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 can 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 correct behavior. 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 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 certain weak sides, and maybe 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 urgent need effective educational process.

Requirement.

This is the volitional influence of the teacher on the consciousness of the student with the aim of stimulating or inhibiting 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 of competition - from oral comparison of students’ achievements to systemic competition that covers 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 successes, achieved by the child in any 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.

The emotional-volitional sphere includes the content, dynamics, and quality of the emotions and feelings of each person. The role of emotions and will in the development of a child is difficult to overestimate. Having an impact on almost all cognitive processes, they influence exactly how he will see the world and what his perception will be in the future.

The consolidation of the fundamental aspects of emotions occurs mainly in preschool age. That is why the development of the emotionally-volitional sphere of a preschooler child requires special attention from the family.

Children's emotions are very spontaneous.

Components of the child’s emotional-volitional sphere

The basis of the emotional-volitional sphere is:

1. Emotions are the simplest reactions of a child to the world around him. They are conventionally divided into positive (delight, joy), negative (anger, fear), neutral (surprise, etc.).
2. Feelings are more complex complexes of the sphere, including various emotions and manifested in relation to certain objects, people, or events.
3. Mood is a more stable emotional state that depends on a number of factors, including the tone of the nervous system, state of health, environment, social environment, activity, etc. Depending on the duration, the mood can be stable or unstable, stable or changeable - these factors are determined by the person’s temperament, character and some other characteristics. It can have a serious impact on human activity, either stimulating or frustrating it.
4. Will is another component of a person’s emotional-volitional sphere, reflecting his ability to consciously regulate activities and achieve his goals. Already quite well developed at primary school age.

Difference Between Emotions and Feelings - Definition

Features of the development of the emotional-volitional sphere of a preschooler

The emotional and volitional development of a child in preschool age is carried out under the influence mainly of two groups of factors - internal, which include the child’s innate characteristics, and external - the child’s family situation and his environment.

The following moments are among the main stages in the development of the child’s emotional-volitional sphere.

Strengthening positive and negative emotional reactions. The child begins to clearly understand what causes positive emotions and what causes negative ones and adjusts his behavior accordingly. Namely, avoiding what causes negative emotional reactions in him and striving for what awakens positive ones in him.

The child must be able to distinguish own emotions

Aspects of the emotional sphere of a preschooler begin to determine the success and effectiveness of any type of activity (including learning). The transition of his desires into aspirations takes place.

Due to the emergence in the child’s mind of an emotionally positive result of the upcoming activity, motives with varying strength and significance are formed in the creation of the child. Over time, this leads to the formation of a hierarchy of needs, individual for each person. It is curious that positive emotions are more significant stimuli than negative ones: this is why reasonable encouragement works much better on a child than punishment.

Difference between emotions and sensations - definition

A preschooler’s ability to understand his emotional state and the development of self-knowledge skills. Even at the very beginning of the preschool period, the child is not yet able to understand the emotions he experiences. And by the end, he is not only aware of what he feels, but is also able to verbally express what he feels “good” or “bad”, “fun” or “sad”, etc.

The range of feelings experienced by a child expands significantly. In parallel with this, his lexicon, which directly describes the features of the emotional-volitional sphere.

What is the mood in children?

What do you need to know about the development of your child’s emotional-volitional sphere? Useful tips for parents

In order for the child to know what emotions, feelings are and what shades they have, the child’s vocabulary must be periodically replenished with concepts that are new to him.

In preschool age, visual forms of thinking predominate in a child. Therefore, it is very convenient to study the manifestations of emotions and feelings using specific examples by observing the characters of fairy tales and cartoons. For example, while watching, you can discuss with your child exactly what the character feels, what caused such feelings and emotions in him, whether they are positive or negative, whether they can tell something about him, etc. Also, using concrete examples, you can explain to the child the main signs and manifestations of emotions, teach him to distinguish between them (for example, describe how a person’s facial expressions and gestures change when he laughs, gets angry, is surprised, etc., what happens to the intonation of his voice).

Emotional sphere - structure

Despite the fact that the division of feelings and emotions into positive and negative is familiar to everyone, you should not inspire a child that the latter play an exclusively negative role in his life, it is worth remembering that controlled fear is inextricably linked with the instinct of self-preservation, resentment highlights the boundaries of personal space , separating what is permitted from what is forbidden. Dissatisfaction, expressed in the correct form, serves as a defense mechanism that reveals the child's dissatisfaction with someone or something.

In order to teach a preschool child to respect the feelings of other people, it is necessary that he himself feels understanding from adults. To do this, you do not need to prohibit him from expressing them and, at the same time, encourage him to talk about how he feels. Developing empathy is impossible without understanding and trust.

Causes of emotional disorders

The parent must explain to the child that every person can experience dissatisfaction, anger, and fear, and that all these are absolutely healthy emotions, without which the life of any person is impossible. It is important to simply learn to express them as correctly as possible.

The child needs to learn to select emotions in such a way that they correspond as best as possible to his emotional state. And also - correctly recognize the emotions of others. This will greatly facilitate his communication with other people and will develop in him such qualities as empathy, the ability to sympathize, etc.

Types of disorders of the emotional-volitional sphere

Development of a child’s volitional qualities

The qualities of the child’s emotional-volitional sphere develop through regular and systematic activities.

What is will and how to develop it

Gradually increasing its intensity and pace, you need to follow the main rules and requirements for tasks:

• The complexity of the tasks should be moderate: the child should clearly see the goal and realize its achievability, but at the same time face certain problems on the way to achieving it.
• Regular moments should be implemented at approximately the same time to develop more stable skills in the child.
• The development of volitional qualities should begin at an early age, but it is important not to overdo it: before the preschool period, the child’s brain is not yet physiologically ready for long-term activity.

How is volitional readiness determined in children?

Examples of tasks and exercises for the development of the child’s emotional-volitional sphere

The development of the emotional and volitional sphere of a child in preschool age will be much easier with the help of specially organized games and exercises.

They will allow the child to remember in a simple and unpretentious form the basic emotions of a person, their manifestations and the role and life of everyone. They can be carried out either individually or in a small group.

"Masks"

Purpose of the game: study facial expressions and gestures accompanying an emotion or feeling. Development of skills for recognizing emotions from non-verbal signals.

You can make masks with “emotions” yourself

For this game, children can independently, under the guidance of an adult, make masks out of paper that reflect various human emotions - sadness, joy, surprise, delight, etc. Then one of the children puts on a random one (the child does not know which one).

The player’s task is to guess “his” emotion with the help of clues from other children (features of the position and shape of the eyes, eyebrows, lips, etc.).

Purpose of the game: development of the ability to actively express emotions, the ability to connect verbal and non-verbal manifestations of emotional states. Development of emotional intelligence and emotional culture.

Facial gymnastics for recognizing emotions

Emotions corresponding to one or another are written on the cards (at this age it will be easier for the child to work with fairy-tale characters). The child’s task is to portray them.

Examples of tasks:

• Smile like Pinocchio.
• Get scared like Little Red Riding Hood.
• Get angry like Cinderella's stepmother.

"Theater"

Purpose of the game: the ability to distinguish the emotional state of other people, relying mainly on their non-verbal manifestations.

The child tries to depict non-verbally (that is, with the help of facial expressions and gestures) one or another emotional state - joy, sadness, disappointment, surprise, delight, excitement. In this case, part of his face should be covered with a hand or a sheet of paper. Participants in the game must guess what exactly the presenter is depicting.

Theatrical games are an effective method for developing the emotional-volitional sphere

The development of the emotional-volitional sphere will allow the child in the future not only to effectively build relationships with others, but also to more competently express his emotions.

The child’s emotional culture and corresponding intelligence increase. And the decisive role at this age will be played by the child’s relationship with his parents.

Often, parents' concern is mainly concentrated in the area of ​​children's physical health, when sufficient attention is not paid to the emotional state of the child, and some early alarming symptoms of disturbances in the emotional-volitional sphere are perceived as temporary, characteristic of age, and therefore not dangerous.

Emotions play a significant role from the very beginning of a baby’s life, and serve as an indicator of his attitude towards his parents and what surrounds him. Currently, along with general health problems in children, experts note with concern the increase in emotional-volitional disorders, which result in more serious problems in the form of low social adaptation, a tendency to antisocial behavior, and learning difficulties.

External manifestations of disorders of the emotional-volitional sphere in childhood

Despite the fact that you should not independently make not only medical diagnoses, but also diagnoses in the field psychological health, and it is better to entrust this to professionals, there are a number of signs of disturbances in the emotional-volitional sphere, the presence of which should be the reason for contacting specialists.

Violations in the emotional-volitional sphere of a child’s personality have characteristic features of age-related manifestations. So, for example, if adults systematically note in their child at an early age such behavioral characteristics as excessive aggressiveness or passivity, tearfulness, “getting stuck” on a certain emotion, then it is possible that this is an early manifestation of emotional disorders.

In preschool age, the above symptoms may be supplemented by the inability to follow norms and rules of behavior and insufficient development of independence. At school age, these deviations, along with those listed, can be combined with self-doubt, impaired social interaction, decreased sense of purpose, and inadequate self-esteem.

It is important to understand that the existence of disorders should be judged not by the presence of a single symptom, which may be the child’s reaction to a specific situation, but by the combination of several characteristic symptoms.

The main external manifestations are as follows:

Emotional tension. With increased emotional tension, in addition to well-known manifestations, difficulties in organizing mental activity and a decrease in play activity characteristic of a particular age can also be clearly expressed.

• The rapid mental fatigue of a child in comparison with peers or with earlier behavior is expressed in the fact that the child has difficulty concentrating, he may demonstrate a clear negative attitude towards situations where the manifestation of thinking and intellectual qualities is necessary.
• Increased anxiety. Increased anxiety, in addition to the known signs, can be expressed in avoidance of social contacts and a decrease in the desire to communicate.
• Aggressiveness. Manifestations can be in the form of demonstrative disobedience to adults, physical aggression and verbal aggression. Also, his aggression can be directed at himself, he can hurt himself. The child becomes disobedient and with great difficulty succumbs to the educational influences of adults.
• Lack of empathy. Empathy is the ability to feel and understand the emotions of another person, to empathize. In case of disturbances in the emotional-volitional sphere, this symptom is usually accompanied by increased anxiety. An inability to empathize may also be a warning sign of a mental disorder or intellectual disability.
• Unpreparedness and unwillingness to overcome difficulties. The child is lethargic and does not enjoy contact with adults. Extreme manifestations of behavior may look like complete ignoring of parents or other adults - in certain situations the child can pretend that he does not hear the adult.
• Low motivation to succeed. A characteristic feature low motivation for success is the desire to avoid hypothetical failures, so the child takes on new tasks with displeasure and tries to avoid situations where there is even the slightest doubt about the result. It is very difficult to persuade him to try to do anything. A common answer in this situation is: “it won’t work,” “I don’t know how.” Parents may mistakenly interpret this as a manifestation of laziness.
• Expressed distrust of others. May manifest as hostility, often accompanied by tearfulness, children school age may manifest this as excessive criticism of the statements and actions of both peers and surrounding adults.
• Excessive impulsiveness of a child, as a rule, is expressed in poor self-control and insufficient awareness of his actions.
• Avoiding close contacts with other people. A child may repel others with remarks expressing contempt or impatience, insolence, etc.

Formation of the emotional-volitional sphere of the child

Parents observe the manifestation of emotions from the very beginning of the child’s life; with their help, communication with parents occurs, so the baby shows that he feels good, or he experiences unpleasant sensations.

Later, as the child grows up, problems arise that he has to solve with varying degrees of independence. Attitude to a problem or situation causes a certain emotional response, and attempts to influence the problem cause additional emotions. In other words, if a child has to show arbitrariness in carrying out any actions, where the fundamental motive is not “I want”, but “I need”, that is, volitional effort will be required to solve the problem, in fact this will mean the implementation of a volitional act.

As we grow older, emotions also undergo certain changes, are developing. Children at this age learn to feel and are able to demonstrate more complex manifestations of emotions. The main feature of the correct emotional-volitional development of a child is the increasing ability to control the manifestation of emotions.

The main causes of violations of the emotional-volitional sphere of the child

Child psychologists place special emphasis on the statement that the development of a child’s personality can occur harmoniously only with sufficient trusting communication with close adults.

The main causes of violations are:

1. suffered stress;
2. retardation in intellectual development;
3. lack of emotional contacts with close adults;
4. social and everyday reasons;
5. movies and computer games, not intended for his age;
6. a number of other reasons that cause internal discomfort and feelings of inferiority in the child.

Violations of the children's emotional sphere manifest themselves much more often and more clearly during periods of so-called age-related crises. Vivid examples of such points of maturation can be the crises “I myself” at the age of three and the “Crisis of adolescence” in adolescence.

Diagnosis of disorders

To correct disorders, timely and correct diagnosis is important, taking into account the causes of the development of deviations. Psychologists have a whole range of special techniques and tests to assess the development and psychological state of a child, taking into account his age characteristics.

For preschoolers, as a rule, they are used projective techniques diagnostics:

• drawing test;
• Luscher color test;
• Beck Anxiety Scale;
• questionnaire “Well-being, activity, mood” (SAM);
• Phillips School Anxiety Test and many others.

Correction of disorders of the emotional-volitional sphere in childhood

What to do if the baby’s behavior suggests the presence of such a disorder? First of all, it is important to understand that these violations can and should be corrected. You should not rely only on specialists; the role of parents in correcting the behavioral characteristics of the child’s character is very important.

An important point in laying the foundation for a successful resolution of this problem is the establishment of contact and trust between parents and the child. In communication, you should avoid critical assessments, show a friendly attitude, remain calm, praise adequate manifestations of feelings more, you should be sincerely interested in his feelings and empathize.

Contact a psychologist

To eliminate disturbances in the emotional sphere, you should contact a child psychologist who, with the help of special classes, will help you learn how to react correctly when problems arise. stressful situations and control your feelings. Also important point is the work of a psychologist with the parents themselves.

Psychology currently describes many methods for correcting childhood disorders in the form of play therapy. As is known, best training occurs with the attraction of positive emotions. Teaching correct behavior is no exception.

The value of a number of methods lies in the fact that they can be successfully used not only by specialists themselves, but also by parents interested in the organic development of their baby.

Practical correction methods

These are, in particular, the methods of fairy tale therapy and puppet therapy. Their main principle is the child’s identification with a fairy tale character or his favorite toy during the game. The child projects his problem onto the main character, the toy and, during the game, resolves them according to the plot.

Of course, all these methods imply the obligatory direct involvement of adults in the game process itself.

If parents in the process of upbringing pay sufficient and due attention to such aspects of the development of the child’s personality as the emotional-volitional sphere, then in the future this will make it much easier to survive the period of teenage personality formation, which, as many know, can introduce a number of serious deviations in the child’s behavior.

The work experience accumulated by psychologists shows that not only taking into account the characteristics of age development, a thorough selection diagnostic techniques and technician psychological correction, allows specialists to successfully solve problems of violation of the harmonious development of a child’s personality; the decisive factor in this area will always be parental attention, patience, care and love.

Psychologist, psychotherapist, personal well-being specialist

Svetlana Buk

Similar articles

There are no similar entries.

1. Question:
   Hello! Our child was diagnosed with a violation of the emotional-volitional sphere of the sphere. What to do? He’s in 7th grade, I’m afraid if we send him to homeschooling he’ll get even worse.
   Answer:
   Hello, dear mom!

   A child with a violation of the emotional-volitional sphere may have melancholy, depression, sadness or a painfully elevated mood up to euphoria, attacks of anger or anxiety. And all this within one diagnosis.

   A competent psychotherapist works not with a diagnosis, but with a specific child, with his individual symptoms and situation.

   First of all, it is important for you to level out your condition. Parents' fears and concerns negatively affect any child.

   And make corrections and solve the problem. Transferring to home schooling is only an adaptation to the problem (i.e., a way to somehow live with it). To find a solution, you need to go to an appointment with a psychologist-psychotherapist together with medical help.

   
   

2. Question:
   Hello. I am a mother. My son is 4 years 4 months old. At first we were diagnosed with STD, yesterday a neurologist removed this diagnosis and diagnosed it as ‘a disorder of the emotional sphere against the background of the development of the emotional sphere’. What should I do? How to correct? And what literature do you recommend for behavior correction? My name is Marina.
   Answer:
   Hello, Marina!
   Imagine that your smartphone or TV somehow doesn’t work properly.
   Would it even occur to anyone to start repairing these devices using books or recommendations from specialists (take a soldering iron and replace transistor 673 and resistor 576). But the human psyche is much more complex.
   Here we need versatile sessions with a psychologist-psychotherapist, speech therapist, speech pathologist, and psychiatrist.
   And the earlier you start classes, the more effective the correction will be.

   
   

3. Question:
   What diagnostic techniques exist for identifying disorders in the emotional-volitional sphere of children aged 6–8 years?

   Answer:
   Classification by M. Bleicher and L.F. Burlachuk:
   1) observation and related methods (biography study, clinical conversation, etc.)
   2) special experimental methods (modeling of certain types of activities, situations, some instrumental techniques, etc.)
   3) personality questionnaires(methods based on self-assessment)
   4) projective methods.

   
   

4. Question:
   Hello Svetlana.
   I have observed the disorders of the children's emotional sphere described in this article in many children, approximately 90% - aggressiveness, lack of empathy, reluctance to overcome difficulties, reluctance to listen to others (headphones are now very helpful in this) these are the most common. The rest are less common but present. I am not a psychologist and I may be mistaken in my observations, so I want to ask: is it true that 90% of people have disturbances in the emotional-volitional sphere?

   Answer:
   Hello dear reader!
   Thank you for your interest in the topic and your question.
   The manifestations you have noticed - aggressiveness, lack of empathy, reluctance to overcome difficulties, reluctance to listen to others - these are just signs. They may serve as a reason to contact a specialist. And their presence is not a reason for diagnosing “Violations of the emotional-volitional sphere.” To one degree or another, every child tends to experience aggression, for example.
   And in this sense, your observations are correct - most children show the above symptoms from time to time.

   
   

5. Question:
   Hello Svetlana!
   I would like to consult you about my son’s behavior. We have a family of grandparents, son and me (mother). My son is 3.5 years old. I am divorced from my father; we separated from him when the child was barely more than a year. We don't see each other now. My son was diagnosed with dysarthria, intellectual development normal, very active and sociable, but in the emotional-volitional sphere there are serious disturbances.
   For example, it happens that he pronounces (in kindergarten one boy started doing this) sometimes some syllable or sound repeatedly and monotonously, and when he is told to stop doing this, he may start doing something else out of spite, for example, making a face ( how he was forbidden to do so). At the same time, in a calm tone, we explained to him that this is what “sick” boys or “bad” boys do. At first he begins to laugh, and after another explanation and reminder that this may be fraught with some kind of punishment, especially when an adult breaks down and raises his tone, crying begins, which abruptly gives way to laughter (definitely, already unhealthy), and so laughter and crying can change several times within minutes.
   We also observe in our son’s behavior that he can throw toys (often (in the sense of a month or two), breaks a car or toys, abruptly throwing and breaking them. At the same time, he is very naughty (hears, but does not listen), often every day brings close people.
   We all love him very much and want him to be a healthy and happy boy. Tell me, please, what should we do in such a situation when he does something out of spite? What conflict resolution methods do you recommend? How can I wean my son from the habit of pronouncing these “articulate sounds”?
   My grandparents are intelligent people; I have the education of a teacher, economist, and educator. We turned to a psychologist about a year ago, when this picture was just beginning to appear. The psychologist explained that these are signs of a crisis. But, having currently been diagnosed with dysarthria, we are forced to explain his behavior differently, which, by the way, has not improved, despite our implementation of the psychologist’s advice, but has worsened.
   Thank you in advance
   Best regards, Svetlana

   Answer:
   Hello Svetlana!

   I recommend that you come for a consultation.
   We can contact you in advance via Skype or phone.
   It is important to switch the child and distract him with some interesting activity at such moments.
   Punishments, explanations and raising the tone are not effective.
   You write “despite our following the psychologist’s advice” - what exactly did you do?

   
   

Lukina Nadezhda
Development of the volitional sphere in preschool children. Arbitrariness

« . Arbitrariness» .

Will and arbitrariness are the most important qualities of a person’s personality. There is hardly a parent or educator who would not strive to cultivate these qualities in their children. We all want to see our students strong-willed, persistent, purposeful, etc. It is these qualities that make a person a free and conscious subject of his own life. They are the ones who allow you to set goals and achieve results. It can be assumed that the formation of will and arbitrariness is main line child's personality development.

The Federal State Educational Standard for Additional Education stipulates that the targets at the completion stage preschool education : “...the child is capable of willful efforts, may follow social norms behavior and rules in various activities, in relationships with adults and peers..."

Will is the conscious ability to overcome various obstacles to achieve the intended goal. Committing volitional action, the child changes the surrounding reality, subordinating it to his intentions.

Arbitrariness- this is on the one hand development cognitive processes, on the other - the formation of actions and operations, on the third - the formation of need-motivational child's spheres.

The development of the volitional sphere implies the development of independence, perseverance, dedication, initiative, patience, energy and determination.

Will is not an innate skill. It is acquired in the process of growing up.

The main acquisition preschooler in development will is a certain level of organization, arbitrariness behavior and activity as the ability to subordinate one’s actions to the requirements of “need” rather than “want”, which is necessary for learning. On development of voluntariness behavior is influenced by all types of child activities, but the best is play.

IN preschool age there is no mechanism yet arbitrariness– purposeful management of your attention, speech, emotions. Systematic work on developing a game with rules can significantly increase the level of arbitrary managing one’s behavior, which is very important for creating the prerequisites for educational activities.

The best activity for a child is play, even better if it is a game with rules. In kindergarten, in classes, in restricted moments, in free activities for development of the volitional sphere We are helped by a variety of games (didactic, developing, brain teaser "Tic Tac Toe", "Battleship", checkers, chess, outdoor games, relay races). All these interesting activities automatically form in the child an awareness of the need to know and follow the rules of the game. We strive to ensure that the game participants are interested in winning. In Game develop patience, concentration, attention, ability to follow rules. Games develop not only the mind and emotions of the child, but also develop will. Rules of the game and sustainable actions develop such strong-willed traits, such as endurance, the ability to overcome one’s reluctance to act, the ability to take into account the actions of a playing partner, dexterity, resourcefulness and quickness of orientation in the situation, decisiveness in actions. Toys also add to play strong-willed character, emotionality.

No less powerful than the game, on development of the volitional sphere child is influenced by reading children's and fiction literature: stories about people who showed courage and heroism. Watching fairy tales where heroes overcome obstacles, experience difficulties, but do not give up on their decisions and achieve their goals. Here, children activate the processes of reflection, awareness of necessary and useful strong-willed qualities.

Development will requires systematic overcoming difficulties, a person trains and strengthens his will. When forming strong-willed qualities, we stimulate the child, evaluate the results of his activities, using visual recording of the results. Instead of grades in notebooks, we draw fun things (sad) honey, we also invite the child to evaluate his behavior and activities, place it on the cabinet in the reception area "Medal" behind Good work in classes, on duty at classes, in the dining room, in a natural corner; for good behavior - this activity develops ability for self-control and self-organization.

Another important factor in developing a child’s will is collaboration a team. Children strive to cultivate those strong-willed qualities, which are especially valued in the team. We try to pay more attention to topics strong-willed qualities that will help children become better people.

Development of the volitional sphere can't be taken away from moral education child, mastering the norms of behavior. After all, it is important to convey to the child for what purposes it is being done. volitional action. Therefore we strive develop moral beliefs of children. Why not? How to do it?

Moral "feeds" will, helps it manifest itself.

Among the most important conditions for the formation volitional sphere for a person, we attribute strict adherence to the daily routine, duties, correct routine throughout a person’s life (washing hands, brushing teeth, speaking in a timely manner "Thank you", "Sorry") Rules and daily routine help to manifest will. Children learn norms and rules of behavior in the family, group, and in public places.

Excellent opportunities for development of will and arbitrariness contain labor and everyday activities carried out in restricted moments on the street and in a group. In the process of these types of activities, children learn to realize the goal, plan their actions, and remember their sequence ( For example: sweep the area, care for flowers indoors and in the flower bed, clean up the workplace, plant onions, etc., overcome difficulties. It is valuable that job responsibilities (which need to be gradually complicated) provide the opportunity not occasionally, but systematically, regularly to exercise the child’s will.

Favorable conditions for overcoming difficulties, and therefore for development of the volitional sphere create sports activities. Big role in development we give willpower to physical education, since, on the one hand, people are weak-willed and do not have a sufficient reserve of strength to overcome obstacles, and on the other hand, physical exercise, competition with others teaches you how to overcome difficulties and allows you to develop skills to overcome them.

To form strong-willed We cultivate the qualities of a child as well as responsibility. Children love to be on duty in classes, in a corner of nature, in the cafeteria, and handing out (gather) benefits, keep order, etc.

The mediator in the process is an adult, he guides and teaches how to control behavior, helps develop attention, memory, thinking, imagination.

Voluntary attention in preschool children

Attention is a mental process or state when a child concentrates on given information, trying not to be distracted. We pay special attention in mathematics classes - solving logical problems, examples, graphic dictations, in preparation for teaching literacy - sound-letter analysis of words, determining the position of sounds in words, dividing words into syllables.

While performing various types of tasks, children show arbitrariness of attention. This is especially facilitated by engaging in productive activities. In them, children learn to work according to a model. One way or another, children have to look carefully at the sample and then complete the task, i.e. arbitrarily direct your actions to complete the task.

Arbitrariness of perception in preschoolers

Perception is the leading cognitive process preschool age. Its formation ensures the successful accumulation of new knowledge, quick learning new activities, complete physical and mental development. Formation arbitrariness perceptions begin at an early age, and by older preschool age, the acquired knowledge is used in different ways activities: artistic creativity, speech development.

Arbitrariness of memory

Memory is a storage process and reproduction of any information, or in other words - memorization. Thanks to memory, information or events, after some time, are reproduced. free memory is always purposeful, closely related to attention, thinking and volitional actions.

Arbitrariness of thinking

Managing thinking in childhood is very difficult. For example, when solving a puzzle, a child has to try different options. The child mentally moves from one option to another option, and this process happens randomly.

Development of voluntariness in a group we carry out through individual and collective forms different types activities. And for effective development of voluntariness is important developed speech baby, because it is speech that contributes to the self-regulation of the child’s actions.

For development speeches for the purpose of forming arbitrariness We conduct conversations in the morning, in individual work, on a walk, in joint activities. We conduct conversations on various topics, for example, what they did on the weekend, about their mood, about actions and relationships with other people, what they saw on the way to kindergarten, we explain how to act in different situations, how to relate to people and the world around them .

In progress development of the volitional sphere and voluntary behavior of preschool children great value plays the role of adults. Educators and parents should support preschooler, raise him correctly, give him the right to choose, play simple developing logical and active games. There will be no will develop yourself. This process needs to be stimulated and motivated.

And the best motivation will be the personal example of parents.

Very often, children who show independence in kindergarten, in the presence of their parents, become helpless, insecure, lost, and experience difficulties in solving feasible tasks. Parents don't give of great importance education of independence, perseverance, responsibility, organization, are often interested in issues of educational preparation - learning to read, count, write.

And the will of the child does not develop on its own, and with the general personality development. Whims, general negativism, which manifests itself in stubbornness, jealousy, selfishness, arise as a result of shortcomings strong-willed education. As a rule, stubbornness is selective in nature - it is directed mainly towards parents. Early forms of children's negativism arise when adults are too protective of the child, when children are not accustomed to restrain themselves and obey certain requirements and rules of behavior. Before a child begins to set conscious goals for himself, an adult must indicate them to him. When giving a child instructions, you need to explain to him in what direction and how to act in certain cases.

On this topic « Development of the volitional sphere in preschool children» « Arbitrariness» consultations were provided for parents.

For development of the volitional sphere and arbitrariness teachers and parents necessary:

Set a goal for the child that he not only understands, but also accepts and makes it his own. Then the child will have a desire to achieve it;

Guide, help in achieving a goal;

To teach a child not to give in to difficulties, but to overcome them;

Cultivate the desire to achieve results in one’s activities in drawing, puzzle games, etc.

Teach your child to plan their actions and bring them to a logical result.

Ask the child the result of the work, check, celebrate successes (encourage).

Development of will in preschool age is an important condition further education and training of the child. No systematic training and education is possible if the child does not control himself, if he acts only under the influence of immediate impulses, without being able to subordinate his actions to the instructions of the teacher and parents, and the requirements of the educational program. On development education has a decisive influence on the will.

Of course, in preschool age formation of will and arbitrariness the baby is just beginning. During this period, children are just beginning to independently determine and understand their actions. But if, with the help of teachers and parents, they are able to do something that is not very attractive to them at the moment for the sake of some other, more significant goal, this is already a clear sign that they are developing volitional behavior. This is a serious step in the development of will and preschooler's arbitrariness. The task of adults is not to break or overcome the child’s desires, but to help him understand (realize) own desires and keep them despite situational circumstances.

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 the 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

The perception and evaluation of new information is 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 the external and internal world is of interest. 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 experience a disorder of the emotional-volitional sphere: isolation, negativism, self-doubt, increased irritability, touchiness, and in parallel with this, often motor disinhibition and 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 higher forms 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 cognitive ability 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 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 activities.

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.

Normal formation of brain organization 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, by teaching proper breathing, coordination of movements, and 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.

Used game uniform work, 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 and expressive paralinguistic backgrounds.

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.

The driving force behind a child’s mental development 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 of 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 was 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 of positive emotions occurs 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 of 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 arouse the greatest interest among 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.

Taking into account the involuntary attention of the child, the ability to focus only on what attracts him with its content and appearance, to use visualization in combination with the word, 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 gets rich without hindrance bright images and the impressions of life on the right hemisphere, unconscious level, he retains an imaginative, creative, emotional perception of himself and his problems and reality throughout 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 motor activity decreases. 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 the functional state of the brain, to the general life activity of the 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 in a horizontal position. 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 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)

Suspended at the level of the child's face balloon, you need to blow it so that it flies high 2 times, from the age of three they blow the 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 upwards. 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 game - effective remedy correction of 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 of 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	Possibility of independent study. 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 can 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

Return