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Children's emotions

In preschool age, an active formation of the personality takes place. The child shows curiosity and curiosity, evaluates the events happening around him, learns to communicate, realizes his significance.

Emotional development manifests itself in the formation of social and moral behavior, the preschooler is aware of himself as a part of society.

The meaning of emotions

Emotions reflect the inner state of the preschooler, his attitude to the surrounding processes. Emotions guide the actions of the child.

The child begins to consciously show emotions, but does not yet know how to control them.
Therefore, the preschooler reacts to everything in a state of passion, i.e. violent, strong emotions with deep feelings and a decrease in self-control. Hence the childlike spontaneity and sincerity. Children of this age openly show both positive (joy, delight) and negative emotions (anger, sadness), but the change in mood occurs suddenly.

reflected in motivated actions. This chain also has a feedback. If your mood has changed, you need to look for a reason, and not scold or punish. Thus, parents forcibly impose on the child a positive attitude and prohibit the manifestation of negative emotions, which are equally necessary for the formation of the correct perception of the concept of “bad” and “good” in the child. The psyche of a preschooler is just being formed, so one should carefully choose the forms of emotional impact. Knowing this connection, it is not at all difficult to change the mood of a child, because children easily "switch".

Emotional development by age

Although preschool childhood covers the period from 1 to 7 years, according to the degree of emotional development, it can be divided into 3 time zones.

Emotional characteristics of a child 1-3 years old:

• desires are expressed through specific emotions;
• does not know how to make a choice yet;
• is not aware of the consequences of their actions;
• the assessment of an adult is very important for him;
• lack of empathy;
• self-centeredness and overestimated self-esteem.

During this period, self-awareness is born. The child begins to show signs of independence, recognizes his reflection, recalls a name, uses a personal pronoun.

The development of the emotional sphere at the age of 4-5:

• manifestation of affective reactions;
• emotional anticipation;
• the child is trying;
• the formation of a chain "desire - anticipation - directed action - the corresponding emotion";
  evaluates their behavior.

The whole range of emotions of children of this age is tied to the climate in the family. New interests, skills appear, motives are formed. Emotions become more difficult, the child feels anger, sadness, shyness, delight and other emotions. Moreover, he already expresses them not by crying or laughing, but through speech and facial expressions.

But preschoolers still cannot control their experiences and emotions, which are already becoming arbitrary and reasonable. This age is characterized by the formation of aesthetic and moral feelings.

Children of 6-7 years of age are already well aware of the rules of society, and in accordance with them, they adjust their behavior.
At this age, a sense of duty gradually matures. Already by the age of 5, moral consciousness appears, contributing to the understanding of the preschooler's requirements. The preschooler relates them to his own actions, as well as to the actions of peers and adults. By the age of 6-7, this sense of duty is especially evident.

The development of curiosity actively contributes to the manifestation of surprise and joy at new discoveries. Creative, artistic activity stimulates the development of aesthetic feelings.

The emotional system, meanwhile, is still immature. Under unfavorable conditions, the child manifests negative emotions, behavioral disturbances, decreased self-esteem, anxiety and resentment. All these emotions are natural, but children preschool age it is very difficult to express negative emotions. Sometimes adults forbid them to show, exacerbating the situation. Often a child by the age of 6 already begins to control his feelings, hide emotions, but inside there is resentment and anger, which affect his physical and mental health. Therefore, positive emotions are important in the development of the emotional sphere of preschoolers.

The main emotional characteristics of children of this age can be distinguished:

• moral, intellectual and aesthetic feelings are formed;
• emotions reflect the physical and mental state of the child;
• a sense of duty appears;
• speaking helps to be aware of your emotions.

Empathy in preschoolers

Full emotional development cannot occur without the formation of empathy - the desire for empathy and compassion. It is easier for a child with formed empathy to understand the feelings and actions of another, seeks to help him. Such children of preschool age socialize faster, communicate freely, and study at school is easier for them.

Tips for parents to develop empathy in their child:

• a favorable climate of love and mutual understanding should be formed in the family;
• develop positive sides of character;
• explain how to act correctly in a specific situation, explain what results such actions can lead to. Do not be afraid to analyze situations from life;
• each society has its own principles, with which the child must be introduced;
  empathize with the child;
• praise good deeds;
• play with children.

And, most importantly, you need to be an example for your child. Children of this age literally "absorb" the behavior of their parents and unconsciously copy.

Emotional development check

The development of the emotional sphere can be determined using the following methods: survey, testing, analysis of drawings, questioning, observation, conversation.

The main attention is paid to the emotional background of the child, how pronounced and mobile the emotions are, whether he tries to control them, whether there is emotional instability. As a result, the entire emotional range is revealed that a preschool child understands and can convey, incl. through speech. It is observed how the child reacts to various events occurring around him. It is determined whether he is receptive to the feelings of people, whether he understands their emotions.

Formation of the emotional sphere

Currently, most preschoolers give an inadequate reaction to many things, ignore the feelings of other people, do not know how to empathize, do not try to control emotions. This is largely due to a lack of communication. spend a lot of time at a computer, tablet or TV. And it's not about the usefulness of the information, but how much time they spend like that, and how much time their parents devote to them. As a result, preschoolers have an inadequate emotional development.

It is good if the child goes to kindergarten and communicates with peers, because it stimulates the emotional development of preschoolers. But this is not enough! A favorable atmosphere in the family and regular communication, developmental games and positive emotions contribute to the harmonious development of the personality.

If a person is emotionally well-off, he achieves great success in life, is more purposeful, and easily finds contact with people. Emotional well-being is formed during childhood. And if the parents do not want to give him the time of their present, then they are robbing his future. The positive emotional sphere of the preschooler has a beneficial effect on the cognitive processes; it cannot do without communication with parents.

The emotional sphere of a preschooler is formed during communication with other children, games, incl. mobile, during creativity, reading, work, listening to music.

The main components for development can be identified:

• daily regime;
• independent creativity;
• physical activity;
• Team work;
• games;
• reading;
• classes using visual aids.

Emotional impact as a way of education

The main purpose of this kind of education is to direct the emotions of children, not suppress them. Explaining the child's behavior and discussing bad behavior will be better than punishment. First, the child will learn by example to recognize what is "good" and "bad", an excellent example for analyzing a life situation. Second, parents will better understand their preschoolers.

Usually emotional development occurs in the following directions:
1. Skills are formed to compare and distinguish emotions in general (in the pictures);
2. Skills are formed to compare and distinguish the emotions of people.

You can influence the child through games. A preschool child perceives this form of presentation better and retains interest longer. Distinguish between plot-role-playing, communicative, mobile, psycho-gymnastic, mimic, as well as games for the development of imagination and productivity. Listening to music, reading fairy tales and discussing them, acquaintance with painting give a positive effect.

During such games, the child will experience various positive emotions, try to explain exactly what he is feeling, compare his experience with other children. Thus, the child will better understand himself and those around him, thereby stimulating his emotional development.

Emotions accompany us all our lives. Any natural phenomenon is neutral, and we paint it with the colors of our perception. Any interaction between people creates a special emotional aura, that special environment into which objects, people, animals are drawn, in which natural phenomena are spiritualized.

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Municipal preschool educational institution

"Kindergarten number 2" Rosinka ", Volsk, Saratov region"

___________________

Consultation for preschool teachers

"Emotional development of preschoolers"

Prepared and conducted

educational psychologist

Malenkova Elena Pavlovna

« Emotion is something that is experienced

Like a feeling that motivates

Organizes and directs

Perception, thinking and action "

(K. Izard "Psychology of emotions")

The emotional environment is very fragile, its violations, "breakdowns" are sometimes committed with one glance, in a word, with a single gesture, deed. People with negative emotions are not able to think about the good, see the positive in others, and respect themselves. The task of the parents is to teach the child to think positively. Emotionality affects not only the formation of personality traits and social development of the child, it also affects his intellectual development. Recently, much attention has been paid to the problem of the relationship between emotions and intelligence, as well as their influence on the achievement of success. Thinking is in direct proportion to emotions. In the general "ladder" of mental development, logical thinking is formed on the basis of figurative thinking, which, in turn, is closely related to the emotional development of the child.

The entire system of upbringing and education still continues to be built on the basis of the development of intelligence, paying immeasurably less attention to the formation of the emotional sphere. An emphasis in teaching on the emotional sphere is the most correct decision, i.e. according to the figurative expression of L.S. Vygotsky, "to act on affect in order to get to the intellect." In other words, at the head of lesson planning, lessons, put the system of management and the formation of basic emotions of the individual, and carry out this work on educational, program material. It becomes important that, based on the emotional sphere of the child, it is possible to solve a number of problems in his development in the process of forming the personal sphere. Working on the formation of emotions, expanding their range, creating a "subtle emotional response", the teacher, the parents will ensure the development of the child's reserve potential, and thereby create the basis for his successful learning. If the work of a teacher is taken as a basis for the education of basic emotions, as an integral component of the child's personality, then any activity, lesson should include the task of forming some emotion, its clarification, adequate reproduction, etc. Each of them has its own scale (options) of manifestations, its causes and consequences of manifestation. Emotions form the basic structures of consciousness.

It must be remembered that emotions are immutable; only the form of their manifestation changes. Joy is always joy; sadness is sadness, but the form of manifestation in childhood, adolescence, maturity is different.

The formation of each basic emotion is significant for the work on the personality of the child. Basic emotions are a fan of directions in the work of the teacher and parents on the development of the child's emotional and volitional sphere, through which it will be possible to correct behavior, speech, and thinking! Due to the huge role of emotions in the regulation of the activity of a preschool child, his thinking has an "emotional-figurative" character, which for a long time remains dominant in the structure of children's intelligence. Emotions are always with us, and the experience of emotions largely determines our perception and interpretation of the world around us. That is precisely why preventive measures are important and necessary to preserve and enrich the child's emotional world.An adult who wants to see a child happy should remember:

• a trusting relationship with a child, if the child trusts, he will be able to express his negativity in words. Speaking out loud feelings that have a negative effect on the existing image of "I" helps to weaken these feelings and they will no longer have such a destructive effect on the psyche;
• the use of games with dolls, role-playing games in working with preschool children and younger students. The different roles of the dolls played by the child will allow him to look at the situation from different points of view and show different emotions. Role-playing game promotes learning to master their own emotions, the plots for such games should be chosen different situations that involve a vivid manifestation of emotions, feelings. For example: "Birthday", "Circus", "Hospital", "Family", "At the Zoo", "Angry Dog" and others;
• removal of emotional clamps with the help of games, dances, plastics, physical exercises;
• creating conditions for the child to feel comfortable and evaluate himself positively (praise the child in the presence of other children and adults; exclude comparisons of children; provide psychological support, showing sincere concern for the child);
• at the heart of the baby's cognitive activity is a sensory process that evokes emotions.

The main thing is to always remember about the development of children's emotional aspirations!

Topic: "Emotional development of young children in a preschool educational institution"

Target: Acquaintance of participants with the experience of using gaming technologies aimed at developing emotions in preschoolers.

Tasks:

1. To update the knowledge of teachers about the importance of the preschool period of childhood for the development of the emotional sphere.

2. To promote the formation among teachers of ideas about the use of gaming technologies aimed at the social and personal development of preschoolers.

3. Make a manual "Cheerful traffic light"

S. L. Rubinshtein noted that one and the same process can be (and usually happens) and intellectual, and emotional, and strong-willed. However, depending on the content of the process, age or individual characteristics, either the intellectual component can become the leading one, or emotional, or strong-willed. Obviously, in relation to the preschool period in general, and to early preschool childhood in particular, namely emotional the component is dominant and decisive.

Organizing the environment of a preschool educational institution, it is necessary to make it such that it contributes to a versatile and full-fledged development emotionally-sensual sphere of the child early age as conditions its further successful and harmonious development.

Let us describe in more detail each of the named conditions.

Emotionally-supporting component of the environment

To create optimal emotional atmosphere in a group of young children it is necessary to learn to correlate the goal and objectives of their pedagogical actions with the attitude to emotional development: excitement, relaxation, experience, organization emotionally rich communication of a child with an adult and others, etc.

At the first stage, the child's adaptation to Preschool:

Establishment emotional contact with the child;

Involving him in what is happening around events: "(Name, look at me", "Come to me for a minute", "Show the toy what it does" etc. ;

Creating a positive emotional mood in a group of children in relation to the enrolled child;

Security emotionally warm atmosphere in the group;

Formation of children positive attitude, acceptance of the situation of being in a preschool educational institution, etc.

Emotionally-configuring environment component

When arranging emotionally- the tuning component of the environment, the following circumstances are taken into account. Color solution in the group should be calm for perception, but not monotonous. The musical background in the group is also created by the corresponding music - not only the usual children's songs, but also classical works, folk music.

Making sure that every child feels comfortable in the atmosphere kindergarten, the teacher thinks over the organization of life baby: is it convenient to use the locker for undressing, is the tap too tight in the washroom, are there a variety of toys, etc.

In this case, it is worth keeping in mind two circumstances. The first is the acquisition of equipment into the group that contributes to optimization emotional and sensory development of the child... And the second is to revise the existing interior and equipment in order to strengthen them. emotionally developing orientation.

Emotionally- stabilizing component of the environment

The need for safety and protection is easiest to observe in the little ones. children... Preschoolers experience anxiety that turns into affects if the environment around them changes. It is no coincidence that everyone knows the difficulties of adaptation periods in children upon admission to a preschool educational institution. A certain guarantor of meeting the need for safety is for a preschool child the presence of certain regime moments... The daily routine is a certain duration and alternation of various activities, sleep, rest, regular and high-calorie meals, and the implementation of personal hygiene rules. Systematic implementation of the necessary conditions contributes to well-being for the correct organization of the daily routine children keeping on high level the functional state of the nervous system, has a positive effect on the processes of growth and organism development.

Emotionally- activating component of the environment

Revitalization emotional states happens when happens "Joy of recognition", or when meeting something new, unusual (but not scary for a child)... Most often emotional the activation of the child's experiences occurs in play. Play is the leading activity for the preschooler. Therefore, the educator needs to purposefully include games and play activities focused on activating and optimizing emotionally-sensual sphere of the child. To those relate:

Savings games with children emotions;

Games on emotional communication of the child with peers and adults;

Games for overcoming negative emotions;

Withdrawal games emotional stress, relaxation;

Games on development of empathy in children and others.

So how can we influence the development of emotions in children? (answers)... But first I would like to remember what emotions we know. We all know the game well "Guess!" and I want to play a little with you now.

1. My eyes are slightly squinted.

The corners of the mouth are slightly raised.

I am laughing.

(Joy)

2. The eyes are slightly narrowed.

The corners of the mouth are down.

(Sadness)

3. My brows are furrowed and knitted.

Teeth clenched.

The lips are tightly compressed.

The nostrils are dilated and trembling.

I clench my fists.

I want to hit.

(Anger)

4. My eyebrows are raised.

The mouth is slightly open, rounded.

Eyes wide open.

I exclaim: "Ltd!" or "Oh!"

(Astonishment)

5. My eyebrows are raised and slightly drawn towards the bridge of my nose.

The eyes are very wide open.

I want to defend myself, hide, run away.

(Fear)

6. When I am interested, I focus.

I look closely at the subject.

My brows are slightly pulled together.

(Interest)

7. I lower and turn my head to the side.

I hide my eyes.

My face and ears turn red.

I feel …

(Shame)

Emotionally-training component of the environment

Psycho-gymnastics is a special class aimed at development and correction of various aspects of the child's psyche. These activities are especially necessary for children with excessive fatigue, exhaustion, restlessness, having a quick-tempered or withdrawn character. But it is no less important to play these sets of exercises with healthy children as a psychophysical relaxation and prevention. The main goal of psycho-gymnastics classes is to master the skills of managing one's own emotional sphere: development in children the ability to understand, be aware of their own and others emotions, express them correctly and fully experience them.

Summing up, we note the following. It becomes obvious that the experience of joy, the motivation of positive emotions for the early childhood should become one of the dominant directions in the organization of the life of the preschool educational institution.

I want to introduce you to the manual "Cheerful traffic light" ... This traffic light is located at the beginning of the office. When children come to class, they go to the manual and immediately note their mood. I make sure to record for myself the mood in which the child came to the lesson. To work, we need three circles - red, yellow and green. To each of them we will glue a white circle of a smaller diameter to depict emotion. Note: in addition to the corner of emotions, this manual can be used in traffic rules games - as a traffic light layout. Ribbons allow you to twist the sides of the traffic light together (this way you can reduce the amount of emotions - for example: for kids). To recognize the mood in children, ordinary clothespins are used.

The red circle means that the child is in a bad mood, he is sad or sad. A yellow circle means that a child who comes to class has a calm, neutral mood, without emotions. A circle Green colour- this, of course, is fun, joy, a wonderful mood. I want to wish you today that you, dear colleagues, will have only good things from our meeting. "Green" mood!

Organization: GBDOU kindergarten number 116

Settlement: the city of St. Petersburg.

Age group: Middle preschool age

Project type: practice-oriented

Project theme: Colorful world of emotions

Project duration: mid-term 02.02.2015-23.02.2015

Project stages

1. Diagnostic
2. Basic
3. Analytical

Relevance of the topic

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

This idea belongs to the outstanding psychologist Lev Semenovich Vygotsky. As you know, the life of a scientist ended in 1934. Has the "one-sided" view of the human personality changed since then? Practice shows that the mental development of the child began to be given attention both in kindergarten and in the family. The main emphasis, as a rule, is placed on intellectual and volitional qualities, but the emotional sphere of the child is often not given enough attention.

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

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

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

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

Tasks:

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

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

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

• pick up an emotion;
• recognize the emotion;
• conversation about emotional situations;

Example: Conversation aboutemotional situations

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

Conducting research: first observed children in various activities. Then they asked the child questions:

Is it okay to laugh if your friend has fallen? Why?
Can you offend animals? Why?
Should I share toys with other kids? Why?
If you broke a toy, and the teacher thought about another child, do I need to say that it is your fault? Why?
Is it okay to make noise when others are resting? Why?
Can you fight if another child took your toy away? Why?

Application form : "What traits are you trying to bring up in your child in the first place?"

Qualitative analysis of the received data

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

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

The main stage

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

Game exercises for the development of facial expressions

"Ate a sour lemon" (children frown).

"Pissed off at the fighter" (eyebrows knit).

"Met a girl I know" (smile).

"Frightened by the bully" (raise their eyebrows, open their eyes wide, open their mouths).

"Surprised" (raise their eyebrows, open their eyes wide).

"Offended" (lower the corners of the lips).

"We know how to dissemble" (blinking with their right eye, then with their left).

Game exercises for the development of pantomime

"Bloomed like flowers."

"Withered like grass."

"Let's fly like birds."

"A bear is walking through the forest."

"The wolf creeps after the hare."

"Ducks are swimming."

"The penguins are coming."

"The beetle rolled over on its back."

“Horses are galloping” (“trot”, “gallop”).

"Deer are racing"

"We train emotions"

Frown how:

Autumn cloud

Angry man

Evil sorceress.

smile like:

Cat in the sun

The sun itself

Like Pinocchio,

Like a sly fox

Like a joyous child

As if you saw a miracle.

posed like:

The kid who had their ice cream taken away

Two rams on the bridge

Like a man who got hit.

get scared like:

A child lost in the woods

The hare that saw the wolf

A kitten that a dog barks at.

get tired like:

Daddy after work

An ant who lifted a heavy load

rest like:

A tourist who has taken off a heavy backpack

A child who worked hard but helped his mother

Like a tired warrior after victory.

Games for the development of the child's emotional sphere

• Relaxation exercise.

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

Relaxation helps in a joyful mood.

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

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

• Art therapy exercise "Wonderful land"

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

Now let's get together

Let's draw a wonderful edge.

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

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

"Reanimated objects». Invite your child to take a close look at all the objects in the room (kitchen, hallway). Let him imagine that the objects came to life, began to feel, and tell which of them is the best, who is in the best mood and why, who is in the worst mood and why.

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

From seed to tree
The presenter (gardener) suggests turning into a small wrinkled seed (shrinking into a ball on the floor, removing your head, covering it with your hands). The "gardener" is very careful about the "seeds", watering them (stroking the head and body), caring for them. With the warm spring sun, the "seed" begins to grow slowly (all rise). His leaves open up (hands stretch upward), a stem grows (body stretches out), twigs with buds appear (hands to the sides, fingers clenched). A joyful moment comes, the buds burst (fists open sharply), and the sprout turns into a beautiful strong flower. Summer comes, the flower grows prettier, admires itself (to examine itself), smiles at other flowers (to smile at the neighbors), bows to them, lightly touches them with its petals. But then the wind blew, autumn is coming. The flower sways in different directions, fights against bad weather (swinging arms, head, body). The wind tears off the petals and leaves (the head and hands are lowered), the flower bends, bends to the ground and lies on it. He is sad. But then the winter snow started. The flower has turned into a small seed again (curled up on the floor). The snow has wrapped the seed, it is warm and calm. Spring will come again soon and it will come to life.

Builders
Participants line up. The presenter offers to imagine with body and face various movements, as the first one transfers to a neighbor, etc .:
a heavy bucket of hay; light brush; brick; a huge heavy board; carnation; hammer.
The presenter makes sure that the posture, the degree of muscle tension in the body and the expression on the faces of the "builders" correspond to the severity and volume of the transferred materials.

Games and pedagogical situations for the development of emotional responsiveness

· "It's me, recognize me"

Removing emotional stress, aggression, developing empathy, tactile perception, creating a positive emotional climate in the group.

It is advisable that each child has been in the role of a leader.

• Game "Joyful Song"

Goal: positive attitude, developing a sense of oneness

I have a ball in my hands. Now I will wind the thread around my finger and give the ball to my neighbor on the right, Dima, and sing a song about how glad I am to see him - "I am very glad that Dima is in the group ...".

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

The ball came back to me, he ran in a circle and connected us all. Our friendship has grown even stronger, and our mood has improved.

· "Try to guess"

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

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

I am with you here. Tell me what my name is.

The driving child is trying to guess who stroked him. If the driver cannot guess correctly, he turns to face the players, and they show him who stroked him, and he just tries to remember and name this child.

· "Give a sweetheart"

The development of tactile sensitivity, a kind attitude towards a peer.

• Dancing together

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

Musical movements raise the mood.

We have no time to lose heart - we will dance together.

The song "Dance of Little Ducklings" is played

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

· "Blind dancer"

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

• "Help a peer"

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

Description of the technique. Two children, of whom only one child was a test subject, were asked to complete different tasks. The subject's task was easier than that of his peer. The children were not informed that the tasks were of varying degrees of difficulty. From the outside, these tasks were perceived by the children with approximately equal degree of difficulty.

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

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

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

When constructing an experiment in this way, it was natural to expect that its key moments would be an analysis of the subject's behavior after he completed a practical task, the nature of his solution. At the same time, it should be recognized that the fulfillment of the task is, as a rule, the result of the action of the corresponding needs, motives and underlying emotions that have already developed in the child. Therefore, it was important to establish what motives and emotions caused the child to make such a decision and not a different one.

• "Who can find the good, Nice words for... "(child, educator, doll, book, etc.).

Reading, discussion, dramatization of works of art

Tasks:

• Development of the ability to hear, see, feel and experience various emotional states proposed in literary works
• Skill development put yourself in the shoes of the heroes of works
• Development of the ability to assess the situation and behavior of heroes from a moral point of view
• teach to think different options the behavior of the heroes and find the optimal one for the given situation

Valentina Oseeva. Stories for children

1. BLUE LEAVES
2. BADLY
3. WHAT DOESN'T DO NOT DO
4. Grandma and granddaughter
5. THE WATCHER
6. COOKIES
7. OFFENSORS
8. MEDICINE
9. WHO PUNISHED HIM?
10. WHO IS THE OWNER?

Vladimir Grigorievich Suteev.

Fairy tales and stories

1. FISHERMAN CAT
2. UNDER THE MUSHROOM
3. APPLE

Working with parents

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

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

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

The experience of a preschooler is usually complete in a child from a large and friendly family, where parents and children are linked by a deep relationship of responsibility and mutual dependence.

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

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

There are parents who are convinced that our time is a time of scientific and technological achievements and progress, therefore, some people bring up such qualities in a child as the ability to stand up for themselves, not give themselves offense, give back (“You were pushed, and what are you? , you cannot answer in the same way). In contrast to kindness and sensitivity, the ability to use force thoughtlessly, to resolve conflicts at the expense of the manifestation of another, a disdainful attitude towards other people is often brought up.

Slide folder

A Quick Guide for Parents "Simple words have deep meaning ..."

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

Answer children's questions, do not dismiss them.

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

Read books with your child, teach kindness and mercy.

Teach your child to take care of someone and enjoy it.

Get a pet and take care of it constantly with your baby.

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

There are many situations every day when you need to decide how to behave. You can teach a child to show kindness and responsiveness on a daily basis, and this should always be remembered.

Conversation "Education of emotional responsiveness in childrenin family"

Emotional microclimate, determined by the nature of the relationship between family members. With negative relationships, parental discord inflicts great harm on the child's mood, his ability to work, and relationships with peers.

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

Intimate feelings of parents about certain qualities found in each child. What the parents like, what makes the child happy and, what upsets, worries in him. That is, parents create the need to educate a child not of one quality, but a system of qualities related to each other: intellectual and physical, intellectual and moral.

Involve the child in the everyday life of the family: cleaning the apartment, cooking, doing laundry, etc., it is necessary to constantly pay attention to the fact that by encouraging the child even to a small extent for help, emphasizing his involvement, the parents thereby evoke positive emotions in the child, strengthen his self-confidence.

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

Children must constantly feel that parents are concerned about more than just their progress in acquiring different skills and abilities. The sustained attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special sphere - the sphere of emotional development.

Estimated results

The end result work should become a model of a child who understands the feelings of another, actively responds to the experiences of people and living beings around him, striving to come to the rescue

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

Literature:

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

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

7. Dyachenko O. M., Ageeva E. L. "What doesn't happen in the world?" - M .: Education, 1991

8. Kalinina R.R. “Visiting Cinderella”. Pskov, 1997

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

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

11. Khukhlaeva OV "A ladder of joy" .- M .: Publishing house "Perfection", 1998.

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

Natalia Ostrovskaya
Development of the emotional sphere of preschool children in preschool conditions

Federal state educational standard preschool education puts one of the priorities the protection and strengthening of physical and mental health children... The most important component of mental health children are emotional.

Emotions play an important role in child development: determine the effectiveness of training, take part in the formation of creative, labor, educational activities, the child's relationship with peers.

Long time system preschool education in Russia

was focused primarily on providing educational child development... Wherein emotional development often insufficient attention was paid. According to many domestic authors, including L. A. Abramyan, A. V. Zaporozhets, M. I. Lisina, T. A. Repin, emotional sphere is an important component in preschool development, since no communication, interaction will be effective if its participants are not able: first, understand emotional state of another, and secondly, to manage your emotions... Understanding your emotions and feelings is also an important point in the formation of the personality of a growing person.

Development of the emotional sphere of preschool children is a priority in the organization and implementation of the educational process. A decisive role in her development belongs to the educator, his own mood, emotionality of his behavior.

It is very important that the educator is focused not only on creating subject-specific developing environment, but also emotionally developing environment in the group... An environment conducive to versatile and fulfilling development of the emotional and sensory sphere of a preschool child(how conditions its further successful and harmonious development).

Emotionally - developing environment includes the following Components:

The first component is the interaction of the teacher with the children. A significant factor is emotionally- personal characteristics of the educator, as well as his speech. Emotional speech of the educator, an attentive, friendly attitude towards children is designed to create a positive attitude.

The second, component emotionally developing environment is the interior design of the group (favorable color scheme, comfortable furniture, comfortable temperature conditions, the spatial solution of the group is the presence of specially organized zones, among which: "Corner of solitude", "Mood corner" etc.). When registering "Corners of the Mood" it is necessary to pay special attention to the selection of colors, since color and mood are interrelated. The musical background in the group is created by the corresponding music - not only the usual children's songs, but also classical works, folk music, etc.

The third component is emotionally energizing

joint activities of the educator with children. It includes in

first of all different types games and exercises aimed at emotional development of a preschooler.

The game is actively forming or rearranging mental

processes ranging from the simple to the most complex.

Promote the emotional well-being of children promotes the conduct of psycho-gymnastic exercises. This condition which is not

provided for by the norms of organizing the life of the preschool educational institution, however

Psycho-gymnastics, according to E. A. Alyabyeva, M. I. Chistyakova,

represents special classes (sketches, games, exercises aimed at development and correction of various aspects of the child's psyche

(its cognitive and emotional and personal sphere) .

The main goal of psycho-gymnastics classes is to master skills

managing its emotional sphere: development in children of the ability

understand, be aware of their own and others emotions, express them correctly and

fully experience.

Effectively affect the mental state children carrying out therapeutic and prophylactic measures (water hardening procedures, psycho-trainings, relaxation pauses, relieving tension and stress. Mimic and pantomimic sketches, which expressively depict individual emotional states(joy, surprise, interest, anger and others associated with the experience of bodily and mental contentment or discontent. With the help of sketches, children get acquainted with the elements of expressive movements of facial expressions, gestures, posture, gait.

Thus, having studied the approaches to organizing development of the emotional sphere in preschool children, I came to the conclusion that organized psychological and pedagogical work in this direction can not only enrich emotional experience of preschoolers, but also eliminate shortcomings in personal development.

Related publications:

"Kaleidoscope of emotions". Synopsis of an integrated lesson on the development of the emotional sphere of older preschool children Program content: Purpose: To develop and enrich the emotional sphere of children by means of two disciplines: music and psychology. Tasks: To fix.

The development of sensory perception in preschool children in preschool conditions"Development of sensory perception in children of primary preschool age in preschool conditions" Purpose: creating conditions for sensory education of children.

Preschool age is a favorable period for the development of the emotional sphere in children. Emotions are a kind of kaleidoscope of impressions.

Studying the emotional sphere of older preschool children Relevance B last years there is an active reform of the preschool education system: the network of alternative preschool education is growing.

Synopsis of an integrated lesson on the development of the emotional sphere of older preschool children"Kaleidoscope of emotions" Synopsis of an integrated lesson on the development of the emotional sphere of older preschool children through music.

Development of creative abilities in preschool children in preschool conditions Development of creative abilities in preschool children in preschool conditions. Socio-economic transformations in society dictate.