Emotional-volitional sphere of a preschooler: features of formation. Characteristic features of activities and games for preschoolers

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

Under the emotional-volitional sphere of a person understand the features related to the feelings and emotions that arise in his soul. Its development must be paid attention to in the early period of personality formation, namely at preschool age. What is the important task that parents and teachers need to solve in this case? The development of the child's emotional-volitional sphere consists in teaching him to control emotions and switch attention. At the same time, it is important that the preschooler learns to do everything correctly and through his “I don’t want to”. This will develop his willpower, self-discipline, and also prepare him for studying in elementary grades.

Improving the emotional-volitional sphere of a preschooler is a rather difficult task. Its solution will require a lot of patience, attention and love for the baby, understanding of his needs and capabilities from educators and parents. BigHelp in this case is provided by educational games. Their use allows you to direct the energy of a preschooler in the right direction. For example, relieve emotional and muscular tension or throw out aggression.

Main Ingredients

The emotional-volitional sphere of a preschooler includes the following elements:

1. Emotions. They are the simplest reactions that appear in a child when he interacts with the outside world. There is a conditional classification of emotions. They are divided into positive (joy and delight), negative (fear, anger), and neutral (surprise).
2. Feelings. This component of the considered sphere is more complex. It includes various emotions that an individual manifests in relation to specific events, objects or people.
3. Mood. It is a more stable emotional state, depending on many factors. Among them: the state of he alth and the tone of the nervous system, the social environment and activities, the situation in the family, etc. Moods are classified according to duration. It can be changeable or stable, stable or not. Such factors are determined by the character of a person, his temperament, as well as some other features. Mood has a serious impact on people's activities, either stimulating or frustrating them.
4. Will. This component reflects the ability of a person to consciously regulate their activities and achieve their goals. It is worth noting that this component is already quite well developed among younger students.

Features

Characteristics of the emotional-volitional sphere of a preschooler allows us to judge that the personal qualities related to it have progressive development in childhood. And this happens thanks to the activity of a small person. At the same time, the regulation of all areas of the child's study of the world around him is subject to the influence of emotional processes, the ontogeny of which is closely related to the mental development of the child. And all this is impossible without cognitive activity, self-awareness and the connection of motivation and needs.

The content of the emotional-volitional sphere of a preschooler, as well as its age dynamics, is determined by the change in the child's reaction to the objects of the world around him as he grows up. Based on this, the following stages are distinguished:

1. The period from birth to 1 year. Signs of the normal development of the emotional-volitional sphere of the child are the recognition of their parents, as well as the ability to distinguish loved ones and show a reaction to their presence, voice and facial expressions.
2. Period from one year to 3 years. This is the time when the formation of a minimum level of self-confidence and independence takes place. Intervention in the development of the emotional-volitional sphere of the child from adults is required only when it is clear that the baby doubts his abilities, his speech is poorly developed and there are impairments in the skills of the motor sphere.
3. Period of 3 to 5 years. The emotional-volitional sphere of the personality of a preschooler at this age finds its manifestation in an active desire to know the world around, invivid imagination, as well as in imitation of the actions and behavior of adults. Correction for children of this age is required only when the child is constantly depressed, he has lethargy and lack of initiative.
4. Period of 5 to 7 years. This is the time when, thanks to the formation of the emotional-volitional sphere of a preschooler, he develops a pronounced desire to achieve his goal and a sense of duty. At the same time, cognitive and communication skills develop quite quickly.

With the passage of the period of preschool age, the content of emotions gradually changes in a child. They transform and new feelings appear. This is due to changes regarding the structure and content of the activity of a small person. Kids are more actively acquainted with nature and music, develop their aesthetic emotions. Thanks to this, they have the ability to feel, experience and perceive the beauty that is in our lives and in works of art.

Games and activities for the development of the emotional-volitional sphere of a preschooler develop in them curiosity and surprise, the ability to doubt or confidence in their actions and intentions, as well as the ability to experience joy from a correctly solved problem. All this leads to the improvement of the cognitive skills of children. At the same time, moral emotions also develop. They play a significant role in shaping the active position of the child and in his personal development.

Showing feelings

The main changes in the emotional-volitional sphere of a preschooler occur in connection with a change in hierarchymotives, the emergence of new needs and interests. In children of this age, there is a gradual loss of impulsiveness of feelings, which become deeper in their semantic content. However, children still cannot control their emotions to the end. This is due to the organic needs of a person, such as thirst, hunger, etc.

Besides this, the role of emotions in the activity of a preschooler is also subject to change. And if at earlier stages of ontogenesis the main guide for a small person was the assessment of adults, now he is able to experience joy based on his own foresight of a positive result and the good mood of others.

Gradually, a preschooler masters the expression of emotions in their expressive forms. That is, facial expressions and intonations become available to him. Mastering such expressive means allows the child to be deeply aware of the experiences of other people.

When studying the emotional-volitional sphere of a preschooler, it becomes clear that speech has an important influence on its development. At the same time, the processes associated with the knowledge of the surrounding world are intellectualized.

At about 4 or 5 years old, children begin to develop a sense of duty. The basis of its formation is the child's moral awareness of the requirements that are placed on him as a person. This leads to the fact that preschoolers begin to correlate their actions with similar actions of surrounding adults and peers. Children aged 6-7 show the most vivid sense of duty.

Due to the intensive development of curiosity, preschoolers often begin to show surprise and the joy of learning new things. Aesthetic feelings also receive their further development. This happens due to the activity of the child in the creative and artistic direction.

Factors of emotional development

There are certain key moments due to which the formation of the sensory-volitional sphere of the child takes place. Among them:

1. Mastering the preschooler social forms that contribute to the expression of emotions. Such a factor allows you to form a sense of duty, becoming the starting point for the further development of the moral, intellectual and aesthetic qualities of a small person.
2. Speech development. Through verbal communication, children's emotions become more and more aware.
3. The general condition of the child. Emotions are for a preschooler an indicator of his physical and mental well-being.

Volitional processes

For the education of independence in preschool children, it is necessary to master goal-setting, planning and control. And this is possible with the formation of volitional action.

Such work begins with the development of goal setting. It involves the ability of the child to set a specific goal for his activity. In an elementary manifestation, such activity can be observed even in infancy. It is expressed in the fact that the child begins to reach for the toy that attracted his attention, and if it is out of his field of vision, then hewill certainly start looking for her.

At about the age of two, babies develop independence. They begin to strive towards the goal. However, they only succeed with the help of adults.

Goal-setting of preschoolers gets its development through proactive, self-setting goals. Moreover, their content is gradually changing in the process of becoming a person. So, at a younger preschool age, goals are associated only with their own interests. They are also set based on the momentary desires of the child. Older preschoolers strive for what is important not only for them, but also for other people.

Motives

At preschool age, what determines the behavior of the child occurs. This is the leading motive that subjugates all the others. The same thing happens when dealing with adults. As a result of the emerging social situation, certain actions of the child acquire a rather complex meaning.

From about the age of three, children's behavior is increasingly influenced by motives. They are reinforced, come into conflict or replace each other. After this age, there is an intensive formation of arbitrariness of movements. And mastering them to perfection becomes the main goal of the preschooler's activity. Gradually, the movements begin to become manageable. The child begins to control them thanks to the sensorimotor image.

At the age of 3-4, children increasingly begin to use games to solve cognitive problems. They have a significant impact on the development of the emotional-volitional sphere of preschool children.influence. The most effective incentives for this are the motives of recovery and encouragement. At the age of 4, children begin to single out the object of their activity and realize the purpose of transforming a particular object. At the age of 4-5, a significant part of preschool children become characterized by moral motives. Children manage their own behavior through vision control.

At 5-6 years old, some tricks appear in the arsenal of preschoolers that allow them not to be distracted. By the age of five, children begin to realize that the various components of activity are mutually dependent.

After reaching the age of six, the child's activity becomes generalized. He forms arbitrary actions, which can be judged by the initiative and activity of the preschooler.

By the age of 6-7, children are already more adequate in their attitude to their achievements. At the same time, they see and evaluate the success of their peers.

In older preschoolers, arbitrariness begins to be observed in mental processes as well. This refers to their internal mental characteristics, such as thinking and memory, imagination, speech and perception.

Development of the emotional-volitional sphere

Incorrect communication with a child can lead to the following:

1. One-sided attachment of the baby to the mother. This process often limits the child's need to interact with their peers.
2. Expression of dissatisfaction by parents with or without it. This contributes to the child's constant feeling of fear and excitement.

In the psychea preschooler may undergo irreversible processes that are triggered by the imposition of their emotions by parents. In such cases, children stop noticing their own feelings. For example, sometimes various events that occur in the life of a small person do not cause him any emotions. However, the constant questions of adults about whether he liked something, whether he was offended by certain actions of peers or adults around him, lead to the fact that the baby has to notice such situations and somehow react to them. Don't do this.

In order to develop the emotional-volitional sphere of children, parents and teachers need to conduct games, music lessons, drawing lessons, etc. for preschoolers. In the process of such specially organized activities, children learn the ability to experience those feelings that arise due to perception.

Active development of the emotional-volitional sphere is facilitated by the use of two methods. This is sand, as well as fairy tale therapy. Let's take a closer look at them.

Fairytale therapy

The history of this method has rather deep roots. However, until the research of R. Gardner and W. Propp was carried out, fairy tales for children were considered nothing more than fun. To date, it is already known for certain that with the help of such fantastic and rather interesting stories, the process of integrating the personality, expanding the consciousness of a small person and developing his creative abilities is very actively taking place. In this case, the line of interaction of the child with the environment is formed.peace.

If fairy tales for preschoolers are chosen correctly, they can cause great emotional resonance. At the same time, their plots will be addressed not only to the consciousness, but also to the subconscious of the child.

Fairy tales are especially relevant for preschoolers in case of deviations in the emotional sphere in children. Indeed, in this case, it is required to create the most effective situation for communication.

Fairy tales help develop the emotional and volitional sphere of the child due to the following functions:

• psychological preparation for difficult situations;
• trying on various roles, as well as evaluating actions and performance;
• forming conclusions, as well as their transfer to real life.

Fairy tale therapy is used in the form of various methods. It could be:

1. Fairy tale-metaphor. Images and plots of fantastic and unusual stories help to induce free associations in the mind of the child. In the future, all of them should be discussed and corrected by adults.
2. Drawing characters and plots of fairy tales. When applying this method, associations arise not in verbal form, but in graphic form.

Fairy tales help preschoolers to form the concept of what is good and what is bad in life. Based on the actions and deeds of the characters, the child makes his own verdict of one or another line of behavior.

A fairy tale can also be used when conducting games for preschoolers. In this case, the child develops facial expressions and intonations.

The effectiveness of fairy tales for the development of the emotional-volitional sphere of a preschooler is explained by the fact that there are no direct moralizing and edification in these narratives. In addition, the events described are always logical and dictated by cause-and-effect relationships existing in the surrounding world.

Sand Therapy

This method of activating the child's emotional-volitional sphere is simple, affordable, convenient and diverse. What are its merits? Sand therapy is effective in that it allows preschoolers to build their own individual world. At the same time, the child feels himself in the role of a creator who sets the rules of the game.

The usual sanding allows kids to calm down and relieve stress. When sculpting figures, they develop fine motor skills, awaken imagination and stimulate interest.

Through the use of sand therapy, specialists can identify psychological trauma in a child and eliminate them. A similar method is most actively used when working with those children who have a developmental delay and insufficiency of the verbal sphere.

Emotional Intelligence

The international abbreviation for this term is EQ. It is understood as the ability of children to be aware of their own emotions and associate them with actions and desires. With low EQ values, we can talk about the low social and communicative development of preschool children. These kids have conflicting behavior. They lack extensive contact with peers and have an inability to express their ownneeds. In addition, such preschoolers differ from other children in their aggressive behavior and the constant presence of fear.

The following games contribute to the development of emotional intelligence in preschool children:

1. "Happy Elephant". Such a game is carried out using pictures that depict the faces of animals. The teacher needs to show a certain emotion in the picture. After that, he asks the children to find the animal that has the same feeling.
2. "How are you?". This game allows the teacher to determine the emotions and mood of children who have affective behavior. To do this, you will need to offer the child to choose a card with the image of the emotion that most accurately indicates his mood (at the moment, yesterday, an hour ago, etc.).
3. "Pictograms". In order to conduct this game, the host will need to prepare a cut and a whole set of cards. Shuffle the first of them so that after the child collects the whole image according to the model.

Music games

This type of activity also contributes to the effective development of the emotional-volitional sphere of the child. Consider what its features are.

Music games for preschoolers help them get into the role of characters and images, while conveying the feelings associated with them. The main tool in this case is the child himself. During musical games for preschoolers, children use their voice, body, reproduce various sounds, expressive movements and gestures.

When activating the emotional-volitional sphere withUsing this method, it is important for the teacher to go from the simplest to the most complex. To do this, in the initial classes, only individual emotional-game components are used. And only later do the children begin to play the image on their own.

Types and forms of musical games can be very different. These are plastic improvisations, and dialogues to the sounds of melodies, and dramatic performances, and so on.

One of these musical games is called Call by Name. The purpose of its implementation lies in the education of a benevolent attitude of children towards their peers. The child is invited to throw the ball to a peer or pass a toy, while at the same time affectionately calling him by name. The kid is given some time to choose the one to whom the actions will be addressed. In the background, moderate music should sound. At the end of the melody, the preschooler will have to make a choice.