exercises,
IV. Reflection of the lesson (emotional and semantic assessment of the lesson): conversation.
V. Ritual of farewell.
Stages of the program
indicative stage
Target: establishing emotionally positive contact with the child. Acquaintance of children with each other, with the rules of behavior in the group.
Lesson 1. Acquaintance
The stage of objectifying developmental difficulties
Target: diagnostics of the development of the emotional sphere of the child; objectification of negative tendencies of personal development in communication with adults; observation of the emotional experiences of the child.
Lesson 2. amazing world emotions and feelings
Lesson 3. Emotional state
Structural-forming stage
Target: formation of adequate ways of behavior in conflict situations, development of emotional and volitional competence; the formation of the ability to voluntary regulation of emotions.
Lesson 4. I give you joy
Lesson 5. Joy
Lesson 6. Fear
Lesson 7. Little brave man
Lesson 8. A bee in the dark
Lesson 9. Anger
Session 10. How to overcome anger
Lesson 11. Getting to know the emotion of sadness
Lesson 12. Surprise
Lesson 13. Cheerful, sad or ...
Generalizing-fixing stage
Target: generalization of formed adequate ways of emotional self-expression; practical application of knowledge and skills.
Lesson 14. The world of emotions
Lesson 15. Adventures of Pinocchio
Interaction with parents
Target: receiving feedback from parents about the capabilities of children, features and difficulties in the emotional sphere; familiarization of parents with exercises, games that contribute to the development of the emotional sphere; joint activities with parents.
Lesson 16. Lesson entertainment Adventure
Lesson 17. Parent meeting
Diagnosis of violations
emotional-volitional sphere of preschoolers
During the survey, the following methods were used:
To identify the level of anxiety - a projective anxiety test by R. Temml, M. Dorki, V. Amen, which helps to determine the general level of anxiety of the child;
For the diagnosis of aggressiveness, the drawing technique "Cactus";
With the help of a survey of parents, behavioral disorders were identified - aggressiveness and anxiety of the child.
(questionnaire developed by G.P. Lavrentieva and T.M. Titarenko).
used to diagnose anxiety in children. "Anxiety Test" R.Temmla, M.Dorki, V.Amena. This technique makes it possible to identify anxiety in relation to a number of life situations typical for a child of interaction with other people, where the corresponding quality of personality is manifested to the greatest extent.
Topic of the lesson
Dates
Goals, tasks
Acquaintance
2nd week of October
familiarization of children with the basic rules, goals, tasks
The wonderful world of emotions and feelings
3rd week of October
.
Emotional condition
October 4th week
to form children's ideas about the various emotional states of children and adults, the ability to communicate with adults and peers; nurture desire gives joy and good mood to loved ones
I give you joy
November -1
Joy
November-2
development of the ability to correctly express their emotions and feelings through facial expressions of pantomime; removal of psychomuscular tension
Fear
November-3
little brave
November-4
bee in the dark
December-1.2
correction of fear of the dark, confined space, heights
Anger
December-3
introduce the emotion of anger; learn to distinguish emotion by a schematic image; understand your feelings and the feelings of other people and talk about them; continue to learn to convey a given emotional state using various expressive means; removal of psychomuscular tension.
How to overcome anger
January-3
Getting to know the emotion of sadness
January-4
continue to develop the ability to understand the emotions of other people; introduce the emotion of sadness; develop the ability to express emotions verbally and non-verbally; teach self-regulation
Astonishment
February-1.2
introduce children to the emotion of surprise; continue to teach to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; practice managing your emotions .
Happy, sad or
February-3
to develop in children the ability to distinguish by facial expressions, gestures, different emotional states (joy, grief, surprise); to teach children to listen to the intonation of speech, its content, and on this basis to draw a conclusion about the mood and feelings of children; to educate in children a sense of mutual assistance, how and how you can please another in case of chagrin
World of emotions
February-4
strengthening children's knowledge of emotions; strengthening the ability to determine the emotional state of others, training the ability to control their emotions.
The Adventures of Pinocchio
March-2.3
consolidate knowledge about emotions; deepen the ability to feel the mood in music; develop reflection.
Activity Entertainment Adventure
March-4
Lesson notes
Lesson 1.
Topic: Acquaintance.
Target: familiarization of children with the basic rules, goals, objectives
Acquaintance
Teacher: Hello children! We are a group, we have to work together, so it is very important to get to know each other, to know each other's name.
It's nice to be called by your first name. It means that you are appreciated, respected, loved. I have a heart in my hands. Warmth, love, friendship are enclosed in the human heart. I offer it to you. My name is ..., the teacher passes a soft heart to a close child, who says his name and passes the heart to another. Try to remember the names of the children in the group. (The teacher loudly, clearly and emotionally! repeats the name of each child.)
My heart returned to me. Now let's check if I remember the name of each of you correctly. If I can't remember, help me (the psychologist calls the children). I hope you remember each other's names too.
greeting ritual.
Children stand in a circle, they are invited to learn a greeting that needs to be sung: - Good morning, Sasha! (Smile and nod howl.)
Good morning, Masha! (Names are called, goes in a circle.)
Good morning, Elena Viktorovna!
Good morning sunshine! (Everyone raises their hands, lowers them.)
Good morning heaven! (similar movements)
Good morning to all of us! (Everyone spread their arms to the sides, then lower them.)
Acceptance of the rules.
A soft toy (or doll) appears, greets the children, personally gets to know each child, asks for the name of the child, strokes, invites to get acquainted. Next, the guest offers the guys his rules.
Do not offend anyone, do not humiliate anyone!
Listen carefully!
You mean raise your hand!
Be where you are!
A toy (doll) offers to train in compliance with the rules: play the game "Broken Phone". Children are divided into two teams. The teacher explains that the chain needs to whisper a word so that it does not change or get lost. The last child signals with his hand raised high, about the end of the chain and voices the word.
Each transmitter must "wake up" the child to whom the word is to be conveyed, doing this carefully and carefully. Thus, we train to observe two rules: "do not offend anyone, do not humiliate anyone" and "listen carefully." At the end of the game, children are noted who woke up the other quietly, stroking their heads and shoulders. The teacher thanks all the children for their participation and offers to learn the farewell ritual.
Farewell ritual.
Children stand in a circle and pass their name in the palm of their neighbor, smiling with the kindest smile. The teacher-psychologist asks the children to give him something goodbye!
You do not have anything with you, but you have the warmth of hearts, which you can feel this warmth of your palms. Handshake in a circle.
Lesson 2.
Topic: " AMAZING WORLD OF EMOTIONS AND FEELINGS".
Target: familiarizing children with emotions; development of the ability to correctly express their emotions and feelings through facial expressions; development of expressiveness of gestures; removal of psychomuscular tension .
Welcome Ritual
The game " Stand up everyone."
Educator. Stand up everyone
loves to run
enjoy the good weather
has a sister
likes to give flowers etc.
Reflection of the past lesson
Has anything interesting happened since the last session?
Main part
Fairy tale "Brownies"
Educator. Do you know that brownies live in our kindergarten? During the day they doze quietly in secluded corners, and in the evening, when we all go home, they get out, light a candle and sit around it.
And then the brownies start talking. They love to talk. They are especially interested in telling different stories of those that happen to us during the day. But since the brownies themselves sleep during the day, they are very fond of listening to our stories. They just want someone to tell them something about themselves.
Moreover, all our brownies are completely different, just like ourselves. One loves funny stories, loves to jump on the palm of his hand and waits, shining with his eyes, when they share joy with him! But his friend loves sad stories more. He snuggles up with a fluffy barrel, listens and very, very sympathizes with the narrator. The third brownie likes angry stories. He frowns, clenches his fists and listens with bated breath to a story in which there is some kind of villain or offender. Angry, empathetic) The fourth brownie prefers scary stories. Do not feed gingerbread - let me listen and get scared! Only the ears tremble finely and the fur stands on end.
The tale continues, the image of each brownie appears on the board in due time. The psychologist clearly demonstrates, approaching someone from the group, exactly how each brownie listens to his favorite story.
Who can tell something about today to this brownie? What about this? Does anyone have anything to say to this brownie?
One of the children tells the corresponding story, and the rest of the group demonstrates exactly how the brownie listens.
Further, the psychologist conducts a conversation about what a mood is, how a person expresses his mood, what feelings are, how a person expresses his feelings, what emotions are, how a person expresses them. Talks about the expression of feelings, moods and emotions in music, drawing, dance.
Educator. In a person's life, it is very important to understand the feelings of others - this is the spring of good relationships. Therefore, we will get acquainted with different emotions, feelings, we will learn to understand the emotions, feelings and mood of people.
The psychologist invites the children to tell what their mood is now. Monitors whether the child chooses the right words to express his mood. After that, the psychologist invites the children to draw their mood.
Discussion of drawings.
Relaxation exercise
"Balloon"
Educator. Imagine that there is a balloon in your chest. Inhaling through the nose, fill the lungs to capacity with air. As you exhale through your mouth, feel it coming out of your lungs.
Don't rush, repeat. Breathe and imagine the balloon filling with air and getting bigger and bigger.
Exhale slowly through your mouth, as if the air is slowly escaping from a balloon.
Pause and count to five.
Inhale again and fill your lungs with air. Hold it for a count of three, imagining that each lung is an inflated balloon.
Exhale. Feel the warm air passing through your lungs, throat, mouth.
Repeat three times as you breathe in and out of the air, imagining that each lung is an inflated balloon that releases air when you exhale. Stop and feel that you are full of energy and all tension is gone
Lesson 3.
Emotional state of children and adults (joy, sadness, anger…
Tasks: to form children's ideas about the various emotional states of children and adults, the ability to communicate with adults and peers; cultivating a desire gives joy and good mood to loved ones.
Lesson progress
1. Listening to a poem (read by the teacher).
I had a sad dream
But I forgot it.
I only remember that in a dream
I was without my mother.
I don't feel like playing
And watch the cartoon
Even draw a battle
Even sing songs.
I'm not happy with anything
Maybe the rain is to blame?
2. Conversation with children about sadness, about a bad mood.
What is the mood of the hero of the poem?
How did you feel while listening to this poem?
Remember if you were in a bad mood, why?
What is your mood now?
3. Creative work.
The teacher invites the children to draw rain outside the window so that the boy from the poem is not so sad and lonely.
4. Listening to a poem.
I do not know what is happening with me,
Is it better to be alone?
I offended all my friends
I saw the bad in them.
Look, over there at Irka
Not eyes, but just holes!
Vovka is greedy! Sasha is stupid!
Lenka loves to squish soup!
Together we played in the morning -
No one to play with right now.
No, guys, I'm not evil, -
Zlinka hit me in the eye.
5. Conversation on questions.
Did the girl do well? Why?
What does a person look like when he is angry, angry?
The teacher invites the children to portray an angry or angry face and look at themselves in the mirror.
Did you like the expression on your face?
Why does no one like evil people?
6. Game "What mood?".
Exercise. Pick up pictograms of various emotional states for plot pictures-situations.
7. The game "Good and evil heroes of fairy tales."
Children are offered pictures of various fairy-tale characters and mugs of red and black colors. It is necessary to put red circles for good heroes, and black circles for evil ones and explain why they decided so.
caregiver. What does it mean to share joy?
8. Drawing or application "Postcard".
caregiver. Do beautiful postcard and give to someone you want to give joy and good mood.
Lesson 4.
Topic: " I GIVE YOU JOY."
Target: development of the ability to correctly express their emotions and feelings through facial expressions; development of expressiveness of gestures; removal of psychomuscular tension.
Welcome Ritual
Game "Be careful"
Main part
Educator. This morning, a sunbeam knocked on my window, smiled broadly at me and handed you a letter. Let's read it.
"Hi guys! I heard about your classes, and I really wanted to play with you. Do you agree? I know that you learn to guess the mood from your friends, adults. Can you guess what mood I came to give you today "Let's try it! I sent you my photo, which shows my mood. But the photo is cut. In order to find out what mood I want to give you, collect it."
(Children collect a photo and get a picture of a face with a joyful and cheerful expression.)
Well done. And now each of you will depict: an emotion on your face.
What do you feel when you are happy and joyful?
What is your mood like?
Let's send our photos with our mood to the sunny bunny. (Children draw.)
Well done. Do you still want to play with the sunbeam?
Relaxation exercise
"Sunny Bunny"
Educator. Sit comfortably, relax. The sunbeam looked into your eyes. Close them. He ran further along the face, gently stroke it with your palms: on the nose, on the mouth, on the cheeks, on the chin, gently stroke the head, neck, arms, legs. He climbed onto his stomach - stroke his tummy. Sunny Bunny is not a mischievous, he loves and caresses you, make friends with him. Now let's take a deep breath and smile at each other.
Guys, do you feel warmer and happier? Let's give thanks sunbeam. And when you are happy and joyful ?
Children answer the question, and the teacher fills in the chamomile of joy "for children: when I have fun.
Then, together with the children, the "Chamomile of Joy" is filled in for parents: when your mother is happy.
Lesson 5.
Topic: " JOY".
Target: development of the ability to correctly express their emotions and feelings through facial expressions of pantomime; removal of psychomuscular tension.
greeting ritual.
Game "Hello joyfully."
Main part.
Preliminary work: the educator prepares in advance the answers to the question "What is joy?"
For example:
Joy is when everyone is happy, everyone is having fun.
Joy - sometimes great joy, sometimes small.
Joy is when one person has it, and great joy is when everyone has it.
Joy is when everyone has a holiday.
Joy is when no one cries. No one.
Joy is when there is no war.
Joy is when everyone is healthy.
Joy is me, because my mother says: "You are my joy"
Children are invited to answer the question "What is Joy?". The teacher records the answers of the children, compares them with those that were prepared in advance. The following questions are answered:
What do you do when you're having fun? (Children's answers.) Tell me the funniest (funniest) incident that happened to you .
Then the children are invited to draw the plot of this story.
"Who rejoices"
Children become in a circle. The teacher invites them to portray, to show without words how happy they are when they meet their mother, when they meet guests on their birthday, when walking together with their parents or when going to the zoo, circus.
Expressive movements: hugs, smiles, laughter, exclamations.
The teacher, together with the children, sticks drawings on a large sheet of paper - an exhibition is held, the choice of the most original drawing, answers to the question "What is joy? And the most interesting stories).
Psycho-gymnastics "Stream of joy"
We sit on the floor in a circle, hold hands, distribute.
Educator. Mentally imagine that a kind, cheerful stream has settled inside each of you. In every stream - clean, transparent, warm. The stream is small and very mischievous. He cannot sit in one place. Let's play with him mentally imagine how clean, transparent water pours through your hands to each other in a circle. We mentally convey joy to each other.
Lesson 6.
Topic: "FEAR".
Target: introduce a new emotion - fear; learn to recognize, portray and respond to existing fears.
Welcome Ritual
Game "Say hello to your neighbor as if you are afraid of him"
Main part
With the help of a plot picture and a schematic representation, introduce a new emotion, its manifestation in facial expressions, pantomime, voice.
Questions for children:
What is the mood of the characters in this picture?
How did you know?
Can we know about a person's mood without seeing their face?
How do human movements change in different moods?
Game "Broken Phone" "
We pass on a terrible word. The expression of fear. Discussion: "What are we afraid of?"
Drawing "I'm afraid." or "I was afraid."
Work in pairs - exchange drawings with a neighbor, tell him about your fear and ways to cope with it.
Live hat game
educator ( very emotional). It happened just recently with very good friends. Once at. (name of one of those present) had a birthday. And he invited to his place (the teacher lists the names of all the children present). In the midst of the fun, when the parents were not at home, there was a roar in the room. - The children were alert, and someone even managed to get scared. Oh what is it? (the teacher makes a frightened expression on his face and looks around in horror, stopping his gaze in the corner of the room, where a toy kitten is hiding in advance, sitting in a typewriter with remote control covered with a hat.) All the guys ran to the corner of the room. And what did everyone see there? (Children offer answers.) It was not just a hat. She was moving! (the teacher, imperceptibly from the children, begins to control the movement of the hat, the children scatter in different directions.) Everyone, of course, got scared (the teacher asks the children to portray fear with facial expressions and gestures). Suddenly the hat turned over. and there was a small, fluffy, soft kitten. Everyone laughed and ran to stroke the kitten.
Children are invited to touch the kitten and stroke it.
Relaxation exercise "What do we do with this feeling?"
Educator. If you're upset, scared, imagine what you can do about it. For example, if you are afraid, you can turn on the TV and watch your favorite cartoon, leave the room or throw fear into the trash, laugh.
And then do what you imagined: for example, inflate the ball out of fear and throw it away.
Lesson 7.
Topic: " LITTLE BRAVE".
Target: increased self-esteem; removal of mental stress, elimination of fears; creating a positive emotional background.
greeting ritual.
Game "Circular conversation"
Children and teacher sit in a circle. The teacher starts the sentence, and the children take turns, without interrupting each other, to complete it.
Most of all I like myself.
I would like to become.
My favourite game.
Most of all I'm afraid.
Someday I hope.
Main part
The teacher offers the children the story "Home Alone".
Raccoon Mom went to get food, the little raccoon was left alone in the hole. It's dark all around, you can hear different rustles. The little raccoon is scared: what if someone attacks him, and his mother does not have time to come to the rescue?!
Brainstorming "How to overcome fear?"
The teacher listens to the children's answers and adds his own ways.
Drawing your fear and talking about it and how to overcome it.
Exercise "Cultivate your fear"
After the children draw their fear and talk about it, the teacher offers the child to re-educate the horror story
for this you need to make it good. Together they figure out how to make it possible
Options:
draw a balloon, sweets in the hands of the horror story, correct the evil expression on the face for a kind, smiling one, dress the horror story in an elegant, cheerful costume. You can think of other attributes.
Relaxation exercise "Airplane"
caregiver
Get into a ready position, as for takeoff, standing up straight and spreading your arms to the sides. Maybe you have a special sound signal before takeoff? Imagine that your plane is accelerating and taking off, gaining altitude.
You are flying! What's up there? At the bottom? What do you hear?
What are the smells?
What do you feel when you float above the clouds? Remember the feeling and take it with you to the ground. You are landing.
The next time you get scared, imagine that you are taking off above the clouds. Forward and upward!
farewell ritual Wishes Game.
Lesson 8.
Topic: " BEE IN THE DARK".
Target: correction of fear of darkness, closed space, heights.
Welcome Ritual Circle of Friends Game
Children sing: "What is snow to me, what is heat to me, what is pouring rain to me when my friends are with me!" To this song, they walk in a circle, clap their hands, stomp, spin around.
Main part
Bee in the dark game
The teacher tells, and the children perform the appropriate actions.
Educator. The bee flew from flower to flower, you can use highchairs, cabinets of different heights, soft modules. When the bee flew to the most beautiful flower with large petals, she ate nectar and fell asleep inside the flower. (Use a children's table or a high chair, under which the child climbs.) Night fell imperceptibly, and the petals began to close (tables and chairs are covered with material). The bee woke up, opened her eyes and saw that it was dark all around. Then she remembered that she had remained inside the flower and decided to sleep until morning. The sun has risen, morning has come. (matter removed ) and the bee began to have fun again, flying with flower to flower. The game can be repeated by covering the chair with increasingly darker fabric, thereby increasing the degree of darkness.
Drawing " Bee in the dark
We look at the children's drawings and ask questions:
What mood did the author want to convey in this picture as you
determined by what criteria?
Playing the etude "In the forest"
Friends went for a walk in the forest. One boy lagged behind, looked around - there was no one. He began to listen, can you hear voices? (Attention.) He seems to hear some kind of rustle, crackling of branches, what if it's a wolf or a bear? (Fear.) But then the branches swayed, and he saw his friends - they also lost him. The boy was delighted: now you can return home (Joy.)
Relaxation exercise "Tropical island"
Educator. Sit comfortably. You can close your eyes. You see a beautiful magical island. It can be a place where you once visited, which you saw in the picture, or any other place drawn by your imagination. You are the only person on this island. Besides you, only animals, birds and flowers. What sounds do you hear? What smells do you smell? Do you see the clean shore and water? Swim in the sea, what is it like? What is the weather like on your island?
How does it feel to be completely alone there? Take this feeling with you when you come back to your group, you can represent this island whenever you want. Go to your own piece of paradise at any time.
Farewell ritual "Compliments"
Children in a circle, all join hands. Looking into the eyes of a neighbor, say a few kind words, thank for something (either for what happened in the lesson today: (neat, answered well, told interestingly) or note the qualities that are attractive in him (smart, beautiful eyes, hair, etc. .). The understanding compliment nods his head and thanks: "Thank you, I'm very pleased!" - then he says a compliment to his neighbor. The exercise is carried out in pairs
Lesson 9.
Topic: " Anger".
Target: introduce the emotion of anger; learn to distinguish emotion by a schematic image; understand your feelings and the feelings of other people and talk about them; continue to learn to convey a given emotional state using various expressive means; removal of psychomuscular tension.
Welcome Ritual
Game "Say hello angrily."
Reflection of the past lesson
Have you and your loved ones experienced fear for the time that has passed since the last lesson?
What caused it?
How did you or your loved ones overcome fear?
Main part
Reading excerpts from the work of K. Chukovsky "Moidodyr", where the author describes the anger of the Washbasin and the Crocodile. Questions for children:
Why were Washbasin and Crocodile angry?
Consideration of illustrations by the artist A. Alyansky, which depict an angry Washbasin and a Crocodile.
Children are invited to tell how the artist conveyed the anger of the heroes. Yes, an angry person has eyebrows drawn together, eyes wide open, fingers clenched into a fist. Lips are sometimes compressed, teeth are clenched, sometimes, on the contrary, a person screams loudly. He can swing his arms violently or stomp his feet.
Dramatization of an excerpt from L. Tolstoy's fairy tale "Three Bears"
Children act out an episode where it is described how angry the bears are when they find out that someone has used their things. The teacher draws attention to how differently the teddy bear, bear and bear express anger.
Exercise "Mirror"
Children are invited to portray their anger in front of a mirror.
drawing anger
Invite the children to depict their anger with a color spot. Consider drawings. Pay attention to the color rendering of anger, note the similarities and differences in children's works.
Relaxation exercise "What do we do with this feeling?" Educator. If you are upset, angry, imagine what you can do with your feeling. For example, if you are angry, you can yell or throw your anger in the trash, as well as:
fry an "angry" omelet from "evil" eggs,
draw a portrait of your own anger. And then do what you imagined - for example, draw a ball out of anger and throw it away.
Farewell ritual.
The game "Together it's fun to walk."
Children are invited to stand in a round dance and all together enjoy the good song "It's fun to walk together." (music by V. Shainsky, lyrics by M. Matusovsky)
Lesson 10.
Topic: "HOW TO OVERCOME ANGER".
Target: continue to teach children to recognize the emotion of anger in themselves and others; continue to teach to express a given emotional state using various expressive means; teach the techniques of regulation and self-regulation.
Welcome Ritual
Game "Say hello angrily."
Reflection of the past lesson
Have you and your loved ones experienced anger during the time that has passed since the last class?
What caused it?
Main part
" The story about Tanechka and Vanechka
Educator. Once upon a time there were Tanechka and Vanechka. They were wonderful children: they always helped everyone, they were friends with everyone, when suddenly something happened. Somehow they went out for a walk on the street, and a savage cloud flew at them. The snarky cloud took Tanechka and Vanechka to the magical kingdom of Malice. And in this kingdom it was impossible to recognize our heroes, they learned to get angry, fight and bite. Do you think life is easy for evil people in the world? (Children offer answers.) But Tanechka and Vanechka had Pasha's best friend. Pasha decided to help his friends and defeat the angry cloud. Guys, how do you think, how can you defeat a cloud-snarl? (Children offer answers.) So Pasha thought about what to do. At first I wanted to call a cloud to fight, but I met a wise old man who told him: "You won't defeat evil with evil, you will only harm people!" Pasha was surprised and asked: "But how can I defeat him?" The old man smiled and replied: "Evil can only be defeated with good."
And now, guys, let's choose Tanechka and Vanechka, who were bewitched by the snarky cloud.
Two children portray the evil and angry heroes of the story, and all the other children come up with one affectionate word each and will take turns approaching Tanechka and Vanechka, affectionately calling one and the other.
After you say a kind word, take pity on Tanechka and Vanechka. And we'll see how the magical transformation happens .
Mimicry of an angry, angry face: children show and draw.
Facial expressions of Tanya and Vanya after a magical transformation: children show and draw.
Magic bag game
If there is a child in the group who shows verbal aggression, we invite him to go to a corner before entering the group and leave all the "bad" words in a magic bag (a small bag with strings). After the child has spoken, tie the bag with him and hide.
The game "Rug of anger"
Here the child wipes his feet on the mat until he wants to smile.
"Get a grip" game
Educator. As soon as you feel that you are worried, you want to hit someone, throw something, there is a very simple way to prove your strength to yourself: clasp your elbows with your palms and press your hands tightly to your chest - this is the pose of a seasoned person.
Relaxation exercise
"Tuh-tibi-spirit"
Educator. I will tell you a secret word.
This is a magic spell against bad mood, against resentment and disappointment. For it to really work, you need || following.
You become in a circle, I - in the center of the circle. You go clockwise, I go against. As soon as I say: One, two, three, stop!" - everyone stops. I angrily - angrily say to the one in front of whom I stopped, right in the eyes, Magic word: "Tuh-tibi-spirit"
Then the teacher changes places with the one in front of whom he stopped, and the game continues. This game contains a comical paradox. Although children should say the words "tuh-tibi-duh" angrily, after a while they cannot help laughing.
farewell ritual Compliments game.
Lesson 11.
Topic: " DISCOVERING THE EMOTION OF SAD"
Target: continue to develop the ability to understand the emotions of other people; introduce the emotion of sadness; develop the ability to express emotions verbally and non-verbally; teach self-regulation techniques.
Welcome Ritual
Game "Stand up all those who."
Educator. Stand up those who
likes to jump
enjoy the good weather
has a younger brother
likes to give gifts, etc.
Reflection of the past lesson
Have you and your loved ones experienced anger since the last session?
What caused it?
How did you or your loved ones overcome anger?
Main part
Listening and discussion of "The Story of Resentment and Sadness".
Educator. Once upon a time there were two friends in the world, Resentment and Sadness. They always went together and looked for friends. The offense looked. How? (Children's answers.) The offense was green, her very fluffy palms were sticky, so she could stick to passers-by. Sadness looked. How? (Children's answers.) The sadistka was blue with a red nose and very thin legs. She was often blown away by the wind, but Sadness had suction cups on her paws, with which she clung to everything that came across her path. Let's pretend to be sad. Today you went out into the street, that's where they stuck to you - stuck, I even see them. (Goes up to one of the children and shows.) Resentment sits on your left shoulder, and Sadness sits on your right. Let's take them down and let them fly on.
The teacher, together with the children, in a comic form, begin to shoot the Resentment and Sadness, pretending that it is difficult for him to do this.
The teacher invites the children to draw the heroes of the story, then cut them out along the contour and play with them.
Magic chair game
One of the children is placed on the shoulder Sadness or Resentment, he depicts the corresponding person; (with an appropriate emotional state) sits on a chair. And the rest of the children are given the task to come up with as many affectionate and tender words as possible addressed to their friend. After that, the children of the queue come up to the magic chair and, stroking the child sitting on it, say kind words to him. For example, the teacher starts the game first.
Game "Broken phone"
We pass on a sad word.
The game "The sea worries once."
Children convey by facial expressions and pantomime the emotional state specified by the educator.
Relaxation exercise "Save the chick"
Imagine that you have a small defenseless chick in your hands. Extend your arms palms up . Now warm it up. Slowly, one finger at a time, bend into your palm, hide the chick in it, breathe on it, warming it with your even, calm breath, press your palms to your chest, give the chick add-1> hearts and warmth of breath. Open your palm and you will see that the chick joyfully took off, smile at him and do not be sad, he will still fly to you.
farewell ritual
Mood color game.
Lesson 12.
Topic: " ASTONISHMENT".
Target: introduce children to the emotion of surprise; continue to teach to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; practice managing your emotions .
Welcome Ritual
The game "Stand up those who."
Educator. Stand up who...
loves to be happy
doesn't like to be sad
likes to give flowers etc.
Reflection of the past lesson
Have you and your loved ones experienced sadness, sadness over the time that has passed since the previous lesson?
What caused it?
How did you overcome sadness, sadness? "
Main part
Sounds audio Les. Birds. Rain. Thunderstorm, series "Alone with nature").
educator ( shows a sheet with the plot picture "Surprise"). Here are our familiar gnomes,
The gnomes returned home. They were visiting a mutual friend for a birthday party. Their mood was wonderful. All of a sudden everything went dark, the leaves rustled on the trees. blew strong wind and it started to rain. The gnomes quickly stood under a large oak tree, waiting for the rain to stop. After all, in the summer, most often, the rain starts quickly and ends quickly, and so it happened: the rain ended, the sun came out, the birds chirped. The dwarfs merrily walked along the path. Suddenly, one of the gnomes cried out in surprise and knelt down - two mushrooms grew right on the path, and he almost stepped on them. "It can't be!" exclaimed the dwarf, "Look how big and beautiful they are!" The dwarves did not have a knife with them to cut the mushrooms. They tried to remember this place, but it was no different from the others: the same trees and bushes around. Suddenly they felt a strong and attractive smell: a large bush of fragrant bird cherry grew next to the mushrooms. Nowhere else was such a large and fragrant bush. Having quickly reached the house, they took a basket and a knife. By the smell of bird cherry, they very easily found the place where the mushrooms grew.
Look at the picture and tell me what it looks like surprised person. (Children's answers.) Correctly his mouth is open, his eyebrows are raised, his eyes are wide disclosed. With one hand, he can hold or cover his mouth, as if he wants to hold back an exclamation. From surprise, a person can scream, sit down or just freeze. The experience of surprise is very short and most often pleasant.
What person can be compared with the posture, gestures, facial expressions of a surprised person? (With joyful.)
Show how surprised you are. Close your eyes, and then quickly open them, look at each other and be surprised. (Children do the task.)
The audio recording "Autumn. Leaf fall" sounds.
educator ( takes out boxes with aromatic substances from an envelope ). Please remember what helped. gnomes find mushrooms? (The smell of bird cherry.) Mushrooms so surprised the gnomes that for a long time they smelled bird cherry, remembered mushrooms,
Smells are unusual, remembering what else? (Unpleasant, harsh.)
Close your eyes. I will give each of you a sniff box where the smell lives. (Children determine,) say what you remembered, feeling this the smell of mo maybe something unusual was happening when some smell surprised him; who was next to you, for example, somehow I went into a bakery and instead in freshly baked bread felt a sharp smell of paint - it surprised me. It turned out that the store had painted one of the walls. (Any story told by the child should be listened to with interest). Then you can ask whose story the children liked more.)
And now draw a face with a surprised expression.
How do you think "Surprise", "Ra "Fear", "Anger" smell? (Children's answers.)
Lesson 13.
Subject: Funny, sad or...
Tasks: to develop in children the ability to distinguish by facial expressions, gestures, different emotional states (joy, grief, surprise); to teach children to listen to the intonation of speech, its content, and on this basis to draw a conclusion about the mood and feelings of children; to educate in children a sense of mutual assistance, how and how you can please another in case of grief.
Lesson progress
1. Game-etude "Good weather".
Sounds like a song about summer.
The teacher invites the children to imagine a warm sunny day, a green lawn with bright flowers, over which butterflies flutter cheerfully.
What is your mood now? Why?
Children choose the appropriate mood pictogram.
2. Game-etude "Bad weather".
The melody of the autumn song "Gloomy, rainy autumn has come" sounds in the recording (words by M. Ivensen, music by M. Krasev).
Children are invited to imagine a cloudy sky, rain, cold wind, ruffled sparrows that have huddled under the roof.
What is your mood? Why? ( Children choose pictogram.)
3. Game-etude "The weather has changed."
Sounds in the recording of the song "The sun warms warmer" ( muz.T. Vilkoreiskaya, sl.O. Vysotskaya.)
caregiver. Imagine how suddenly, unexpectedly for everyone, the rain ended and the bright sun came out. And it happened so fast that even the sparrows were surprised.
What happened to you when you imagined such unexpected changes in the weather? Find the icon.
4. Exercise "Mirror".
Examination of pictograms and the image in front of a mirror of joy, grief, surprise. Children take turns coming up with stories, and the rest convey them with facial expressions and gestures. Discuss how to help a friend in case of grief (the educator can tell the story).
5. Drawing "Clouds".
Children draw mood clouds in which they convey their mood or the mood of their friend. If desired, they can exchange mood drawings: for example, a child with sad mood give "cheerful clouds".
Lesson 14.
Topic: " WORLD OF EMOTIONS".
Target: consolidating children's knowledge about emotions; strengthening the ability to determine the emotional state of others, training the ability to control their emotions.
greeting ritual.
Attention exercise "What did you hear?".
Reflection of the past lesson
What interesting things have happened since the last lesson?
What color is your mood right now?
The main part of "Guess the emotion"
Posters with a schematic representation of emotions are hung out one at a time. Children guess what emotions are depicted on them.
Exercise "Shapes of emotions" "
Children draw 5 large figures on A4 sheet. Then, having recognized 4 figures (joy, fear, anger, anger) with colored pencils, they come up with a name for the fifth figure, using colors that correspond to its emotional state.
"Name an Emotion"
Passing the ball in a circle, the children name the emotions that interfere with communication. Then the ball is passed to the other side called emotions that help communication.
"Show Emotion"
Educator.FROM What can be used to express emotions? (They can be expressed using movements, facial expressions, pantomime, intonation.) Pre-prepared cards with an image
one emotion or another. (joy, fear, resentment, sadness, etc.). Each child in turn takes out a card and tries to portray the emotion he got without words. The rest have to guess what the emotion is.
Exercise "Score emotions "
On cards with different emotions, it is proposed to put a score - a number from 1 to 10 for each emotion, depending on how often the respondent experiences it. Then there is a discussion and conclusions are drawn.
Relaxation exercise "Balloon" see lesson 2.
Lesson 15.
Topic: The Adventure of Pinocchio
Target: consolidate knowledge about emotions; deepen the ability to feel the mood in music; develop reflection.
Welcome Ritual
Game "Say hello joyfully, sadly.".
Main part
The story of a journey through the Land of fairy tales
Tell that the children are going on a journey through the Land of Fairy Tales. On their way they will see fairy-tale houses where heroes of different fairy tales live. Fairy-tale heroes will come out if the children correctly name the emotion depicted on the pictogram hanging on the door of the house.
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