M.N . Hodackovskaya
student of the faculty of preschool, primary and special education
Belgorod National state Research University,
Belgorod
Article «Study of the emotional sphere of the personality of a child of primary school age»
Annotation: the article reveals the concepts: emotions, emotional sphere, emotional states. The functions of emotions, stimuli of emotions, emotional characteristics, as well as emotional states that people experience are described, and the emotions that younger students experience and how they affect them are revealed.
Key words:emotional sphere,emotion,emotional states,stimuli of emotions,features of the emotional sphere,mood, emotional properties,emotional development,anxiety,emotional experiences.
During his life, a person is able to experience a variety of experiences associated with the relationship to the object of activity, to other people, to himself, and this is a manifestation of human emotions. Consider, the concept of emotion is a state based on a clear awareness of the cause of the experience.
Emotions are intended for a person's assessment of the surrounding world, which includes: people, objects, phenomena and events. They play a special role in the lives of children. So in the earliest period of life, children have a lot of emotions. They are able to express joy and affection, anger, sadness and shame, fear and anxiety, trust. During the day, adults experience a wide variety of emotions that a child manifests. Emotions provide children and adults with information about their condition. They also contribute to the acquisition of life experience. The experience of emotional reflection is associated with experiences of joy, fear, anger, interest, shame.
Emotional stimuli can be:
sensory information (hotter, hunger, colder)
cognitive information (value judgment, memory (what has already happened)
neuromuscular stimuli (blood, temperature, hormone production, drugs)
Acquaintance of children with emotions should be started from grade 1, since it is during this period that children learn the necessary concepts, and their vocabulary is replenished with words denoting emotions, although the word “emotion” itself is not introduced, it is replaced by the concept of “mood”. It is emotions, their interaction with cognitive processes, processes of consciousness that organize the perception, thinking and activity of children.
According to W. James and K. Lange, the expression of emotions is a purely reflex reaction that causes changes in the body, and only their subsequent awareness is the emotion itself. [2]
Shishkoedov P.N. five main functions of emotions have been identified:
- Assessment of the significance of what is happening. Emotion helps to assess the strength of the stimulus, and what effect it has on a person.
- Motivation, motivation to act in order to satisfy their needs or desires.
- Regulation of activities, assessment of successful or unsuccessful labor actions.
- Anticipation, the ability to anticipate the course of events, to anticipate a pleasant or unpleasant outcome.
- Expressive - expression of emotions in the form of facial expressions, movements, gestures, sounds.
Within the framework of the study of emotions, it should be said about emotional states - these are some stable forms of manifestation of emotions. They are distinguished by a rather long duration, smooth flow.
There are the following types of emotional states:
-Mood, it is a reflection of the emotional state of a person, his feelings.
-Frustration is an emotional state that arises in a situation of non-fulfillment of a person's goal, or dissatisfaction of a significant need.
-Anxiety is characterized by a sense of uncertainty, bad feelings, perception of safe situations as containing a threat.
-Stress is the body's response to extreme, strong impacts, physical or psychological, as well as the state of the nervous system or the body as a whole arising in response to this impact. [6]
Psychologist L.I. Bozovic in her writings paid great attention to the problem of emotional experiences in the mental development of a child: «We consider affective states as long-term, deep emotional experiences». Experiences, according to L.I. Bozovic, in its essence, are connected with the needs of the child, with his interweaving of aspirations, desires and intentions, and with the possibilities of their satisfaction. [4]
Mental activity, judgments and statements of junior schoolchildren are very often colored with vivid emotional experiences. Many argue that going to school helps to change the emotional sphere of the child.
According to G.S. Abramova, until mid-childhood, the child is associated with very close emotional ties with his parents, he is immersed in these feelings and is not yet able to analyze them. However, younger schoolchildren are characterized by slight «infectiousness», that is, they are «infected» by the emotional experiences of other people. Teachers are well aware of such facts when, for example: the laughter of some students makes the rest of the class laugh, or girls start crying, looking at a crying friend. [3]
It is impossible to ignore the presence of anxiety in schoolchildren associated with the educational process. So, during the primary school age, its relative stability is observed, then it reaches its peak in older adolescence, especially in the 9th grade. Impulsive behavior, especially in the first year of schooling, is characteristic of first graders. For example: a student laughed in the lesson when he saw birds jumping on a branch through the window, or when watching a play collectively, he violated the rules of conduct.
The emotional sphere is important in the development of primary schoolchildren, since no interaction will be effective if its participants cannot, firstly, «read» the emotional state of another, and secondly, control their emotions. Understanding your emotions and feelings is the most important moment in the formation of the personality of a growing person.
At primary school age, the emotional sphere is capable of significantly complicating and differentiating - more complex higher feelings appear, the source of which is the satisfaction of complex social needs that arise in the process of personality formation.
The studies carried out by A.G. Zakabluk make it possible to assert that the emotional sphere of primary schoolchildren is characterized by:
easy responsiveness to events taking place around and coloring of perception, imagination, mental and physical activity with emotions;
spontaneity and frankness in expressing their experiences - joy, sadness, fear;
readiness for the affect of fear
great emotional instability, frequent mood swings, a tendency to long and short affects;
students are poorly aware and understand their own and others' emotions and feelings;
The facial expressions of others can often be perceived incorrectly, as well as the interpretation of the expression of the feelings of others.
The features of the emotional sphere are:
The first feature of the emotional sphere of a younger student is a violent response to individual and touching elements. It can manifest itself for example: in watching a cartoon at a classroom hour, when children from the sympathy of the hero turn into indignation from his actions or actions. [1]
The second feature of the emotional sphere is a great restraint in the expression of their emotions. The ability of children to control their emotions improves from year to year.
The third feature is the development of the expressiveness of the emotions of the younger student.
The fourth feature is manifested in the understanding by younger schoolchildren of the feelings of the people around him and the ability to empathize with the emotional states of peers and adults.
The fifth feature of the emotional sphere of primary school children is their impressionability, their emotional responsiveness to everything bright, large, colorful.
The sixth feature is associated with the emerging moral feelings of the child: a sense of camaraderie, responsibility for the class, sympathy for the grief of others, indignation at injustice, etc. [1]
In general, the general mood of the junior schoolchild is cheerful, vigorous, cheerful. This is the age norm of emotional life. But children quite often have negative experiences, and also the child may experience emotional hunger - the need for positive emotions of a significant adult, which largely determines the child's behavior. That is, a child of primary school age is in great emotional dependence on the teacher and parents.
The study of the emotional properties of a person is carried out through observation:
- Surprise - performs the functions of removing the nervous system from the state in which it is at the moment and adapting to new conditions.
- Joy. The lightest emotion that's easy to recognize. With joy, a smile appears on the face. Joy is expressed and recognized from infancy, which helps the child to establish interpersonal contacts very early. It not only makes social connections more durable, but also enhances receptivity, increases motivation, promotes confidence and courage, it can calm, distract.
- Sadness, suffering, grief - this is the most common negative emotion.
- Disgust, it is associated with many reasons, for example: eating food that has a bad smell and taste that causes nausea. A child can feel disgust towards himself from about 5 years old.
- Anger, rage in a person can be expressed: with shifted eyebrows, a lower lip put forward, clenched fists and strong gestures. With a stronger outburst of anger, these symptoms change, the eyes become large shining, the face turns red, and breathing is difficult.
The emotional development of the child occurs gradually in communication with people around and in the process of various types of activities of play, study, work. The constant expansion of the child's emotional experience, the depth and modality of experiences to a large extent determine the direction of the emerging personality.
So, the emotional sphere of junior schoolchildren is characterized by: easy responsiveness to events, quick reaction to them and color of perception, imagination, mental and physical activity with emotions. In the process of educational activity, the child is able to experience fear as a presentiment of trouble, failure, lack of confidence in himself and himself, as well as the inability to cope with the task that was given to him. Under certain circumstances, the student feels a threat to his status in the classroom, family, in society. The emotional life of a younger student is formed by the relationship with the teacher, the learning process, relationships in the family with parents, with the class team - relationships with classmates and position in the team.
The emotional life of a younger student is formed by the relationship with the teacher, the learning process, relationships in the family with parents, with the class team - relationships with classmates and position in the team.
To study the level of development of the emotional sphere of junior schoolchildren, the following methods can be used: the type of temperament according to V.V. Grebnev, the type of temperament of U.G. Sheldon, «Drawing of a nonexistent animal» by M.Z. Dukarevich.
List of references:
1. «Psikhologija.com» - [Electronic resource]. - Access mode: http://psikhologija.com
2.http: //psy.khspu.ru/wp-content/uploads/2012/02/Krylov-A.A.-red.-Psychology.-2-e-edition.- Prospect-20
3. Abramova, G.S. Developmental psychology: textbook share of universities. / G.S. Abramov. - M .: Yurayt, 2010 - 811 pages.
4. Bozovic, L.I Personality and its formation in childhood / L.I Bozhovich. - SPb .: Peter, 2008 .-400 pages.
5. Psychological encyclopedic dictionary / MI Enikeev. - Moscow: Prospect, 2009 .-- 558 pages
6. Shishkoedov P.N. General psychology / P. N. Shishkoedov. - Moscow: Eksmo, 2009 .-- 284 pages.
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