Under by will is understood conscious regulation by a person of his behavior and activities, expressed in the ability to overcome difficulties in achieving a goal.

The essential components of volitional action are the emergence of motivation, awareness and struggle of motives, decision making and execution. Volitional action is generally characterized by purposefulness, as a person’s conscious focus on a specific result of activity. The first stage of volitional action is associated with initiative, expressed in setting your own goals, independence, manifested in the ability to resist the influence of other people. Determination characterizes the stage of struggle of motives and decision making. Overcoming obstacles in achieving goals at the execution stage is reflected in a conscious volitional effort, which involves the mobilization of one’s forces.

The most important acquisition before school age consists in transforming the child’s behavior from “field” to “volitional” (A.N. Leontyev). Main characteristics "field" behavior of a preschooler - impulsiveness And situationality. The child acts without thinking, under the influence of spontaneously arising experiences. And the goals and content of his activity are determined by external objects, components of the situation in which the baby finds himself. So, having seen the doll, the child begins to feed it. If a book comes into his field of vision, he immediately throws the doll and begins to enthusiastically look at the pictures.

Around 3 years of age, in connection with the development of personal action and self-awareness, the preschooler has personal desires that cause his activity, which are expressed in the form: “I want” or “I don’t want.” Their appearance marks the beginning of the formation of will, when situational dependence in behavior and activity is overcome. Now the child receives relative freedom from the situation, the ability to “stand” above it. Behavior and activity in preschool age change not only in content, but also in structure when their more complex organization takes shape.

At preschool age, the formation of volitional action occurs. The child masters goal setting, planning, and control.

Volitional action begins with setting a goal. A preschooler masters goal setting - the ability to set goals for an activity. Elementary purposefulness is already observed in an infant (A.V. Zaporozhets, N.M. Shchelovanov). He reaches out to the toy that interests him, looking for it if it goes beyond his field of vision. But such goals are set from the outside (by the subject).

In connection with the development of independence, the child already in early childhood (at the age of about 2 years) begins to strive for a goal, but it is achieved only with the help of an adult. The emergence of personal desires leads to the emergence of “internal” purposefulness, determined by the aspirations and needs of the baby himself. But in a preschooler, purposefulness manifests itself more in setting rather than achieving goals. Under the influence of external circumstances and situations, the child easily gives up the goal and replaces it with another.

In a preschooler, goal setting develops through independent, proactive goal setting, which changes in content with age. Younger preschoolers set goals related to their personal interests and immediate desires. And elders can set goals that are important not only for them, but also for those around them. As emphasized by L.S. Vygotsky, the most characteristic of volitional action is the free choice of a goal, one’s behavior, determined not by external circumstances, but motivated by the child himself. Motive, motivating children to activity, explains why this or that goal is chosen.

From about 3 years of age, a child’s behavior is increasingly prompted by motives that, replacing each other, are reinforced or come into conflict.

At preschool age, a relationship of motives with each other develops - their subordination. A leading motive is identified, which determines the behavior of a preschooler, subordinating other motives. We emphasize that the system of motives is easily violated under the influence of a strong emotional impulse, which leads to a violation of well-known rules. For example, a child, rushing to see what gift his grandmother brought, forgets to say hello to her, although in other situations he always greets adults and peers.

Based on the subordination of motives, the baby has the opportunity to consciously subordinate his actions to a distant motive (A.N. Leontyev). For example, make a drawing to please your mother at the upcoming holiday. That is, the child’s behavior begins to be mediated by the ideal represented model (“How happy mother will be when she receives a drawing as a gift”). The connection of motives with the idea of ​​an object or situation makes it possible to attribute an action to the future.

The subordination of motives occurs on the basis of their struggle. In early childhood, the struggle of motives and, consequently, their subordination is absent. The preschooler simply obeys a stronger motive. An attractive target directly causes him to take action. The preschooler recognizes the struggle of motives as an internal conflict, experiences it, understanding the need to choose.

Let's give an example.

A nanny sometimes comes to Dasha N. (5 years 3 months). The girl treats her well, always greets her joyfully and does not forget to say “goodbye.” One day, when the nanny was leaving, Dasha did not come out to see her off, she hid, looked into the corridor and ran away again. When the nanny left, mom asked Dasha why she didn’t say goodbye to the nanny. The girl explained: “I pushed Rosa Vasilyevna. I was ashamed to approach her. And now I’m ashamed... I’m ashamed that I didn’t tell her goodbye.”

The subordination of motives in a preschooler, as shown by the research of A.N. Leontiev, initially occurs in the immediate social situation communication with an adult. The balance of motives is set by the elder’s demands and is controlled by the adult. And only later the subordination of motives appears when objective circumstances require it. Now a preschooler can strive to achieve an unattractive goal for the sake of something else that is meaningful to him. Or he may give up something pleasant in order to achieve something more important or avoid something undesirable. As a result, the child’s individual actions acquire a complex, as if reflected, meaning.

Pasha N. (5 years 7 months), running past, pushed Maxim D. (6 years). Maxim caught up with Pasha and pushed him too. In another situation, Maxim D. saw that Seryozha D. (6 years 7 months) was beating a baby. He approached the offender and began to push, repeating: “Don’t touch the little ones!”

Thus, the child’s behavior turns into extra-situational personal behavior and loses its spontaneity. It is directed by the idea of ​​the object, and not by the object itself, that is, an ideal motivation appears, for example, a moral norm becomes the motive.

The motives of a preschooler are impulsive and unconscious. They are mainly associated with objective activities and communication with adults.

Expanding the boundaries of a preschooler’s life activity leads to the development of motives that affect the spheres of attitude towards the world around him, other people and himself.

The motives of a preschooler not only become more diverse, they are recognized by children and acquire different motivating powers.

Children aged 3-7 years have a pronounced interest in the content and process of new types of activities: drawing, labor, design, and especially play. Game motives retain significant motivating force throughout preschool age. They involve the child’s desire to “enter” an imaginary situation and act according to its laws. Therefore, in a didactic game, knowledge is acquired most successfully, and the creation of an imaginary situation makes it easier to fulfill the requirements of an adult.

In preschool childhood, children develop an interest in new, more important, more “adult” types of activities (reading and counting) and a desire to perform them, which is caused by the formation of the prerequisites for educational activities.

At the age of 3-7 years, cognitive motives intensively develop. According to N.M. Matyushina and A.N. Golubeva, at 3-4 years old children often replace cognitive tasks with playful ones. And in children 4-7 years old, persistence is observed in solving mental problems, which gradually increases. In older preschoolers, cognitive motives are increasingly separated from play motives.

In older preschool age, cognitive motives come to the fore in didactic games. Children receive satisfaction from solving not only a gaming problem, but also a mental one, from the intellectual efforts with the help of which these problems were solved.

In the sphere of self-relationship, a preschooler’s desire for self-affirmation and recognition sharply increases, which is due to the need to realize his personal significance, value, and uniqueness. And the older the child, the more important it is for him to recognize not only adults, but also other children.

Let's give an example.

Maxim D. (5 years 11 months) was sledding down a hill. Rolling down again, he stopped near two boys 7-8 years. When they saw Maxim, they smiled, and one of them said: “Look, what kind of bun has come to us.” Maxim immediately jumped up, ran to his mother and began to hurriedly say: “Let's get out of here. I don't want to ride anymore! "Why do you want to leave?"-Mom asked. "They called me a bun"-The boy answered with resentment in his voice.

Motives associated with a child’s claim to recognition are expressed (at the age of 4-7 years) in competitiveness and rivalry. Preschoolers want to be better than other children and always achieve good results in their activities.

For example, children draw. The teacher takes Olya’s (5 years 4 months) drawing and says: “Look how beautiful Olya’s drawing is!” "Beautiful",-confirms Ksyusha O. (5 years 6 months) and continues: “Only she copied my Christmas tree.”

By the age of 6-7 years, the child begins to have a more adequate attitude towards his achievements and see the successes of other children.

If the motives associated with the child’s claim to recognition among adults and children are not satisfied, if the child is constantly scolded or not noticed, given offensive nicknames, not taken into play, etc., he may exhibit antisocial forms of behavior leading to violations rules The child seeks to attract the attention of other people through negative actions. Let's show it with an example.

Serezha P. (5 years old) recently went to kindergarten and does not yet know how to do much. He is especially bad at drawing. The boy chooses a beautiful combination of colors, but he lacks technical skills. Over the course of five lessons, the teacher, analyzing children's works, emphasized Seryozha's failures and constantly praised the drawings of Lena, who was sitting next to him. One day, after another positive assessment of Lenin’s drawing, Seryozha said: “So what, I can do that too!”-and abruptly pulled the drawing towards him. The drawing is torn.

Older preschoolers strive to maintain positive relationships with peers and perform common activities. Moreover, the motives for communicating with friends in children 5-7 years old are so strong that the child often gives up his personal interests in order to maintain contacts, for example, agrees to an unattractive role, refuses a toy.

Let's give an example.

Maxim D. (5 years 4 months) became friends with Oleg V. (6 years). The children always played together. One day, Oleg’s brother Vanya (8 years old) joined them. He tried to attract the attention of the younger ones, showed them various toys and, in the end, began to pour water on Maxim. After several attempts to dodge the stream of water, Maxim splashed Vanya himself. Vanya’s mother saw this, reprimanded Maxim and took the brothers to another play area. His mother approached Maxim. “Maxim, did you quarrel?”-she asked. The boy replied: “Vanya was the first to wet himself... But I’ll still go and apologize.”-“But it’s not your fault!”-“So what if it’s not your fault. I'll apologize anyway. I want to be allowed to play with Olezhka.”

The preschooler's interest in the world of adults expands; more clearly than in early childhood, the desire to join it and act like an adult is manifested. These unconditionally positive motives can lead to the child violating the rules of behavior and to actions that are condemned by elders.

For example, the father of five-year-old Gosha A. was painting a window. Without finishing his work, he went into another room to talk on the phone, and when he returned, he saw that Gosha had “painted” not only the window sill, the radiator, the wall next to the window (“So that they were beautiful”), but also himself.

Considering the high motivating power of motives associated with the desire to be like an adult, it is necessary to show the child where and how he can show his “adulthood”, entrust him with some harmless, but serious and important task, “which no one can do well without him.” . And when assessing his action, which at first glance is obviously negative, it is necessary first of all to find out the motive that caused it.

Throughout preschool age, the motives of encouragement and punishment, which are associated with the desire to maintain positive relationships with adults “to be good,” make pedagogical assessment effective. For children 3-4 years old, these motives are most effective. Older preschoolers successfully overcome their own personal aspirations not only for the sake of receiving encouragement or avoiding punishment, but also for moral purposes.

The most important acquisition in the motivational sphere of preschool children, along with the subordination of motives, is development of moral motives. At 3-4 years old moral motives either absent or only slightly influence the outcome of the struggle of motives. At the age of 4-5 they are already characteristic of a significant part of children. And at the age of 5-7 years, moral motives become especially effective. By the age of 7, moral motives become decisive in their motivating power. That is, social requirements turn into the needs of the child himself. But throughout preschool age, the following features of the struggle of motives remain. As before, the child performs many impulsive actions under the influence of strong emotions. For an older preschooler, it is possible to suppress affect, although with difficulty. Motives associated with organic needs are difficult to overcome; the conflict most clearly arises between social and personal motives; the choice between them is acutely experienced by the child.

A preschooler is able to exert volitional effort to achieve a goal. Purposefulness develops as a strong-willed quality and an important character trait.

Maintaining and achieving a goal depends on a number of conditions. Firstly, on the difficulty of the task and the duration of its completion. If the task is complex, then additional reinforcement is needed in the form of instructions, questions, advice from an adult, or visual support.

Secondly, from successes and failures in activity. After all, the result is a visual reinforcement of volitional action. At 3-4 years old, successes and failures do not affect the child’s volitional action. Middle preschoolers experience success or failure in their activities. Failures affect her negatively and do not stimulate perseverance. And success always has a positive effect. A more complex ratio is typical for children 5-7 years old. Success encourages overcoming difficulties. But for some children, failure has the same effect. There is an interest in overcoming difficulties. And failure to complete a task is assessed negatively by older preschoolers (N.M. Matyushina, A.N. Golubeva).

Thirdly, from the attitude of the adult, which involves evaluating the child’s actions. An objective, friendly assessment from an adult helps the child mobilize his strength and achieve results.

Fourthly, from the ability to imagine in advance the future attitude towards the result of one’s activities (N.I. Nepomnyashchaya). (For example, making paper mats was more successful when an adult or other children made demands on these gifts on behalf of the persons for whom the gifts were intended.)

Fifthly, on the motivation of the goal, on the relationship between motives and goals. A preschooler achieves a goal more successfully when motivated by play, and also when the closest goal is set. (Ya.Z. Neverovich, studying the influence of different motives on the activities of preschool children, showed that she was more active when the children made a flag for the kids and a napkin for the mother. If the situation changed (the napkin was intended for the kids, and the flag for the mother), The children very often did not complete the task, they were constantly distracted. They did not understand why the mother needed a flag, and the kids needed a napkin.) Gradually, the preschooler moves on to the internal regulation of actions that become voluntary. The development of voluntariness involves the formation of a child’s focus on his own external or internal actions, as a result of which the ability to control himself is born (A.N. Leontyev, E.O. Smirnova). The development of voluntariness occurs in different areas of the psyche, in different types of activity of a preschooler.

After 3 years, arbitrariness in the sphere of movements is intensively formed (A.V. Zaporozhets). The acquisition of motor skills in a preschooler is a by-product of objective activity. For the first time in a preschooler, mastery of movements becomes the goal of activity. Gradually they turn into manageable ones, controlled by the child on the basis of a sensorimotor image. The child consciously tries to reproduce the characteristic movements of a certain character and convey to him special manners.

The self-control mechanism is built according to the type of control of external objective actions and movements. The task of maintaining a motionless posture is not available to children 3-4 years old. At 4-5 years old, behavior is controlled under the control of vision. Therefore, the child is easily distracted by external factors. At 5-6 years old, preschoolers use some techniques to avoid distractions. They control their behavior under the control of motor sensations. Self-management takes on the features of an automatically occurring process. At 6-7 years old, children maintain a motionless posture for a long time, and this no longer requires continuous effort from them (Z.V. Manuylenko).

In older preschool age, mental processes occurring in the internal mental plane begin to acquire features of voluntariness: memory, thinking, imagination, perception and speech (Z.M. Istomina, N.G. Agenosova, A.V. Zaporozhets, etc.).

By the age of 6-7 years, arbitrariness develops in the sphere of communication with adults (E.E. Kravtsova).

Indicators of arbitrariness of communication are attitudes towards the requests and tasks of an adult, the ability to accept them and carry them out according to the proposed rules. Children can retain the context of communication and understand the duality of the adult’s position as a participant in common activities and a source of rules.

Awareness and mediation- these are the main characteristics of arbitrariness.

At the age of about 2 years, all the baby’s behavior becomes mediated and controlled first by the adult’s speech, and then by his own. That is, already in early childhood, the word mediates the child’s behavior, causes or inhibits his reactions. Understanding the meaning of a word allows a child to follow quite complex instructions and demands from an adult. The child begins to record his action in a word, which means he is aware of it.

For a preschooler, the word becomes a means of mastering his behavior, making possible independent speech mediation in various types of activities.

Speech connects current events with the past and future in time. It allows the preschooler to go beyond what he perceives at the moment. Speech helps to master one’s activities and behavior through planning, which acts as a way of self-regulation. When planning, the child creates in speech form a model, a program of his actions, when he outlines their goal, conditions, means, methods and sequence. The ability to plan one’s activities is formed only with training from an adult. Initially, the child masters it as the activity progresses. And then planning moves to its beginning, beginning to precede execution.

Another characteristic of voluntary action is awareness, or awareness. Awareness of one's own actions allows a preschooler to control his behavior and overcome his impulsiveness. Preschoolers often are not aware of exactly what they are doing and how they are doing it. Their own actions pass by their consciousness. The child is inside an objective situation and cannot answer the question of what he did, what he played, how and why. In order to “move away from himself”, to see what, how and why he is doing, the child needs a fulcrum that goes beyond the specifically perceived situation. It can be in the past (previously promised someone, wanted to do what he already did), in the future (what will happen if he does something), in a rule or pattern of action for comparing his actions with him, or in a moral norm (to be good, you need to do just that).

In preschool age, a child needs external support to regulate his behavior.

Oleg S. (6 years 7 months) really wanted to ride a bike, but renting a bike for 15 minutes. cost 1000 rubles. He asked his dad for money and rode his bike. A few minutes later Oleg began asking for money again. Then dad offered him the following solution to the problem: “Renting a bicycle costs 1000 rubles, we will rest here for 25 days. I'll give you 25 thousand rubles. You can spend them in one day, or you can ride every day for 15 minutes. Choose what you like best." That day the boy rode his bike 4 more times. The next day-only two, and then I rode once every day. Moreover, he took money out of his wallet, counted it, put it back in the wallet, finding out how many more times he could go for a ride.

External support that helps a child manage his behavior is playing a role in the game. In this activity, the rules seem to apply to the preschooler not directly, but through a role. The image of an adult motivates the child’s actions and helps him understand them. Therefore, preschoolers quite easily follow the rules in role-playing games, although they can break them in life.

Awareness of the rules not of the role, but of one’s own personal behavior occurs in children starting at age 4, primarily in games with rules. The child begins to understand that if the rules are not followed, then results cannot be achieved and the game will not work. Therefore, he is faced with the question: “How should one behave?”

For an older preschooler, the basis for regulating his behavior and activities is his image of himself in time (what I wanted to do, what I am doing or did, what I will do).

The development of voluntariness is associated with the child’s awareness of individual components of the activity and of himself during its implementation (S.N. Rubtsova). At 4 years old, the child identifies the object of activity and the purpose of its transformation. By the age of 5, he understands the interdependence of different components of activity. The child identifies not only goals and objects, but also ways of acting with them. By the age of 6, 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 (G.G. Kravtsov and others). He not only follows the teacher’s instructions: “Go wash your hands,” “Put away the toys,” “Draw a cat,” but he himself acts as a source, an initiator of goals: “Let’s go play in the doll’s corner,” “Let’s dance in a circle.” That is, an indicator of voluntariness is the relative independence of a preschooler from an adult in setting goals, planning and organizing his actions, in understanding himself not as a performer, but as a doer. After all, often a child who motivates the need to follow a moral norm by citing an adult’s requirement easily violates it in independent activities, in the absence of external control. In this case, we can talk about the lack of formation of the internal mechanism for regulating one’s actions. Arbitrariness also presupposes the ability to bring meaning to one’s actions, to understand why they are being performed, and to take into account one’s past experience. So, if children can imagine how happy their mother will be with the gift she is making, then it is easier to complete the work.

In preschool age, based on self-esteem and self-control, self-regulation of one’s own activities arises. The first prerequisites for controlling one’s behavior arise in preschoolers and are caused by the desire for independence. In 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, to independently find and correct mistakes. In the development of self-control in a preschooler, two lines stand out. These include mastering self-testing techniques and developing the need to check and correct one’s work. Preschoolers do not have sufficient knowledge of error detection actions, and it is very difficult for them to realize the very fact of the relationship between the actions performed and the model. Usually they understand the adult’s requirements well, but cannot correlate their activities with them (I. Domashenko). Most often, children resort to self-testing when the teacher demands it. The need for self-control appears if the child encounters difficulties and doubts about the correctness of the work being performed.

Throughout preschool age, children are attracted not by the methods of performing an activity, but by its result.

Sveta M. (4 years 11 months) is building a house from blocks. The teacher approaches her.

Educator: Sveta, check your work.

Sveta: I'll check it when I build it.

Educator: Why are you going to check?

Sveta: So that it doesn’t turn out crookedly.

At the age of 5-7 years, self-control begins to act as a special activity aimed at improving work and eliminating its shortcomings. But still, children are easier to control their peers than themselves.

We emphasize that even children of older preschool age without the direct guidance of an adult may not have the need for self-control.

This is how many of them answer the teacher’s question: “Will you check your work and when?”

“I won’t check. What for?" (Lena V., 5 years 6 months)

“I don’t want to check. I want to do something." (Maxim N., 6 years old.)

Self-control develops most successfully in a situation of mutual control by preschoolers of each other (A.M. Bogush, E.A. Bugrimenko, I. Domashenko). During mutual testing, when children change the functions of “performer” and “controller,” they become more demanding of their work, the desire to do it better, and the desire to compare it with the work of others. That is, the situation of mutual control provides an incentive for mastering self-control, which requires the ability to correlate the activity being performed with the rule.

Let us indicate the features of the development of will in preschool age:

Children develop goal setting, struggle and subordination of motives, planning, self-control in activity and behavior;

-the ability to exert volition develops;

-voluntariness develops in the sphere of movements, actions, cognitive processes and communication with adults.

The most important task facing responsible parents is the development of emotional volitional sphere in children. There are several techniques and a large number of exercises that will help develop the child’s strong-willed qualities; they can and should be used.

Definition

The emotional-volitional sphere is characterized as the essence and dynamic changes in feelings, emotions and volitional manifestations of the individual. Emotionality is directly related to individuality, moral principles, life values ​​and interests of a person, motivational potential, and volitional control.

From childhood, people differ greatly in their emotional sphere: some are impressionable, emotionally developed, while others suffer from so-called emotional dullness.

Will represents a person’s ability to intelligently manage his own activities and the course of mental processes, the ability to overcome external and internal difficulties. Its key functions can be identified:

• defining the goal and why it needs to be achieved;
• transformation of motivation into action with insufficient or, on the contrary, excessive motivation;
• mobilization of human capabilities in cases where obstacles arise on the way to achieving a goal.

Many researchers believe that will and motivation are not synonymous: the first appears in cases where the second is not enough.

It is the totality of will and emotions that makes up the emotional-volitional sphere.

Components

It is customary to identify several components of this area; they are presented in the table.

Name	a brief description of	Examples
Emotions	The simplest reactions to the outside world	Positive (joy) Negative (anger) Neutral (surprise)
Feelings	A component that is more complex in structure, includes a number of emotions and manifests itself in relation to a specific person or event.	Admiration, love, tenderness, gratitude are positive. Jealousy, guilt, fear, antipathy are negative.
Mood	An emotional state characterized by a duration	Stable or unstable. Stable and variable.
Will	The ability of an individual to regulate his activities in such a way as to achieve his goal

How to distinguish between emotions and feelings? If the former are inherent in both people and animals, then only humans are capable of the latter. In addition, feelings are more complex, stable and lasting; the same emotion can manifest itself in different feelings - and vice versa.

The importance of development

Emotions and will are very important in the life of every person, starting from childhood - they control the perception of the surrounding world and influence the cognitive processes of the individual.

This area develops throughout life, and is considered the most important period for this development. Children not only develop new types of feelings (the so-called higher ones - cognitive, moral and aesthetic), but also develop the ability to control their own reactions.

At 2-3 years old, children begin to take pride in their own skills and achievements (they happily boast about their ability to recite poetry, pronounce sounds that not everyone can do, and so on). From the age of 4, children begin to feel proud that they are doing some activities well (for example, a child can draw, knows counting, successfully hides when playing hide and seek). It is necessary to develop emotions, otherwise the baby will either grow up to be an indifferent “cracker” or will show aggression and treat the world around him and himself with a pronounced negative attitude.

It is very important for parents to teach their child to control his emotions, otherwise in the near future he may encounter problems of neurosis, which are very relevant to modern reality. Lack of self-control can result in difficulties in educational and work activities, in building interpersonal relationships, and starting a family. It is necessary to give the child the opportunity to feel protected, to pay due attention to communication with him, otherwise the preschooler will develop self-doubt, mistrust, even a feeling of fear, which, in turn, will cause problems such as stuttering, enuresis, tics, and affect socialization of the individual.

It is necessary to carry out work on the development of the sphere of emotions in the preschool period, since it is now that its main aspects are being formed and consolidated. Positive emotions and willpower will be useful to the child in the learning process, and will also help him achieve success in extracurricular activities.

Specifics of development

The emotional and volitional development of children is influenced by two groups of factors:

• internal (individual, innate abilities of the baby);
• external (family situation, communication with parents, environment).

And if parents cannot influence the first factors, then they have the power to create conditions for the child at home that will develop both will and positive emotions in him.

Several key stages in the development of this important area can be identified.

1. Understanding, awareness and consolidation of emotional reactions - both positive and negative. The baby understands which events and phenomena evoke positive emotions in him and which ones cause negative ones, and tries to do things in such a way as to receive the former and avoid the latter.
2. Formation of motives, the strongest of which is praise.
3. The emergence of a hierarchy of needs, which is individual in nature.
4. Development of self-knowledge and the ability to understand one’s own emotional state and express it verbally.
5. The emergence of new feelings and the ability to self-esteem. It’s as if the baby is looking at himself through the eyes of adults, primarily his parents, trying to figure out how this or that action of his will be assessed by them.

Also, with age comes enrichment vocabulary, the child becomes able to describe his emotions and mood in detail. The development of the emotional-volitional sphere, therefore, is a complex process.

The most important features of preschoolers

Researchers have identified several key features of the emotional-volitional sphere of the preschool period:

1. Emotions control all the child’s actions. They are involuntary and bright, flare up quickly and can fade away instantly.
2. The child gets upset because something didn’t work out for him, is offended when he doesn’t get what he wants, but just as easily forgets about it.
3. Most often, he is unable to hide or suppress his own feelings and emotions. Although some children manage to do this.

Already by the senior preschool period, the baby has motives, needs and interests that will determine his actions and activities. Children also understand rhythm and harmony, they develop a concept of beauty.

Violations

As we found out, during the period of preschool childhood, intensive development of the emotional and volitional spheres occurs, however, during this same period, one can note the risk of the appearance of various disorders.

• The child lacks emotional decentration, that is, he is not capable of empathy.
• Lack of emotional syntony - the child cannot respond to the emotional state of a person close to him.
• No feeling of guilt.
• Increased emotional excitability, anger for the most insignificant reasons, aggression, irritability. Often becomes the cause of interpersonal conflicts.
• Intrapersonal conflicts, expressed in causeless and frequent mood swings.

In addition, individual children may simultaneously experience several types of disorders and a combination of intrapersonal and interpersonal conflicts. On the one hand, they are irritable and aggressive, on the other hand, they are capricious, touchy and vulnerable, and experience fears.

Parents should pay attention to following signs disorders in the emotional-volitional sphere:

• child hyperactivity;
• inattention;
• constant fears and anxieties (loneliness, darkness, death), which leads to lack of initiative and excessive modesty;
• bad habits (pencils, thumb sucking).

There can be a large number of reasons that caused such manifestations - from watching aggressive programs on TV to the inattention of parents and lack of communication with them. It is very important to correct such deviations in a timely manner, otherwise the immaturity of the emotional and volitional spheres can lead to infantilism.

Elimination of disorders

Special exercises will help correct these disorders. The following activities can be offered to hyperactive children.

• This task will help improve your concentration. The mother puts a toy in front of the child, asks him to remember as many details of its appearance as possible, and after the toy is hidden, describe it (what she was wearing, what she looked like).
• You can ask the child to find among a large number of toys those that have a certain pre-specified feature (for example, Blue eyes). This exercise is also aimed at developing the ability to concentrate.
• "Prohibited movement." A certain movement is invented in advance and communicated to the child, which he cannot repeat in the future. Next, the mother performs various movements, which the preschooler repeats after her. At the same time, it is very important to control your body and not accidentally do what is prohibited.
• "Edible - inedible." You can play with one or more children. An adult names a word (food or something inedible) and at the same time throws a ball. If food is named, the child catches the ball; if not, he throws it away.
• "Ocean is shaking". Helps you learn to control your movements. Children perform smooth movements with their hands, swinging them to the sides, saying “The sea is worried once, the sea is worried twice.” After “the sea is worried three,” the presenter’s command “Freeze” sounds - the kids must take some position and remain in it.
• "Siamese twins". Aimed at controlling impulsiveness. It’s done like this: children stand with their backs to each other, join their hands, then try to walk, acting as if as one unit, and follow the simplest commands (raise your right hand, jump).

It is important to praise the child even for minor successes, show interest yourself, and explain the essence of the task clearly and in a form understandable to a preschooler.


You can correct self-doubt with the help of another group of exercises and games.

• Drawing. The child is given the task of portraying himself as a winner.
• What I like about you. Pairs game, but can also be played in a group. Children are divided into twos, after which they take turns naming those characteristics and qualities that they like in their partner.
• My good deed. Children take turns telling the group about good deeds they have done.
• What good can I do? Each kid shares what he does best.
• Chamomile of success. The following flower is made in advance: the middle is a round photograph of the baby, always with a smile, petals different color empty for now. During the week, it is necessary to write down the good deeds that the child has done. On the weekend, achievements are read.

Parents can choose the most suitable and interesting games for kids from the proposed list.

Development of strong-willed qualities

To do this, you need to regularly work with the child, teach him to control his behavior.

The following rules will help you achieve your goal.

• Offer your child tasks of moderate complexity so that he has an objective opportunity to cope with them. Gradually the level increases.
• Exercise moderation and caution, remembering that a preschooler is not yet ready for long-term intellectual and physical stress.
• Stick to your daily routine. Performing specific actions within a specific time period is excellent discipline.

The child must have his own tasks, which no one else will do except him (clean up his toys, water the flowers). This will help him become more collected and also develop willpower. Parents need to ensure that the child completes the task he started, and as soon as this becomes a habit, loosen control.

The fun game “Kitten” will help teach your child to set a goal and achieve it. Children are given the task of imagining that a cat has been brought home - one of them is temporarily transformed into an animal. Others must take care of him. Children will set a goal (to become a kitten or care for one) and take specific actions to achieve it. Movable and Board games with rules will also be an excellent help for parents.

The “Yes and No” game will also help develop strong-willed qualities. Its essence is simple - the baby is asked questions, for example: “Do you love your mother?”, “Is your name Masha?”, his task is to give answers to them without using the words “yes” and “no”.

If a preschooler is already familiar with some letters, the “Find a letter and cross it out” exercise will help improve his willpower and perseverance. The mother gives the child a sheet on which letters, symbols, and numbers are placed in a chaotic order, and asks him to find and cross out all the letters “A”.

Using art therapy

To correct disorders in the emotional-volitional sphere of children, you can use art therapy (art therapy), which will help the child get rid of emotional discomfort and stimulate self-awareness and self-regulation. Classes can reduce anxiety, aggression, and in addition, help develop his artistic abilities.

During this therapy, you should alternate independent work child to create a specific product with dialogue, discussions, exchange of emotions, thoughts, impressions.

Various forms of art therapy should be used. Let's name the main ones, often used during classes with preschoolers.

• Drawing with pokes.
• Monotype (the child uses gouache to draw a drawing on a plastic board, then a sheet of paper is placed on top - the resulting print is the result of creativity).
• Loose objects, dry leaves (a drawing is applied to a sheet of paper with glue, then it is sprinkled with either sugar, rice, other cereals, or crushed leaves. Once glued, they will create an original image).
• Plasticineography.
• Drawings on the back. Pairs game - one child runs his finger along the back of the other, “depicting” the sun, a house, a flower, and the first child must try to guess.
• Drawing on glass helps to correct self-doubt and the fear of making a mistake, since during the creative process you can always erase what happened with a wet sponge.

All this is interesting to the child, it will help him get positive emotions, get rid of anxiety, fear, reduce aggressiveness, and fully express his imagination. Gradually, he will learn to think outside the box, demonstrate his abilities, and gain confidence in his abilities.

Development of the emotional sphere

This is a difficult matter, which, however, parents should pay special attention to. First of all, it is necessary to explain to the child the essence of this or that emotion in conversations, using vocabulary that is understandable to him. As examples, we can cite the heroes of fairy tales, short stories, cartoon characters - all this will help the preschooler understand and subsequently become aware of his emotions and feelings, and will enrich his inner world. It is important to tell your child that everyone can experience fears and anger, and these are normal, healthy emotions, without which life itself is impossible.

In addition, special exercises will help you understand your own emotions.

• Mimic gymnastics. Allows you to learn to express emotions verbally. The adult instructs the child to portray the emotion inherent in a particular character from a fairy tale familiar to him. For example, show how Pinocchio laughed, or get upset, like Tanya dropping the ball into the river.
• Masks. This fun game will help preschoolers understand the world of facial expressions and gestures that accompany our emotions and are their external expressions. Children themselves or with the help of an adult make various masks that display the emotions they know - sadness, joy, delight, amazement. After this, each child puts on a random mask, not knowing which one. Using hints and descriptions from other children, he must try to guess “his” emotion.
• Guess the emotion. The adult himself depicts the emotion, the child’s task is to guess which one.

Fairytale therapy will also be useful, helping the child learn about feelings and emotions, understand himself, and observe from the outside various behavior patterns and their results. Moreover, parents can either read the finished version, and then discuss it with the child, or come up with their own text together with him. In addition, you can invite your child to depict a memorable character or a specific situation on paper, play out a short scene, actively using facial expressions and gestures, trying to transform into the character.

It will be no less interesting for children to create their own work, propose a different ending or figure out how the heroes continued to live.

Do not underestimate the importance of developing the emotional sphere. Parents need to help the child understand himself and develop strong-willed qualities using light, relaxed play forms.

Experience in development

“Emotional-volitional sphere of children in preschool educational institutions”

educational psychologist

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 for the development of the emotional and volitional sphere in preschoolers aged 4-5 years………………………......
4. Methodological support……………………………...…

5. Expected result………………………………...

6.Structure of classes……………………………………….…

7. Stages of work according to the program……………………………....

8. Diagnosis of disorders of the emotional-volitional sphere of preschool children…………………………………………………………...

Class 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 institution you can find many children, emotional manifestations who are very poor. Such children smile little and do not show care and empathy towards others. At matinees and holidays, no bright action evokes emotions in them. When playing roles, these children cannot convey the emotional state of the character; they only pronounce words they have learned 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 wide variety of life situations.

Emotions relentlessly accompany us all our lives, from birth - there is no escape from them. But one cannot act solely under the influence of emotions: a person must be able to consciously manage them. Therefore, in addition to emotions, he is characterized by will. Together they make up the emotional-volitional sphere of a person.

Development of the emotional-volitional sphere- one of the important aspects of raising a child.

A small child does not yet know how to control his emotions and expresses them openly, absolutely not embarrassed by others. But often parents forget that none of us are born with already formed skills of behavior in society, and instead of calmly explaining to the child that he cannot behave this way, they reprimand him, shout, and punish him. But this has no effect: the child does not understand why he cannot scream, but parents can.

The emotional sphere of preschool children is characterized by immaturity, therefore different situation they may experience inadequate emotional reactions, behavioral disorders, which are a consequence of decreased self-esteem, feelings of resentment, and anxiety. Although feelings of anger and irritation are normal human reactions, children have difficulty learning to express negative emotions appropriately. Being in a state of resentment, anger, depression for a long time, the child experiences emotional discomfort and tension, and this is very harmful for the mental and physical health. You can reduce and remove the negative state of children through positive movement (pushing, knocking, building and destroying towers from cubes, “chopping wood”), drawing, playing with sand and water, psycho-gymnastic sketches that play out 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 are freed from psycho-emotional stress. As part of the study of the emotional sphere in children, a series of diagnostic studies, as a result of which was developed step-by-step algorithm development of the emotional sphere of children of senior preschool age and is presented as follows:

Algorithm for the development of the emotional sphere of children of senior preschool age

1 step: Getting to know emotions (from photographs, story pictures, pictograms, colors).

Step 2: Psychological sketches, exercises, outdoor games aimed at developing various feelings and emotions, developing the ability to understand the feelings of other people, developing ways to raise the mood: “Affectionate kitten”, “Let’s run”, “Old Hog Man”, “Paper Balls”, “Living Hat”, “The Sea Is Troubled”.

Step 3: Minutes of visual activity, when children draw all familiar emotions, draw their mood, the mood of their neighbor, the mood of the teacher, etc.

Step 4: Reading, conversations, questions about what you read, creating problem situations, reading the emotional states of literary characters using pictograms. For each hero, choose the appropriate pictogram yourself.

Step 5: “Training” our emotions. With the help of a mirror, children learn to express and control emotions.

Step 6: Creative tasks, miniature games, participation in theatrical performances.

After prolonged work, positive dynamics were noted in the emotional sphere of those children with whom 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. develop the ability to understand the emotions of other people,
4. develop the ability to express your emotions verbally and non-verbally,
5. develop the ability to express negative emotions in socially acceptable ways,
6. development of reflection,
7. formation of adequate self-esteem in children,
8. teaching children ways to relieve muscle and emotional tension,
9. creating conditions for creativity and self-expression of preschool children,

Methodological support

As methodological basis programs taken S.V. Kryukova, N.P. Slobodyanik, O.L. Knyazeva.
Classes in this program can be recommended children with immature emotional and volitional spheres.Contraindicated autistic, hyperactive children with pronounced traits of aggressiveness and hostility. With such children it is first necessary to carry out individual work.
The program includes 16 classes, held once a week, lasting 15-25 minutes. The optimal number of children in a group is 6-8 people.

Expected result

The effectiveness and efficiency of the work carried out is determined through a survey conducted 2 times: before the start of classes and after the end of the course..

Psychological classes in this program increase the communicative competence of children, changes occur in the child’s emotional sphere, their views on the world and relationships with others change, and the ability to recognize and control their emotions develops.

As a result of the work carried out, a child of a kindergarten graduate:

feelings acquire significantly greater depth and stability;

permanent friendships with peers appear;

the ability to restrain one’s violent, harsh expressions of feelings develops;

the child learns the “language” of feelings to express the subtlest shades of experiences and voice intonations;

social feelings are actively formed;

the child’s emotional reaction is as adequate as possible to the situation;

change in the nature of children's drawings (predominance of bright, light colors, confident outline of the drawing, expression of positive emotions through the drawing);

the predominance of positive emotions.

Structure of classes

The structure was developed taking into account age characteristics preschool children. Based on this simple diagram, each teacher will be able to create any educational activity 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 the group to work together, to establish emotional contact between all participants. Basic work procedures - greetings, games with names.

Part 2. Working. This part accounts for the main semantic load of the entire lesson. It includes sketches, 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 to develop communication skills, games to develop perception, memory, attention, imagination; drawing, blotography.

Part 3. Final. Its goal is to create in each participant a sense of belonging to the group and to consolidate positive emotions from working in class. This involves carrying out some kind of general fun game or other collective activity, for example, creating a common drawing.

Structure of classes.
I. Ritual of greeting.
II. Warm-up (activation of mental processes, emotional and physical state of 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, active, educational,
- acting out sketches,
- free and thematic drawing,
- games with a mirror,
- games with ribbons,
- relaxation exercises,
IV. Reflection of the lesson (emotional and semantic assessment of the lesson): conversation.
V. Farewell ritual.

Stages of work according to 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. Introduction

Stage of objectifying developmental difficulties

Target: diagnostics of the development of the child’s emotional sphere; objectification of negative tendencies of personal development in communication with adults; observation of the child's emotional experiences.

Lesson 2. Amazing world emotions and feelings

Lesson 3. Emotional state

Constructive-formative stage

Target: formation of adequate ways of behavior in conflict situations, development of emotional and volitional competence; formation of the ability to voluntarily regulate emotions.

Lesson 4. I give you joy

Lesson 5. Joy

Lesson 6. Fear

Lesson 7. Little brave man

Lesson 8. Bee in the dark

Lesson 9. Anger

Lesson 10. How to overcome anger

Lesson 11. Introducing the emotion of sadness

Lesson 12. Surprise

Lesson 13. Happy, sad or...

Generalizing and consolidating 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. The Adventures of Pinocchio

Interaction with parents

Target: receiving feedback from parents about children’s capabilities, characteristics and difficulties in the emotional sphere; introducing parents to exercises and games that promote the development of the emotional sphere; joint activities with parents.

Lesson 16. Fun activity Adventure

Lesson 17. Parent meeting

Diagnosis of disorders

emotional-volitional sphere of preschool children

The following methods were used during the survey:

To identify the level of anxiety - the projective anxiety test by R. Tamml, M. Dorki, V. Amen, which helps to determine general level child anxiety;

To diagnose aggressiveness, the “Cactus” drawing technique;

Using a survey of parents, behavioral disorders were identified - the child’s aggressiveness and anxiety

(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 allows us to identify anxiety in relation to a number of typical life situations for a child of interaction with other people, where the corresponding personality quality is manifested to the greatest extent.

Lesson topic

Dates

Goals, objectives

Acquaintance

2nd week of October

introducing children to the basic rules, goals, objectives

The amazing 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; fostering desire gives joy and good mood close people

I give you joy

November -1

Joy

November-2

developing the ability to correctly express one’s emotions and feelings through facial expressions and pantomimes; relieving psychomuscular tension

Fear

November-3

Little brave man

November-4

Bee in the dark

December-1,2

correction of fear of the dark, closed spaces, heights

Anger

December-3

introduce the emotion of anger; learn to distinguish emotions from 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; relieving 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 techniques

Astonishment

February-1,2

introduce children to the emotion of surprise; continue to learn how to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; train your ability to control your emotions .

Happy, sad or

February-3

develop in children the ability to distinguish different emotional states (joy, grief, surprise) by facial expressions and gestures; to teach children to listen attentively to the intonation of speech, its content and on this basis to draw conclusions about the mood and feelings of the children; to instill in children a sense of mutual assistance, how and how to please another in case of distress

World of emotions

February-4

consolidating children's knowledge about emotions; consolidating the ability to determine the emotional state of others, training the ability to control one’s emotions.

The Adventures of Pinocchio

March-2,3

consolidate knowledge about emotions; deepen the ability to feel the mood in music; develop reflection.

Activities Entertainment Adventures

March-4

Class notes

Lesson 1.

Subject: Acquaintance.

Target: introducing children to basic rules, goals, objectives

Acquaintance

Teacher: Hello children! We are a group, we have to study together, so it is very important to get to know each other, to know each other’s names.

It's nice to be called by name. It means you are valued, respected, loved. I have my heart in my hands. The human heart contains warmth, love, and friendship. I offer it to you. My name is..., the teacher gives 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 came back 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.

Welcome ritual.

Children stand in a circle, they are asked to learn a greeting that needs to be sung: - Good morning, Sasha! (Smile and nod howl.)

Good morning, Masha! (Names are called, walks in a circle.)

Good morning, Elena Viktorovna!

Good morning, sun! (Everyone raises their hands and lowers them.)

Good morning, sky! (Similar movements)

Good morning to all of us! (Everyone spreads their arms to the sides, then lowers them.)

Acceptance of rules.

A soft toy (or doll) appears, greets the children, gets to know each child personally, asks the child’s name, strokes it, and offers to get to know each other. Next, the guest offers the guys his rules.

Don't offend anyone, don't humiliate anyone!

Listen carefully!

If you want to say, raise your hand!

Be in your place!

The toy (doll) offers practice in following 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 the end of the chain with his hand raised high 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 ourselves to follow two rules: “don’t offend anyone, don’t humiliate anyone” and “listen carefully.” At the end of the game, the children who woke up the other quietly by stroking the head or shoulder are celebrated. 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 to their neighbor in the palm of their hand, smiling with the kindest smile. A teacher-psychologist asks children to give him something as a farewell gift!

You have nothing with you, but you have the warmth of your hearts, which you can feel is the warmth of your palms. Handshake in a circle.

Lesson 2.

Subject: " THE AMAZING WORLD OF EMOTIONS AND FEELINGS."

Target: familiarizing children with emotions; developing the ability to correctly express one’s emotions and feelings through facial expressions; development of expressive gestures; relieving psychomuscular tension .

Welcome Ritual

A game " Stand up, everyone."

Educator. Stand up, everyone

loves to run

enjoys the good weather,

has a sister

loves to give flowers etc.

Reflection on a past lesson

Has anything interesting happened since the last lesson?

Main part

Fairy tale "Brownies"

Educator. Do you know that brownies live in our kindergarten? During the day they quietly doze off in secluded corners, and in the evening, when we all go home, they crawl out, light a candle and sit around it.

And then the brownies begin to talk. They love to talk. They are especially interested in telling different stories from those that happen to us during the day. But since the brownies themselves sleep during the day, they really love to listen to our stories. They just dream that someone will 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 your hand and waits, eyes sparkling, for someone to share their joy with him! But his friend loves sad stories more. He snuggles up with his fluffy side, listens and sympathizes with the storyteller very, very much. The third brownie likes angry stories. He frowns, clenches his fists and listens, with bated breath, to a story in which there is some villain or offender. Angry, empathetic) The fourth brownie prefers scary stories. Don't feed me gingerbread - let me listen and be scared! Only the ears tremble slightly 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, when approaching someone from the group, exactly how each brownie listens to his favorite story.

Who can tell this brownie something about today? What about this? Does anyone have anything to tell this brownie?

One of the children tells the corresponding story, and the rest of the group demonstrates exactly how the brownie listens.

Next, 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 expressing feelings, moods and emotions in music, drawing, and dance.

Educator. In a person’s life, it is very important to understand the feelings of others - this is the source of good relationships. Therefore, you and I 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 them what their mood is now. Monitors whether the child chooses the right words to express his mood. After this, 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 your nose, fill your lungs to capacity with air. As you exhale through your mouth, feel it leave your lungs.

Slowly repeat. Breathe and imagine how the ball fills with air and becomes bigger and bigger.

Exhale slowly through your mouth, as if the air is quietly coming out of 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, inhaling and exhaling air, imagining that each lung is an inflated balloon from which air comes out when you exhale. Stop and feel that you are full of energy and all tension has disappeared

Lesson 3.

The 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.

Progress of the lesson

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 a cartoon

Even draw a battle,

Even sing songs.

I'm not happy about anything

Maybe the rain is to blame?

2. Talking with children about sadness and 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's your mood now?

3. Creative work.

The teacher invites the children to draw rain outside the window so that the boy from the poem does not feel so sad and lonely.

4. Listening to a poem.

I do not know what happened to me,

Is it better to be alone?

I offended all my friends

I saw bad things in them.

Look, over there at Irka's

Not eyes, just holes!

Vovka is greedy! Sasha is stupid!

Lenka loves to slurp soup!

We played together in the morning -

There is no one to play with now.

No, guys, I'm not evil, -

A piece of gold got into my eye.

5. Conversation on issues.

Did the girl do well? Why?

What does a person look like when he is 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 doesn't anyone like evil people?

6. Game "What's your mood?"

Exercise. Select pictograms of various emotional states for the plot pictures-situations.

7. Game "Good and evil heroes of fairy tales."

Children are offered pictures of various fairy-tale characters and mugs in red and black colors. It is necessary to put red circles on the good heroes, and black circles on the evil ones, and explain why they decided so.

Educator. What does it mean to share joy?

8. Drawing or applique "Postcard".

Educator. Make a beautiful card and give it to someone you want to give joy and good mood.

Lesson 4.

Subject: " I GIVE YOU JOY."

Target: developing the ability to correctly express one’s emotions and feelings through facial expressions; development of expressive gestures; relieving 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! I sent you my photo, which shows my mood. But the photos are cut up. In order to find out what mood I want to give you, collect it."

(Children collect a photograph and receive an image of a face with a joyful and cheerful expression.)

Well done. And now each of you will depict an emotion on your face.

How do you feel when you are happy and happy?

What is your mood like?

Let's send the sunbeam our photos with our mood. (Children draw.)

Well done. Do you still want to play with the sun bunny?

Relaxation exercise

"Sunny Bunny"

Educator. Sit comfortably, relax. A sunbeam looked into your eyes. Close them. He ran further over 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 belly. The sunny bunny is not a mischievous person, 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 thank the sunny bunny. And when you feel happy and happy ?

Children answer the question, and the teacher fills in the daisy of joy" for children: when I am having fun.

Then, together with the children, fill out the “Chamomile of Joy” for parents: when your mother is happy.

Lesson 5.

Subject: " JOY".

Target: developing the ability to correctly express one’s emotions and feelings through facial expressions and pantomimes; relieving psychomuscular tension.

Welcome ritual.

"Say hello" game.

Main part.

Preliminary work: The teacher prepares in advance options for answers to the question “What is joy?”

For example:

Joy is when everyone is happy, everyone is having fun.

Joy - sometimes joy is great, sometimes it is small.

Joy is when it is for one person, but great joy is when it is for everyone.

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 asked to answer the question “What is Joy?” The teacher records the children's answers and 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 (funny) incident that happened to you .

Then the children are asked to draw the plot of this story.

"Who is happy"

Children stand in a circle. The teacher invites them to depict, show without words how happy they are when meeting their mother, when they greet guests on their birthday, when walking together with their parents or when going to the zoo or circus.

Expressive movements: hugs, smiles, laughter, exclamations.

The teacher, together with the children, pastes the drawings onto a large sheet of paper - an exhibition is held, the selection of the most original drawing, answers to the question “What is joy?” and the most interesting stories).

Psycho-gymnastics "A trickle of joy"

We sit on the floor in a circle, hold hands, and spread out.

Educator. Mentally imagine that a kind, cheerful stream has settled inside each of you. Every stream is clean, transparent, warm. The stream is small and very mischievous. He cannot sit in one place. Let's play with it and mentally imagine how clean, transparent water flows through your hands into each other's circle. We mentally convey joy to each other.

Lesson 6.

Subject: "FEAR".

Target: introduce a new emotion - fear; teach to recognize, depict 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 image, introduce a new emotion, its manifestation in facial expressions, pantomime, and voice.

Questions for children:

What is the mood of the characters in this picture?

How did you find out?

Can we find out about a person's mood without seeing his face?

How do human movements change in different moods?

Game "Broken Phone" "

We transmit scary word. Facial expressions 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.

Game "Live Hat"

Educator ( very emotional). This happened just recently with very good friends. Once upon a time... (name of one of those present) was his birthday. And he invited him 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, a crash was heard in the room. “The children were wary, and some even got scared.” Oh, what is this? (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 car 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 possible answers.) It was not just a hat. She was moving! (the teacher, unbeknownst to the children, begins to control the movement of the hat, the children scatter in different directions.) Everyone, of course, was scared (the teacher asks the children to depict fear with facial expressions and gestures). Suddenly the hat turned over. and there was a small, fluffy, soft kitten. Everyone laughed and ran to pet the kitten.

Children are invited to touch and pet the kitten.

Relaxation exercise “What should we do with this feeling?”

Educator. If you are 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 the fear in the trash, and laugh.

And then do what you imagined: for example, inflate the ball out of fear and throw it away.

Lesson 7.

Subject: " LITTLE BRAVE."

Target: increased self-esteem; relieving mental stress, eliminating fears; creating a positive emotional background.

Welcome ritual.

Game "Circle Conversation"

Children and teacher sit in a circle. The teacher begins the sentence, and the children take turns, without interrupting each other, completing it.

What I like most about myself is.

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 baby raccoon was left alone in the hole. It’s dark all around, and various rustling noises can be heard. The little raccoon is scared: what if someone attacks him, and his mother doesn’t have time to come to the rescue?!

Brainstorming "How to overcome fear?"

The teacher listens to the children's answers and adds his own methods.

Drawing your fear and talking about it and ways to overcome it.

Exercise "Nurture your fear"

After the children draw their fear and talk about it, the teacher invites the child to re-educate the horror story

To do this you need to make him kind. Together they figure out how to make it possible

Options:

draw a balloon and candy in the hands of the horror story, change the evil expression on his face to a kind, smiling one, dress the horror story in an elegant, cheerful suit. You can come up with other attributes.

Relaxation exercise "Airplane"

Educator

Take a ready position, as if taking off, standing 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're flying! What's up there? At the bottom? What do you hear?

What smells are there?

How do you feel floating above the clouds? Remember the feeling and take it with you to earth. You land.

The next time you get scared, imagine yourself flying above the clouds. Forward and upward!

Ritual of farewell Game "Wishes".

Lesson 8.

Subject: " BEE IN THE DARK."

Target: correction of fear of the dark, closed spaces, heights.

Welcome ritual Game "Circle of Friends"

Children sing: “What do I care about snow, what do I care about heat, what do I care about pouring rain, when my friends are with me!” To this song they walk in a circle, clap their hands, stamp their feet and spin around.

Main part

Game "Bee in the Dark"

The teacher talks, and the children perform the appropriate actions.

Educator. The bee flew from flower to flower, you can use children's high chairs, 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 crawls.) 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 remained inside the flower and decided to sleep until the morning. The sun rose, morning came. (matter is 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 cloth, 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 drawing like you?

This was determined by what criteria?

Acting out the sketch "In the Forest"

Friends went for a walk in the forest. One boy fell behind, looked around - there was no one. He began to listen, could he hear any voices? (Attention.) He seems to hear some rustling, cracking 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 happy: now he can return home (Joy.)

Relaxation exercise "Tropical Island"

Educator. Sit more comfortably. You can close your eyes. You see a beautiful magical island. This could be a place where you once visited, which you saw in a picture, or any other drawn by your imagination. You are the only person on this island. Besides you there are only animals, birds and flowers. What sounds do you hear? What smells do you smell? Do you see a clean shore and water? Swim in the sea, what is it like? What's the weather like on your island?

How do you feel there all alone? Take this feeling with you when you return back to your group, you can imagine this island whenever you want. Travel to your own piece of paradise anytime.

Farewell ritual "Compliments"

Children in a circle, everyone joins hands. Looking into your neighbor’s eyes, say a few kind words, thank him for something (either for what happened in class today: (careful, answered well, told an interesting story) or note the qualities that are attractive in him (smart, beautiful eyes, hair, etc. .). An understanding compliment nods his head and thanks: “Thank you, I’m very pleased!” - then he says the compliment to his neighbor.

Lesson 9.

Subject: " Anger".

Target: introduce the emotion of anger; learn to distinguish emotions from 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; relieving psychomuscular tension.

Welcome Ritual

Game "Say hello angrily".

Reflection on a past lesson

Have you and your loved ones experienced fear since your last lesson?

What caused this?

How did you or your loved ones overcome fear?

Main part

Reading excerpts from K. Chukovsky’s work “Moidodyr”, where the author describes the anger of the Washbasin and the Crocodile. Questions for children:

Why were Washbasin and Crocodile angry?

Examination of the illustrations by the artist A. Alyansky, which depict the angry Washbasin and the Crocodile.

Children are invited to tell how the artist conveyed the characters’ anger. Yes, an angry person has eyebrows drawn together, eyes wide open, fingers clenched into a fist. Sometimes the lips are compressed, the teeth are clenched, sometimes, on the contrary, the person screams loudly. He may swing his arms wildly or stomp his feet.

Dramatization of an excerpt from L. Tolstoy's fairy tale "The Three Bears"

Children act out an episode that describes how angry the bears are when they learn that someone has used their things. The teacher pays attention to how differently a bear cub, a she-bear, and a bear express anger.

Exercise "Mirror"

Children are asked to depict their anger in front of the mirror.

Drawing Anger

Invite the children to use a color to represent their anger. Look at the pictures. Pay attention to the color representation of anger, note the similarities and differences in children's works.

Relaxation exercise “What should 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 might yell or throw your anger in the trash, or:

fry an "angry" omelette from "angry" 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.

Game "It's fun to walk together."

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.

Subject: "HOW TO OVERCOME ANGER."

Target: continue to teach children to recognize the emotion of anger in themselves and others; continue to learn how to express a given emotional state using various expressive means; teach methods of regulation and self-regulation.

Welcome Ritual

Game "Say hello angrily".

Reflection on a past lesson

Have you and your loved ones experienced anger since your last lesson?

What caused this?

Main part

" The story about Tanechka and Vanechka"

Educator. Once upon a time there lived Tanechka and Vanechka. They were wonderful children: they always helped everyone, they were friends with everyone, when suddenly something happened. One day they went out for a walk, and a mean cloud flew at them. The evil cloud took Tanechka and Vanechka to the magical kingdom of Evilland. And in this kingdom our heroes were unrecognizable; they learned to get angry, fight and bite. Do you think life is easy? evil people in the world? (Children offer possible answers.) But Tanechka and Vanechka had a best friend, Pasha. Pasha decided to help his friends and defeat the evil cloud. Guys, how do you think you can defeat the evil cloud? (Children offer possible answers.) So Pasha thought about what he should do. First I wanted to challenge the cloud to a fight, but I met one wise old man who told him: “You cannot defeat evil with evil, you will only harm people!” Pasha was surprised and asked: “How can I defeat him?” The old man smiled and answered: “Evil can only be defeated with good.”

Now guys, let’s choose Tanechka and Vanechka, who were bewitched by the evil 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 Tanya 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 .

Facial expressions of an angry, angry face: children show and draw.

Facial expressions of Tanechka and Vanechka after the magical transformation: children show and draw.

Game "Magic bag"

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 drawstrings). After the child speaks out, tie the bag with him and hide him.

Game "Rug of Anger"

Here the child wipes his feet on the rug until he wants to smile.

Game "Pull yourself together"

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 self-possessed person.

Relaxation exercise

"Duh-tibi-duh"

Educator. I will tell you a special word in confidence.

This is a magic spell against bad mood, against insults and disappointments. For it to really work, it needs || following.

You stand in a circle, I stand in the center of the circle. You go clockwise, I go counterclockwise. As soon as I say: One, two, three, stop!" - everyone stops. I angrily, angrily say to the one I stopped in front of, right in the eyes, the magic word: "Tuh-tibi-duh"

Then the teacher changes places with the one opposite whom he stopped, and the game continues. There is a comical paradox in this game. Although children are supposed to say the words "duh-tibi-duh" angrily, after a while they can't help but laugh.

Ritual of farewell Game "Compliments".

Lesson 11.

Subject: " INTRODUCTION TO THE EMOTION OF SADNESS"

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

loves to jump

enjoys the good weather,

has a little brother

likes to give gifts, etc.

Reflection on a past lesson

Have you and your loved ones experienced anger since the previous lesson?

What caused this?

How have you or your loved ones overcome anger?

Main part

Listening and discussing "Stories about Resentment and Sadness."

Educator. Once upon a time there were two friends, Offense and Sadness. They always walked together and looked for friends. Looked offended. How? (Children's answers.) The insult was green, her very fluffy palms were sticky, so she could stick to passers-by. She looked sad. How? (children's answers.) Sadness was blue with a red nose and very thin legs. She was often carried away by the wind, but Sadness had suction cups on her paws, with the help of which she clung to everything that came her way. Let's pretend to be sad. Today you went out into the street, that’s where they stuck to you - they stuck to you, I can even see them. (Approaches 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 film the Offense and the Sadness, pretending that it is difficult for him to do this.

The teacher invites the children to draw the characters in the story, then cut them out along the outline and play with them.

Game "Magic Chair"

One of the children is placed on the shoulder of Sadness or Resentment, he portrays the corresponding person; (with the appropriate emotional state) sits on a chair. And the rest of the children are given the task of coming up with as many kind and gentle words addressed to their friend as possible. After this, the children in line 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.

Game "The sea is agitated once."

Children convey the emotional state specified by the teacher through facial expressions and pantomimes.

Relaxation exercise "Save the chick"

Imagine that you have a small defenseless chick in your hands. Extend your arms palms up . Now warm him up. Slowly, bend one finger at a time 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 extra heart and warmth of breath. Open your palm and you will see that the chick has joyfully taken off, smile at it and don’t be sad, it will fly to you again.

Ritual of farewell

Game "Mood Color".

Lesson 12.

Subject: " ASTONISHMENT".

Target: introduce children to the emotion of surprise; continue to learn how to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; train your ability to control your emotions .

Welcome Ritual

Game "Stand up those who."

Educator. Stand up, those who...

loves to be happy

doesn't like to be sad

loves to give flowers etc.

Reflection on a past lesson

Have you and your loved ones experienced sadness in the time since your previous lesson?

What caused this?

How did you overcome sadness? "

Main part

The audio recording of Les is playing. Birds. Rain. Thunderstorm, series "Alone with Nature").

Educator ( demonstrates a sheet of paper with the subject picture “Surprise”). Here are our familiar gnomes,

The dwarves were returning home. They were visiting a mutual friend for a birthday party. They were in a wonderful mood. Suddenly everything around became dark, the leaves on the trees began to rustle. A strong wind blew and it began 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 begins quickly and ends quickly, and so it happened: the rain stopped, the sun came out, the birds chirped. The dwarves walked merrily along the path. Suddenly, one of the dwarves screamed in surprise and knelt down - two mushrooms were growing 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 there such a large and fragrant bush. Quickly reaching the house, they took the basket and 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 man. (Children's answers.) That's right his mouth is open, his eyebrows are raised, his eyes are wide revealed. With one hand he can hold or cover his mouth, as if he wants to hold back an exclamation. In surprise, a person may scream, sit down, or simply freeze. The experience of surprise is very short and most often pleasant.

What kind of person can you compare with in terms of posture, gestures, and facial expressions of a surprised person? (With joy.)

Show me how surprised you are? Close your eyes, and then quickly open them, look at each other and be surprised. (Children complete the task.)

The audio recording "Autumn. Fall of Leaves" is played.

Educator ( takes out boxes of aromatic substances from the envelope ). Please remember what helped Can the gnomes find mushrooms? (The smell of bird cherry.) The mushrooms surprised the gnomes so much that for a long time they smelled the bird cherry, remembered the mushrooms,

Smells can be unusual, what else are memorable? (Unpleasant, harsh.)

Close your eyes. I will give each of you to smell the box where the smell lives. (Children determine) say what you remembered after feeling this the smell of mo maybe something unusual happened when some smell surprised you; who was next to you for example, once I went into a bakery and instead in freshly baked bread, I smelled a pungent smell of paint - it surprised me. It turned out that the store had painted one of the walls. (Any story told by a child should be listened to with interest). Then you can ask whose story the children liked better.)

Now draw a face with a surprised expression.

What do you think “Surprise”, “Ra” Fear”, “Anger” smell like? (Children’s answers.)

Lesson 13.

Topic: Happy, sad or...

Tasks: develop in children the ability to distinguish different emotional states (joy, grief, surprise) by facial expressions and gestures; to teach children to listen attentively to the intonation of speech, its content and on this basis to draw conclusions about the mood and feelings of the children; to cultivate in children a sense of mutual assistance, how and how one can please another in case of distress.

Progress of the lesson

1. Game-sketch "Fine weather".

There is a recording of a song about summer.

The teacher invites the children to imagine a warm sunny day, a green lawn with bright colors, over which butterflies flutter merrily.

What's your mood now? Why?

Children choose the appropriate mood icon.

2. Game-sketch "Bad weather".

The recording sounds the melody of the autumn song “Gloomy, rainy autumn has come” (words by M. Ivensen, music by M. Krasev).

Children are asked to imagine overcast sky, rain, cold wind, disheveled sparrows that hid under the roof.

What's your mood? Why? ( Children choose pictogram.)

3. Game-sketch "The weather has changed."

The recording of the song “The sun is warming warmer” sounds in the recording ( muz.T. Vilkoreiskaya, sl.O. Vysotskaya.)

Educator. Imagine how suddenly, unexpectedly for everyone, the rain stopped and the bright sun came out. And it happened so quickly 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 images in front of the mirror of joy, grief, surprise. Children take turns coming up with stories, and the rest convey them through facial expressions and gestures. They discuss how to help a friend in case of grief (the teacher 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 in a sad mood is given “happy clouds.”

Lesson 14.

Subject: " WORLD OF EMOTIONS."

Target: consolidating children’s knowledge about emotions; consolidating the ability to determine the emotional state of others, training the ability to control one’s emotions.

Welcome ritual.

Attention exercise “What did you hear?”

Reflection on a past lesson

What interesting things have happened since the last lesson?

What color is your mood now?

The main part of "Guess the Emotion"

Posters with schematic depictions of emotions are hung 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 the emotion"

Passing the ball around, children name emotions that interfere with communication. Then the ball is passed to the other side called emotions that help communication.

"Picture an emotion"

Educator.WITH How can you express emotions? (They can be expressed using movements, facial expressions, pantomime, intonation.) Pre-prepared cards with the image

one emotion or another. (joy, fear, resentment, sadness, etc.). Each child takes turns taking out a card and trying to depict the given emotion without words. The rest must guess what this emotion is.

Exercise "Score the emotion" "

On cards with different emotions, you are asked to put a point - 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.

Subject: 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 happy, sad."

Main part

A story about a journey through the Land of Fairy Tales

Tell us that children are going on a journey through the Land of Fairy Tales. On their way they will see fairy-tale houses in which 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.

1. The problem of communication in the modern world.
2. Human needs.
3. Connection between needs and emotions.
4. Psychophysical infantilism syndrome.
5. Emotions in the V.P.F. system
6. Development of emotions at an early age.
7. Games that promote the development of emotions.
8. Conclusion.
9. List of references.

The problem of communication in the modern world

In our modern society, mass culture such as the Internet, television, rock and pop music plays a significant role. The industry of feelings does not provide a person with satisfaction for the need for communication. A person’s feelings and spiritual aspirations have become completely unnecessary. “The time will come,” said the great physiologist I.P. Pavlov, “when a scientist will pick up the soul and take it to the laboratory for research.”

The prophecy of the great scientist is coming true. And more and more questions arise: how to cultivate this spirituality? How to understand yourself and others?

Human needs

The soul of man, his spiritual world- this is a combination of certain needs, first of all, this is the desire for knowledge, for discovering new things, for communication, for spirituality.

Physiologist academician P. V. Simonov and theater teacher, candidate of art history P. M. Ershov formulated the “need-information theory.” This theory examines human needs.

But a person rarely realizes his original needs. The transformation of needs comes from information that comes to us constantly: from the outside, from the inside, from the past.

The connection between needs and emotions

Perception and evaluation new information always colored by some kind of emotion. The process of transition of any need into specific actions and actions is accompanied by emotion - positive (in case of satisfaction of the need) or negative (in case of dissatisfaction).

Emotion is a litmus test, a manifestation of our hidden needs.

For us, as specialists in the field of speech, the need associated with cognition of external and inner world. And the doctor A.I. Meshcheryakov observed in deaf-blind newborns the “need for equipment”, or “competence”. The need for equipment increases in a person from the first minutes of birth in the following sequence: muscular movement, imitation, play, collecting, curiosity.

Satisfying every need requires overcoming obstacles. This specific need to overcome obstacles was discovered by academician P.V. Simonov and called “will.” The will always acts together with some need. Needs are expressed in motives, that is, in direct incentives to activity. Different motives correspond to different activities.

Nurturing a motive for activity is a key link in the development of speech, which itself is not formed in a child with alalia. Such a child lacks the need to communicate, this is due to a violation of general and speech activity (motivational activity).

Psychophysical infantilism syndrome

The lack of desire for communication is associated with and aggravates them. Such children have a disorder of the emotional-volitional sphere: isolation, negativism, self-doubt, increased irritability, touchiness, and in parallel with this, often motor disinhibition, instability of attention.

Such personal characteristics disrupt the pace of child development and subsequently lead to school failure.

Children with alalia often exhibit a syndrome of psychophysical infantilism with underdevelopment of the emotional-volitional sphere with intact intelligence. This underdevelopment is manifested by features of immaturity, underdevelopment of the higher forms of volitional activity.

Having reached school age, such children remain in the circle of preschool play interests and cannot get involved in school activities. Schools often give these children labels: “lazy” or “darling.” But laziness is unnatural to children's nature. And these are children with a weak central nervous system.

Emotions in the VPF system

It has now been established that both the deep parts of the brain and the frontal lobes play a dominant role in the acquisition and implementation of emotions. The state of the frontal-deep connections is no less important. Electroencephalographic data in alalia indicate a slower rate of maturation of the frontal region and its connections with other areas of the cortex and subcortical formations.

The frontal region is very rich in connections: all its convolutions are interconnected by short association and arcuate fibers; It is connected by long association fibers to all other areas of the brain.

The development of fields 44 and 45 in the right hemisphere is less intense than in the left, therefore postnatal development is especially important for complex functional formations.

A number of hypotheses state that the right hemisphere is at the top level of emotion control, since it is associated with the spatial integration of attention, regulates autonomic activation, and ensures the expression and perception of emotions, but the left hemisphere carries out emotional regulation, controlling the right.

In early ontogenesis, the right hemisphere of the brain is dominant, which gradually “gives the reins” to the left. In order for the right hemisphere to function, it must come into direct contact with reality (i.e., sensually). Everything that a person encounters for the first time is perceived by the right hemisphere, and everything that a person has learned is stored in the left hemisphere.

Emotions are closely related to cognition and also play important role in maintaining the health of brain cells and the immune system of the whole body.

Emotions provide blood flow to the muscles, increase metabolism, stimulate metabolism, maintain glucose levels and increase its consumption by the brain. Even the deeply inhibited cerebral cortex reacts to an emotional stimulus.

According to E. N. Vinarskaya, in speech therapy literature little attention is paid to emotional and volitional issues, but it is no secret to everyone that the preconditions for speech problems in children are largely related to the problems in their emotional sphere, which should find a place in correctional measures.

Modern concepts of the formation, development and collapse of V.P.F. in children, the task is not to study in isolation a violation of one or another V.P.F. (primarily speech, writing, reading and counting), and in their relationship with other V.P.F., as well as with the personality, emotional-volitional sphere and behavior of the child.

The normal formation of the cerebral organization of mental processes in ontogenesis occurs in the direction from the stem and subcortical formations to the cerebral cortex, (from bottom to top), from the right hemisphere to the left, from the posterior parts of the brain to the anterior.

At the early stages of development, the connection between higher mental processes and their sensory (sensory and motor) basis appears clearly.

These processes serve as the foundation for the formation of V.P.F. So, teaching proper breathing, coordination of movements, normalizing muscle tone, we create the necessary organic prerequisites for the child to acquire new knowledge and skills.

By improving this knowledge and skills, thus evoking positive emotions during joint activities with the child, we provide emotional and verbal dialogue, which underlies the communicative function of speech.

Development of emotions at an early age

In order for a child to speak, you need to communicate with him. Moreover, communicate not only with the help of words and not only from the moment when the child learns to differentiate them, but long before that (based on interaction through touch, joint movements, exchange of glances, gestures, facial expressions, vocalism).

But in order for a child to want to communicate and do it with pleasure, it is necessary that the communication process be colored with positive emotions.

A playful form of work is used, as it arouses interest, evokes the need for communication, promotes the development of speech imitation, motor skills, and provides an emotional impact.

Many researchers believe that widespread speech defects in schoolchildren and preschoolers have their roots in early childhood and relate to emotional-expressive paralinguistic premises.

How do emotions develop?

Early childhood is characterized by great psychophysiological capabilities.

The period of early childhood covers the time from birth to two years.

The process of maturation of all body systems, including nervous system, is especially intense at an early age.

Driving force mental development a child at the earliest stage of life is the need to overcome the contradiction between the presence of vital needs in a newborn and the lack of ways of acting to satisfy them.

Screaming and sucking movements are the first mode of action through which the child satisfies his biological needs, but it is also the first method of communication.

Another source of the child’s activity is in the sphere of his defensive reactions (in the comfort of the temperature, optical, sound environment). Moderate streams of stimulation cause emotionally positive states in the infant; and overheating, hypothermia, and the onset of hunger cause emotionally negative states.

Calming the child and eliminating physical discomfort, a loving mother evokes complexes of positive sensations in the child, trying to prolong them, the child turns his head towards the mother, listens to the sounds of her voice, stretches out his hands, and then imitates - smiles, makes sounds.

The emotional state of an adult is subtly captured by the baby, it infects him emotionally.

In order for the baby not to stop developing, he must develop social needs.

Systematic communication with adults contributes to the initial cognitive development children. Science has confirmed that these interventions are more effective if started before 2.5 months.

In the second half of the year, such communication becomes more difficult. It is necessary to promptly “transfer” the child to a higher level of communication needs. Communication occurs in the course of joint activity when becoming familiar with the surrounding reality, with ways of acting with objects. An adult organizes games and exercises on an emotional level.

It has been revealed that the method of action becomes perfect only when the child’s action leads to the expected result. It is the result that is emotionally positively recorded by the child, so the successfully achieved result of the action gradually becomes a motive-forming factor.

It is possible that on the basis of such motives, increasingly complex cognitive needs are formed. And since new needs cannot be satisfied by old methods of action, other, more complex ones are needed.

However, in order to master new methods of action, it is necessary to master knowledge about the properties of objects.

Mastering practical actions is associated with the development of a child’s emotions. Poor from birth, the arsenal of emotions changes. Further development positive emotions occur in the process of mastering certain methods of action. And finally, when the method of action reaches a high level, the emotional state acquires internal expression, and it is the source of the baby’s high activity.

The period that deserves special attention is the beginning of the second year of life. The child finds himself in difficult situations: he is attracted by everything unknown, he takes steps towards and experiences fear of the new, he reacts emotionally to an unfamiliar situation.

Provide sufficient physical activity for the baby;

Showing sensitivity, develop his capabilities in mastering the environment;

To teach to overcome difficulties to evoke positive emotions;

Enrich the baby with impressions from communicating with other children and adults;

Against the backdrop of the already familiar world around us, constantly bring new things into the child’s life.

In this case, the emotional reactions of the adult become a means of understanding the situation by the child.

The possibilities of this age are small, and the result of actions is emotionally experienced by the child. Therefore, an emotionally positive form of communication is necessary in all situations, orienting the child towards a positive result.

If a child is sick a lot or is underweight, he may become lethargic, irritable, and capricious. The child’s behavior is also influenced by the innate characteristics of his nervous system. The stern tone necessary when dealing with some children is inappropriate with others.

The main task of the second year of life is the development active speech, but understanding precedes its appearance. This delay is often the result of improper upbringing.

If speech understanding occurs to a greater extent in the process of communication between an adult and a child, then the development of active speech requires the use special methods and techniques:

We must strive to encourage the baby to translate emotional, motor, and facial reactions into speech;

Expressively pronounce a word or phrase, emphasizing it with your voice, so that the child has an enhanced auditory orienting reaction;

When working with children, use different techniques - question, request, instruction, repetition;

Speech reactions are activated at the moment of strong interest;

Show familiar objects in new relationships, otherwise the reaction to the novelty of the situation fades, and the baby learns to do without verbal communication with an adult;

Use the technique of your own question and answer: emotionally playing out the situation, ask a question and answer for the child, creating in the child a certain emotional attitude to what is happening.

During the second year of life, children, with the help of adults, begin to master play actions, using plot-shaped toys, substitute objects, but always taking into account their life experience.

It is the emotionally expressive displays of understandable life situations that arouse the greatest interest in children.

After 1.5 years, pencil drawing and modeling can be used as a demonstration. For example, when making lines on paper, explain that the rain is dripping: drip-drip.

Considering the involuntary attention of the child, the ability to focus only on what attracts him with its content, appearance, use visualization in combination with words, giving didactic lessons an emotional character. The most important result of the game is joy and emotional uplift.

Psychotherapist Garbuzov V.I. speaks out against premature stimulation of the left hemisphere brain functions in young children. He writes that if up to 5 years of age a child is freely enriched with vivid images and impressions of life on the right-hemisphere, unconscious level, he retains an imaginative, creative, emotional perception of himself and his problems and reality for the rest of his life. And in this case, he is not only homo sapiens, but also homo emocionalis!

Therefore, a child under 5 years old needs to be taught by playing!

Movement and speech

Targeted physical activity stimulates development on the body.

Due to improper physical education, children’s natural need for movement decreases and physical activity. This leads to a decrease in the flow of irritation in the muscles, joints, visual and auditory analyzers going to the cerebral cortex.

As a result, CNS disorders develop. (central nervous system) and internal organs: the emotional tone of children decreases, the neuromuscular system is weakened.

Ongoing research by A.M. Fonarev back in 1969 showed that the development of speech function is closely related to functional state brain, with general life activity child.

The child has an innate functional connection between the muscular system and brain structures, with the activity of the senses and visceral organs, between the muscular system and the emotional sphere of the child. Thanks to these connections, through outdoor games, the most harmonious coordination of the activities of the child’s organs and systems is achieved.

It is useful to know about these for parents who want to create conditions for the successful development of their children.

Games that promote the development of emotions

Games to develop coordination of movements in muscle groups

• Game "Small Airplane" (1-3 years)

An adult takes the child under the forearms and chest, lifts him up horizontal position up. Depicts a flying airplane and buzzes. Then he accompanies with a speech:

We’ll build the plane ourselves and fly under the skies.

• Game "Let's Wiggle" (1-3 years)

An adult sits on a chair and rocks a child sitting astride his lap and standing on the instep of his foot. Speech:

Rock, rock, rock.
Riding... Vanya on a stick.

• Game “Walk across the bridge” (1-4 years)

A line is drawn on the floor. The baby is initially supported in walking in a straight line, saying:

We walk along the bridge - top, top, top.

• Game "Cat" (2-3 years)

The child crawls on his knees. Then he stops and turns his head (the cat looks around), then tilts his head towards the floor (the cat drinks).

Speech: Meow-meow-meow.

• Game "Up the hill" (1-2 years)

The adult sits or stands, puts the child in front of him, supporting him by the hands, saying: “Let’s climb the hill,” stimulating the movement of the child’s feet up the adult’s leg:

• Game “Legs are small, legs are big” (1-3 years)

The child, lying on his back, raises his legs, bent at the knees, and presses them to his chest, first with the help of an adult. Then the game changes. An adult holds a stick above him at a height of 30-50 cm from the floor, and the child tries to reach with one or the other leg. Both together. Speech:

• Game “On the board” (2-3 years)

Holding the baby by the hand, they invite him to walk along the “slide” - a raised board from one end to a height of 20-25 cm. On the top of the board you can put an attractive toy, to which the child will willingly go, bend down, take it, straighten up and with the help of an adult will go down the hill. Speech:

Give me, give me, give me!

• Game "Crows" (1-2 years)

The adult encourages the child to jump on both legs; holding the baby under the armpits, and later by the shoulders, and then by one arm. Speech:

Kar-kar-kar!

• Game "Swing" (1-3 years)

Squatting, the child sways, springing at the knees and ankles, at the expense of the adult. An adult, crouching, holds the child by both hands and demonstrates these movements; the child imitates.

Speech: Kach-kach-kach!

Games for the development of small muscle groups of the fingers and hands, increasing the range of motion in these joints

• Game "Ladushki" (1-3 years)

Clap your hands, imitating an adult: in front of you, above your head, behind your back; standing, squatting, sitting on chairs, lying on your back. Speech:

Clap-clap-clap!

• “Playing with fingers” (2-3 years)

An adult reads poetry and sequentially bends the fingers on both hands, and the child imitates him, turning to the little finger on his left hand.

My little finger, where have you been?
Cooked cabbage soup with Nameless: Bul-Bul-Bul!
And with the Middle one I ate porridge: Yum-Nom-Yum!
With the Index, he sang: A-A – A-A!
And Big met me and treated me to candy: Am-am-am!

• Game "Finger on Thumb" (2-3 years)

The baby, sitting on a chair, repeats the movements to the song:

Finger on finger knock and knock (2 times)
Clap, clap, clap! (clap their hands).
Stomp your feet, stomp! (2 times).
Hid, hide! (cover your face with your hands).

• Game “Clouds and Wind” (1-3 years)

The child, sitting or standing, depicts small and large clouds with circular movements of his hands above his head and movements of the whole body, and then he runs like a cloud driven by the wind.

Speech: Fuh-fuh-fuh!

Games to improve breathing function, train nasal breathing, close lips, develop vocalism

• Game “Blow on the ball, on the turntable, blow on the horn” (2-3 years)

A balloon is suspended at the level of the child’s face; you need to blow so that it flies up high 2 times, with three years blowing a horn.

• Game "Storm at Sea" (2-3 years)

The child blows through a straw into water, poured 1/3 into the glass until the gurgling process appears.

• Game "Behemoth" (1-3 years)

The adult shows, and the child imitates the “hippopotamus”: he throws back his head slightly, spreads his arms to the sides and slightly up. The adult reads, and the child sings drawn out:

“AAAAAAAAA!” comes from the swamp.
The menacing voice of the hippopotamus: “AHHH!”
He guards the swamp: “AAAAAAAAA!”
Sings in a menacing voice: “AAAAAA!”

• Game "SONG OF THE ELEPHANT"

While pronouncing a sound, the child stretches his arms forward, fingers locked:

The elephant loved songs:
“NNN-NNN, NNN-NNN.”
The elephant trumpeted with its trunk:
“NNN-NNN, NNN-NNN.”

Games to develop a sense of rhythm, development of the auditory analyzer function

A child and an adult learn poetry, taking each syllable one step at a time.

Ay, doo-doo, doo-doo, doo-doo!
The raven sits on the doo-boo,
He plays the trumpet,
Holy shit!

Conclusion

Play creates a child’s zone of proximal development and is therefore his leading activity. Emotions cement the game, make it exciting, increase the tone that every child needs for his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational influences.

Good play is an effective means of correcting disturbances in the emotional sphere of children.

And timely diagnosis and organization of early speech therapy assistance is the key to our success.

Bibliography:

Wiesel T.G. Fundamentals of neuropsychology. M.2006.
Vinarskaya E.N., Bogomazov G.M. Age phonetics. M.2005.
Gamezo M.V., Domamenko I.A. Atlas of psychology. M. 1986.
Garbuzov V.I. Practical psychotherapy, or how to restore self-confidence, true dignity and health to a child and adolescent. Saint Petersburg. 1994.
David Gamon, Allen Bragdon Aerobics for the mind. M. 2005.
Korneeva V.A. Shevchenko Yu.S. Neuropsychological correction of borderline states in children and adolescents. M. 2010.
Rychkova N.A. Behavioral disorders in children. M. 1998.
Strakovskaya V.L. 300 outdoor games for the health of children from 1 year to 14 years. M. 1994.
Chutko L.S. Livinskaya A.M. Specific disorders speech development in children. St. Petersburg. 2006.

Age	General emotions	Emotional resonance	Spontaneous activity	Response activity
1 month	Undifferentiated reactions of pleasure or displeasure	Not tested	In a state of wakefulness, spontaneous reactions are observed	Reactions are triggered in response to adult interaction
2 months	Positive emotional background in a state of biological comfort and displeasure or screaming during unpleasant actions	The appearance of a smile on a smiling face	Approximate reaction to the environment	Indicative reaction in response to stimulation
3 months	Formation of a revitalization complex	Adequate responses	An attempt to self-organize behavior during wakefulness	Inclusion in interaction initiated by an adult
4 months	The “revival complex” is clearly expressed. The appearance of laughter, fear	Adequate responses to adult facial expressions	Self-organization of activities	Included in the game after adult intervention
5 months	Formation of differentiated emotional reactions	Adequate emotional resonance	Self-organization of activities	Involvement in similar activities after stimulation
6 months	Reduction of the “revitalization complex” Further differentiation and complication of emotional manifestations	Quick emotional response to the mood and facial expression of an adult	Active interest in the environment, the desire to understand it in an accessible way	Similar reactions after stimulation
7 months		Adequate emotional reaction to drawn masks	Persistent cognitive interest in the environment, repetition of learned skills (manipulation with toys)	Activity after stimulation
8 months	Differentiated reactions of pleasure and displeasure	Adequate emotional reaction to the mood of a close adult	Permanent employment in one activity or another
9 months	Expressing a variety of emotions	Negative and positive reactions to masks (frightening and funny). Differentiated response to the mood of others	Opportunity independent studies. Manipulating objects without adult help	Inclusion in the game after adult intervention
10 months	Selectivity of emotional reactions	Adequate response to the mood of others	Possibility of independent activity (20-40) minutes	Inclusion in the game after adult intervention
11 months	Selectivity of emotional reactions in communication	Adequate response to the mood of surrounding adults	The ability to keep yourself busy. Plays independently and willingly joins in games offered by adults
12 months	Selectivity of emotional reactions in communication, reduction of negative reaction to a frightening mask	The ability to keep yourself busy. Plays independently and willingly joins in games offered by adults	Plays independently and willingly joins in games offered by adults	Similar actions after stimulation
1 year 3 months
1 year 6 months	Kisses and hugs an adult if the child loves him. The appearance of a reaction of dissatisfaction, anger, when desires are not fulfilled	The ability to empathize	In a state of comfort, he is able to organize his activities
1 year 9 months	Dominance of positive reactions in play and communication. The appearance of reactions of jealousy and anger when desires are not fulfilled	The ability to empathize with pain, sadness, and the ability to rejoice with everyone	Formation of the ability to organize one’s activities	Included in the game after stimulation
1 year 3 months	Manifestation of fear in relation to individual objects, events, joy at the sight of a new toy	Adequate emotional responses	Spontaneous initiative in play and communication	Appearance of activity after stimulation

Kolkata Irina Vitalievna,
speech therapist, State Budgetary Institution "Children's City
polyclinic No. 83 "DZM

Methods for forming the emotional-volitional sphere of personality

We know that education is carried out through the organization of children's activities. Only by including a child in a certain organized activity can one ensure that he develops habits of correct behavior. But imposed activities are unproductive for education. The child’s activity presupposes his desire to participate in it. In the chain of activities, an important place belongs to the needs of children, their aspirations, experiences, motives for certain actions and deeds. Motive is an integral component of moral quality. Existing in the sphere of consciousness, a motive has the ability to be invisible and in each specific case manifests itself as an attitude toward action, a deliberate form of behavior, previously recognized. If the motive is poorly developed, then it may not work. In this case, an incentive may help him.

The fact that a person persistently plays sports has its own internal driving reasons - motives. Praise and blame, awards and titles can change the course and effectiveness of an activity, but not the activity itself. The similarity between motive and incentive is that they (both) are the reason for actions. The differences are that motive- internal driving cause that causes action, stimulus– external, additional, only helping the emergence, progress or cessation of an action. Motive influences activities stimulus the same on the result of it.

An effective upbringing process is impossible without a whole system of incentives that encourage children to behave correctly. Incentives influence the formation of all aspects of the personality and help the maturation of the emotional-volitional sphere. Stimulation is most effective when it is based on the needs and interests of the individual.

Methods for forming the emotional-volitional sphere of personality:

(stimulation methods)

− personal example of the teacher;

− requirement;

− game approach to organizing activities;

− reward and punishment;

− comparison, competition, competition;

− trust.

Personal example of a teacher.

Observations of children show that they often clearly copy the behavior of adults. Children, and the younger, the more, are gullible, susceptible to psychological infection, imitative and plastic. They, usually without realizing it, try to adopt the gestures, facial expressions, pantomime, words and actions of adults. Long-term repetition of certain behavior affects the development of children. They are especially strongly influenced by the example of behavior of adults close to them - parents, teachers. The greatest influence on children (and not only little ones) is the example of a respected and loved person.

This is what the personal example method is based on. The teacher must set an example for children in everything. How a teacher treats his work, his students, other teachers, his parents, how he dresses, how happy or indignant he is, whether he is friendly or angry, fair or unfair, honest or not - all this is noticed by children, all this affects their their behavior and development. They focus on the true, and not on the falsely acted out and presented ostentatious behavior of the teacher. This is the most difficult method of education for a teacher, because ideal behavior is required from the teacher. The teacher should not have any shortcomings. However, this is impossible. We are all living people, and each of us has some weaknesses, and maybe even obvious shortcomings. There is only one way out - the teacher must constantly improve himself. Self-improvement of a teacher is not an invention of moralists, but an urgent need for an effective educational process.

Requirement.

This is the volitional influence of the teacher on the consciousness of the student in order to stimulate or inhibit certain activities. The teacher acts in this situation as an authoritative force. The demand is based on authority. The words of an unauthoritative, disrespected teacher have little influence on children. The effectiveness of a requirement increases if it is rational, justified and fair. If it is expressed confidently, uncompromisingly and the child understands that there is no way to get around it and not fulfill it. And, of course, it must be feasible. It is useless to demand too much at once.

The requirements used by the teacher can be divided into two groups: direct (immediate) and indirect. Direct ones include instructions, instructions, orders. Indirect - hint, advice, request, warning. The older the children, the more preferable are indirect forms of demand.

Sidorov A.A., Prokhorova M.V., Sinyukhin B.D. (2000) emphasize that the instrumentation of pedagogical requirements is diverse and multivariate. The group of direct (immediate) and indirect (mediated) requirements includes the following techniques:

Requirements with advice, gesture, facial expressions, pause;

Requirements are an expression of trust (distrust);

Requirements by request (hint);

Requirements for approval (condemnation);

Conditional requirements (via rules);

Game approach to organizing activities.

Children enjoy playing. Therefore, incorporating game elements into any activity makes it more attractive. The play approach applies to many activities in which teachers try to involve children. The teacher thinks through the rules of the game, ways to include game elements in serious activities, offers them an imaginary situation and gets involved in the game himself.

Reward and punishment.

These methods not only stimulate, but also correct the behavior of students. They are united by the fact that they change the status of the individual, his position in the team. In addition, when used correctly, they provide the child with relatively objective material for assessing his own behavior and activities.

General conditions for the effectiveness of correction methods:

They must be justified;

The teacher needs to use a wide range of correction measures and be flexible in their use;

Reward and punishment should be applied, as a rule, publicly;

emotional usefulness of the correction. They should be perceived by children as a noticeable event and carried out in a fairly serious manner, and rewarded in a solemn atmosphere.

The teacher should strive to use methods of encouragement more often and methods of punishment as little as possible. The child is rewarded for his efforts to acquire correct behavior. Punishment follows for deliberate misconduct, for deliberate violation of the interests of other people, the team, and social norms. Such means of punishment as insulting a child and physical influence on him are unacceptable. When using correction methods, it is advisable to go from weaker to stronger measures.

Comparison, competition, competition.

It is well known that children love to compete, since competition allows them to understand themselves more deeply through comparison with other people. The child can see the difference between what he imagined before and what turned out to be in reality. Experiencing a contradiction between the ideal self-image and reality arouses the desire to improve one’s activities and behavior. Teachers use different types competitions - from oral comparison of students’ achievements, to systemic competition covering the entire team in the main types of activities. The effectiveness of the competition is ensured by compliance with a number of conditions: a detailed account by the teacher of the children’s activities, a fair assessment of what has been done, clarity and regularity of summing up the results.

Confidence.

Each method of stimulating educational activities and cultural behavior of children is based on certain needs of pupils. Trust helps to satisfy an important need - to be significant to people and increase your status in the team and society. Confidence is usually a consequence of some success achieved by a child in some type of activity and demonstrates a high appreciation of what has been achieved. Children love when they are trusted to do something on their own or, especially, to be responsible for some type of activity. Trust increases their self-esteem. Trust in a team is more important for a child than in a family, because it is a sign of wider social recognition. Confidence is a significant achievement of the pupil, and therefore it must be clearly demonstrated to him and other children. However, the teacher should unobtrusively monitor how correctly the child uses new responsibilities, opportunities and rights, and whether he abuses the new position.