The role of emotions in the pedagogical process
It is a well-known fact that the process of teaching and upbringing proceeds more successfully if the teacher makes it emotional. Even J. A. Komensky, the great Czech teacher, wrote in the second half of the 17th century in his “Pampedia”: “Problem XVI. To ensure that people learn everything with pleasure. Let a person understand 1) that by nature he wants what you inspire him to strive for, and he will immediately joyfully want it; 2) that by nature he can have what he desires - and he will immediately rejoice at this ability of his; 3) that he knows what he considers himself not to know - and he will immediately rejoice at his ignorance (1982, p. 428).
Russian enlighteners and teachers wrote about the same thing. “Through feelings we must instill in a young soul the first pleasant knowledge and ideas and preserve them in it,” wrote the Russian educator of the second half of the 18th century N.I. Novikov (1985, p. 333), “...for there is not a single our needs, the satisfaction of which would not have any pleasantness” (Ibid., p. 335).
Important emotions for the development and upbringing of a person were emphasized in his works by K. D. Ushinsky: “... Education, without attaching absolute importance to the child’s feelings, nevertheless should see its main task in directing them” (1950, vol. 10, p. 537 ). Having analyzed various pedagogical systems and discovered in them, except for Benekov’s, the absence of any attempt to analyze feelings and passions, he developed a doctrine of feelings, many of whose provisions are still relevant today. In the chapter “Feelings” of his main work “Man as a Subject of Education,” he highlights a section devoted to pedagogical applications of the analysis of feelings (Ushinsky, 1974). Critically assessing the effectiveness of the advice given by teachers for raising children, Ushinsky wrote: “Without generally understanding the formation and life of passions in the human soul, without understanding the mental basis of this passion and its relationship to others, a practicing teacher can derive little benefit from these pedagogical recipes.. .ʼʼ (1974, p. 446).
Ushinsky, speaking about the role of reward and punishment in education, essentially emphasized reinforcing function of emotions. On this occasion, he wrote: “Nature itself shows us this attitude: if not always, then very often it uses pleasure to force a person to an activity that is extremely important for him and her, and uses suffering to keep him from activity.” harmful. The educator should take the same attitude towards these phenomena. human soul: pleasure and pain should not be the goal for him, but means to lead the soul of the pupil onto the path of progressive free labor, in which all the happiness available to a person on earth is found. Ushinsky points out the importance of using emotional experiences in his next statement: “Deep and extensive philosophical and psychological truths are accessible only to the educator, but not to the pupil, and therefore the educator must be guided by them, but not to seek means for this in convincing the pupil of their logical power.” One of the most effective means to this is pleasure and suffering, which the teacher can at will arouse in the soul of the pupil even where they are not aroused by themselves as consequences of an action (1950, vol. 10, pp. 512-513).
Unfortunately, this sensory (affective) direction in the formation of a child’s personality, indicated by K. D. Ushinsky and other great teachers of the past, has now been consigned to oblivion. As the German psychoanalyst P. Kutter notes, education that is devoid of feelings and empathy in relationships with a child is now preached. Modern education comes down to knowledge, but is not affective. From a very early age, a person is taught to be rational, he does not receive a single lesson in sensual life. And a person who has not received a lesson in warmth is an insensitive creature, Kutter concludes.
The English teacher and psychologist A. Ben believed that objects that inspire fear are strongly etched in a person’s memory. It was in connection with this that the boys were flogged at the boundary, so that they would remember the boundaries of the fields more firmly. But, as K. D. Ushinsky notes, better memorization is a property of all affective images, and not just fear. True, this raises the question: which emotions - positive or negative - have a stronger influence on the memorization, preservation and reproduction of information.
A.F. Lazursky also pointed out the influence of emotions on mental activity, but his opinion differs significantly from the opinion of other scientists. “Being in a cheerful, cheerful mood,” he wrote, “we feel that we are becoming more resourceful, more inventive, our thoughts flow more vividly and productivity mental work rises. Moreover, in the vast majority of cases, feelings influence the mental sphere in an unfavorable way: the flow of ideas slows down or even stops altogether, perceptions and memories are distorted, judgments are made biased (1995, p. 163).
S. L. Rubinstein (1946) wrote that the effectiveness of a student’s inclusion in work is determined not only by the fact that the tasks at hand are clear to him, but also by how they are internally accepted by him, i.e., what kind of response and reference point they found in him experience" (p. 604). Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, emotions, including in cognitive activity, become its regulator (Elfimova, 1987, etc.).
P.K. Anokhin emphasized that emotions are important for consolidating and stabilizing the rational behavior of animals and humans. Positive emotions that arise when achieving a goal are remembered and, in the appropriate situation, can be retrieved from memory to obtain the same useful result. Negative emotions extracted from memory, on the contrary, warn against repeated mistakes and block the formation of a conditioned reflex. Experiments on rats are indicative in this regard. When they were injected with morphine directly into their stomach, which quickly caused a positive emotional condition, a conditioned reflex was developed; when morphine was administered orally, due to its bitter taste it ceased to be a reinforcement of the conditioned signal, and the reflex was not developed (Simonov, 1981).
N.A. Leontyev designated this function of emotions as trace formation, which leads to the emergence of “known” goals (means and ways of satisfying needs), i.e., goals that previously led to the successful satisfaction of needs. This function is especially pronounced in cases of extreme emotional states of a person. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, emotions participate in the formation personal experience person.
The mechanism involved in the implementation of the reinforcing function by emotions is commonly called in modern psychology motivational conditioning. B. Spinoza wrote about the significance of this mechanism: “Due to the mere fact that we have seen a thing in affect... we can love or hate it” (1957, p. 469). In our time, J. Reikovsky writes about the same thing: “... Neutral stimuli that precede the appearance of emotiogenic stimuli or accompany them, themselves acquire the ability to evoke emotions” (1979, p. 90). This means that they become significant and begin to be taken into account when motivating actions and actions.
V. K. Viliunas paid much attention to motivational (I would say emotional) conditioning. “From the psychological side, namely, taking into account that the development of a conditioned connection means a change in the subjective attitude towards the conditioned stimulus, this mechanism should be depicted in the form of the transfer of emotional (motivational) meaning ... to new content,” he writes (1990, p. 50 ). The main “educator” in the case of conditioning, according to Vilyunas, is a specific and realistically perceived situation.
In this case, the teacher may not even need any explanations, instructions, or notations. For example, “when a child burns his finger or starts a fire, then pain and fear as real reinforcers without additional explanation give new motivational meaning to matches and the game with them that led to these events” (Ibid., p. 74).
In relation to the education and upbringing of children, this means that in order for the influence of the educator or teacher to become significant for the child, it must be combined with the emotion experienced by the child at the moment, caused by some situation. Then this influence, the teacher’s words, will receive an emotional connotation in the student, and their content will acquire motivational significance for his future behavior. But this means that the teacher can only count on chance, on the fact that the emotional situation he needs will arise by itself and then he will use it for educational purposes.
Viliunas notes that emotional-motivational conditioning sometimes takes on the character of latent (I would say delayed) education. This phenomenon is manifested in the fact that an edification previously not taken seriously by a person receives reinforcement for the first time through direct emotiogenic influences (the person realizes the correctness of this edification: “It’s a pity that I didn’t listen...”).
Speaking about the importance and extreme importance of emotional-motivational conditioning in the process of raising a child, V. K. Vilyunas understands the limitations of its use and in this regard cites the statement of K. D. Ushinsky: “If any action harmful to bodily health a person was immediately accompanied by bodily suffering, and everything useful was a bodily pleasure, and if the same relationship always existed between mental pleasures and suffering, then education would have nothing left to do in this regard and a person could go along the straight path indicated to him by his nature, as faithfully and steadily as the magnetic needle turns to the north (1950, vol. 10, pp. 512-513). At the same time, Viliunas notes, “since there is no natural predestination for the development of human motivations themselves, they can arise only as a result of their purposeful formation. Obviously, this task is one of the main ones solved in the practice of education (1990, p. 61).
Since teachers most often fail to carry out emotional-motivational conditioning, they are forced by their influence not only to convey this or that content to children, but at the same time try to evoke an emotional response in children by creating images and ideas (Viliunas calls this method of motivation motivational mediation). The adult is forced to specially organize this mediation, trying to achieve the same effect as with emotional-motivational conditioning, “talking at length and in impressive detail about the horrors that playing with matches can lead to” (p. 74). An emotional response occurs when a verbal motivational influence touches some strings in the child’s soul and his values. True, this is much more difficult to do in children than in adults. As Viliunas writes, emotion, due to the absence of direct emotiogenic influences, ceases to be inevitable and arises based on the skill of the educator, the willingness of the child to listen to his words (a child secretly waiting for the end of the edifications he needs is unlikely to experience the emotions that an adult expects him to have cause) and other conditions. It is the difficulty of actualizing emotions in this way, according to Viliunas, that is main reason the low effectiveness of everyday educational influences and attempts to compensate for it with persistence and the quantity of these influences - and one cannot but agree with this.
At the same time, the emotional response evoked in this way is inferior in intensity to the spontaneously arising emotion, since there are no terrible burns or grief of victims of the fire, i.e., what would serve as a reliable reinforcement, with such an educational influence there are no, but only should be represented by a child.
Declaring the extreme importance of having a positive emotional background in the learning process, psychologists and teachers pay little attention to studying the question of what actually takes place in the educational process. Meanwhile, studies indicate clear emotional distress educational process. N.P. Fetiskin (1993) discovered a state of monotony (boredom) among students during lectures by many teachers, among schoolchildren during lessons, among vocational school students during their industrial training. I. A. Shurygina (1984) revealed the development of boredom during classes in children's music schools. A. Ya. Chebykin (1989a) showed that the emotions that students would like to experience in class do not coincide with the emotions that they actually experience (instead of passion, joy, curiosity, indifference, boredom, and fear are often noted). He also considered the question of what emotions accompany different stages of assimilation educational material(Chebykin, 19896).
The role of emotions in the pedagogical process - concept and types. Classification and features of the category “The Role of Emotions in the Pedagogical Process” 2017, 2018.
It is a well-known fact that the process of teaching and upbringing is more successful if the teacher makes it emotional. Even J. A. Komensky, the great Czech teacher, wrote in the second half of the 17th century in his “Pampedia”: “Problem XVI. To ensure that people learn everything with pleasure. Let a person understand 1) that by nature he wants what you inspire him to strive for, and he will immediately joyfully want it; 2) that by nature he can have what he desires - and he will immediately rejoice at this ability of his; 3) that he knows what he considers himself not to know - and he will immediately rejoice at his ignorance” (1982, p. 428).
Russian enlighteners and teachers wrote about the same thing. “Through feelings we must instill in a young soul the first pleasant knowledge and ideas and preserve them in it,” wrote the Russian educator of the second half of the 18th century N.I. Novikov (1985, p. 333), “...for there is not a single our needs, the satisfaction of which would not have any pleasure” (Ibid., p. 335).
The importance of emotions for the development and education of a person was emphasized in his works by K. D. Ushinsky: “... Education, without attaching absolute importance to the child’s feelings, nevertheless should see its main task in directing them” (1950, vol. 10, p. 537). Having analyzed various pedagogical systems and discovered in them, except for Benekov’s, the absence of any attempt to analyze feelings and passions, he developed a doctrine of feelings, many of whose provisions are still relevant today. In the chapter “Feelings” of his main work “Man as a Subject of Education,” he highlights a section devoted to pedagogical applications of the analysis of feelings (Ushinsky, 1974). Critically assessing the effectiveness of the advice given by teachers for raising children, Ushinsky wrote: “Without generally understanding the formation and life of passions in the human soul, without understanding the mental basis of this passion and its relationship to others, a practicing teacher can gain little benefit from these pedagogical recipes. ..” (1974, p. 446).
Ushinsky, speaking about the role of reward and punishment in education, essentially emphasized reinforcing function of emotions. On this occasion, he wrote: “Nature itself points us to this attitude: if not always, then very often it uses pleasure to force a person to engage in activities necessary for him and her, and uses suffering to keep him from harmful activities. The educator should take the same attitude towards these phenomena of the human soul: pleasure and suffering should not be the goal for him, but means lead the soul of the student onto the path of progressive free labor, which contains all the happiness available to man on earth.” Ushinsky points out the importance of using emotional experiences in his next statement: “Deep and extensive philosophical and psychological truths are accessible only to the educator, but not to the pupil, and therefore the educator must be guided by them, but not by convincing the pupil of their logical power to seek means for this. One of the most effective means for this is pleasure and suffering, which the teacher can at will arouse in the soul of the pupil even where they are not aroused by themselves as consequences of an action” (1950, vol. 10, pp. 512-513).
Unfortunately, this sensory (affective) direction in the formation of a child’s personality, indicated by K. D. Ushinsky and other great teachers of the past, has now been consigned to oblivion. As the German psychoanalyst P. Kutter notes, education that is devoid of feelings and empathy in relationships with a child is now preached. Modern education comes down to knowledge, but is not affective. From a very early age, a person is taught to be rational, he does not receive a single lesson in sensual life. And a person who has not received a lesson in warmth is an insensitive creature, Kutter concludes.
The English teacher and psychologist A. Ben believed that objects that inspire fear are strongly etched in a person’s memory. That is why the boys were flogged at the boundary, so that they would remember the boundaries of the fields more firmly. But, as K. D. Ushinsky notes, better memorization is a property of all affective images, and not just fear. True, this raises the question: which emotions - positive or negative - have a stronger influence on the memorization, preservation and reproduction of information.
The influence of emotions on mental activity was also noted by A.F. Lazursky, but his opinion differs significantly from the opinion of other scientists. “Being in a cheerful, cheerful mood,” he wrote, “we feel that we are becoming more resourceful, more inventive, our thoughts flow more vividly and the productivity of mental work increases. However, in the vast majority of cases, feelings influence the mental sphere in an unfavorable way: the flow of ideas slows down or even stops altogether, perceptions and memories are distorted, judgments are made biased” (1995, p. 163).
S. L. Rubinstein (1946) wrote that the effectiveness of a student’s inclusion in work is determined not only by the fact that the tasks at hand are clear to him, but also by how they are internally accepted by him, i.e., what kind of response and reference point they found in his experience” (p. 604). Thus, emotions, being included in cognitive activity, become its regulator (Elfimova, 1987, etc.).
P.K. Anokhin emphasized that emotions are important for consolidating and stabilizing the rational behavior of animals and humans. Positive emotions that arise when achieving a goal are remembered and, in the appropriate situation, can be retrieved from memory to obtain the same useful result. Negative emotions extracted from memory, on the contrary, prevent repeated mistakes and block the formation of a conditioned reflex. Experiments on rats are indicative in this regard. When they were injected with morphine directly into their stomach, which quickly produced a positive emotional state in them, a conditioned reflex was developed; when morphine was administered orally, due to its bitter taste it ceased to be a reinforcement of the conditioned signal, and the reflex was not developed (Simonov, 1981).
N. A. Leontyev designated this function of emotions as trace formation, which leads to the emergence of “known” goals (means and ways of satisfying needs), i.e. goals that previously led to the successful satisfaction of needs. This function is especially pronounced in cases of extreme emotional states of a person. So emotions participate in shaping a person’s personal experience.
The mechanism involved in the implementation of the reinforcing function by emotions is called in modern psychology motivational conditioning. B. Spinoza wrote about the significance of this mechanism: “Due to the mere fact that we have seen a thing in affect... we can love it or hate it” (1957, p. 469). In our time, J. Reikowski writes about the same thing: “... Neutral stimuli that precede the appearance of emotiogenic stimuli or accompany them, themselves acquire the ability to evoke emotions” (1979, p. 90). This means that they become significant and begin to be taken into account when motivating actions and actions.
V. K. Viliunas paid much attention to motivational (I would say emotional) conditioning. “From the psychological side, namely, taking into account the fact that the development of a conditioned connection means a change in the subjective attitude towards the conditioned stimulus, this mechanism can be depicted in the form of the transfer of emotional (motivational) meaning ... to new content,” he writes (1990, p. . 50). The main “educator” in the case of conditioning, according to Vilyunas, is a specific and realistically perceived situation.
In this case, the teacher may not even need any explanations, instructions, or notations. For example, “when a child burns his finger or starts a fire, then pain and fear as real reinforcers without further explanation give new motivational meaning to matches and the game with them that led to these events” (Ibid., p. 74).
In relation to the education and upbringing of children, this means that in order for the influence of the educator or teacher to become significant for the child, it must be combined with the emotion experienced by the child at the moment, caused by a particular situation. Then this influence, the teacher’s words, will receive an emotional connotation in the student, and their content will acquire motivational significance for his future behavior. But this means that the teacher can only count on chance, on the fact that the emotional situation he needs will arise by itself and then he will use it for educational purposes.
Viliunas notes that emotional-motivational conditioning sometimes takes on the character of latent (I would say delayed) education. This phenomenon manifests itself in the fact that an edification that was previously not taken seriously by a person receives reinforcement for the first time through direct emotiogenic influences (the person realizes the correctness of this edification: “It’s a pity that I didn’t listen...”).
Speaking about the importance and necessity of emotional and motivational conditioning in the process of raising a child, V.K. Vilyunas understands the limitations of its use and in connection with this cites the statement of K.D. Ushinsky: “If everything harmful to bodily health a person’s action was immediately accompanied by bodily suffering, and everything useful was accompanied by bodily pleasure, and if the same relationship always existed between mental pleasures and suffering, then education would have nothing left to do in this regard and a person could follow the straight path shown to him by its nature, as surely and steadily as the magnetic needle turns to the north” (1950, vol. 10, pp. 512-513). However, Viliunas notes, “since there is no natural predestination for the development of human motivations themselves, they can arise only as a result of their purposeful formation. Obviously, this task is one of the main ones solved in the practice of education” (1990, p. 61).
Since teachers most often fail to carry out emotional-motivational conditioning, they are forced through their influences not only to convey this or that content to children, but at the same time try to evoke an emotional response in children by creating images and ideas (Viliunas calls this method of motivation motivational mediation). The adult is forced to specially organize this mediation, trying to achieve the same effect as with emotional-motivational conditioning, “talking at length and in impressive detail about the horrors that playing with matches can lead to” (p. 74). An emotional response occurs when a verbal motivational influence touches some strings in the child’s soul and his values. True, this is much more difficult to do in children than in adults. As Viliunas writes, emotion, due to the lack of direct emotiogenic influences, ceases to be inevitable and arises depending on the skill of the teacher, the willingness of the child to listen to his words (a child secretly waiting for the end of boring instructions is unlikely to experience the emotions that an adult expects from him). call him) and other conditions. It is the difficulty of actualizing emotions in this way, according to Viliunas, that is the main reason for the low effectiveness of everyday educational influences and attempts to compensate for it with persistence and the number of these influences - and one cannot but agree with this.
In addition, the emotional response evoked in this way is inferior in intensity to a spontaneously arising emotion, since there are no terrible burns or grief of victims of the fire, i.e., what would serve as a reliable reinforcement, with such an educational influence there are no, but only there should be presented by a child.
Declaring the need for a positive emotional background in the learning process, psychologists and teachers pay little attention to studying the question of what actually takes place in the educational process. Meanwhile, research indicates obvious emotional distress in the educational process. N.P. Fetiskin (1993) discovered a state of monotony (boredom) among students during the lectures of many teachers, among schoolchildren during lessons, among vocational school students during their industrial training. I. A. Shurygina (1984) revealed the development of boredom during classes in children's music schools. A. Ya. Chebykin (1989a) showed that the emotions that students would like to experience in class do not coincide with the emotions that they actually experience (instead of passion, joy, curiosity, indifference, boredom, and fear are often noted). He also considered the question of what emotions accompany different stages of learning educational material (Chebykin, 19896).
Emotions and their role in the pedagogical process
Content.
Emotions
Functions and types of emotions
Human feelings
Emotions
Emotions are a special class of subjective psychological states, reflected in the form of direct experiences of a pleasant and unpleasant process and the results of practical activities aimed at satisfying current needs. Any manifestations of student activity are accompanied by emotional experiences. Emotions act as internal signals. The peculiarity of emotions is that they directly reflect the relationship between motives and the implementation that corresponds to these motives of activity.
Emotions are one of the most ancient mental states and processes in origin. Emotions, Charles Darwin argued, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to satisfy current needs. Emotions also perform an important mobilization, integrative protective function. They support the life process within its optimal boundaries and warn about the destructive nature of the deficiency orexcess of any factors.
The emotional sphere of a person is a complex intricacy of elements that together make it possible to experience everything that happens to him and around him.It consists of four main components:
Emotional tone is a response in the form of an experience that sets the state of the body. It is this that informs the body about how satisfied its current needs are and how comfortable it is now. If you listen to yourself, you can evaluate your emotional tone.
Emotions - These are subjective experiences relating to situations and events that are important to a person.
Feeling - this is a stable emotional relationship of a person to some object. They are always subjective and appear in the process of interaction with others.
Emotional condition differs from feeling in its weak focus on an object, and from emotion in its greater duration and stability. It is always triggered by certain feelings and emotions, but at the same time as if on its own. A person may be in a state of euphoria, anger, depression, melancholy, etc.
Emotions are characterizedthree components :
the sensation of emotion experienced or recognized in the psyche;
processes occurring in the nervous, endocrine, respiratory, digestive and other systems of the body;
observable expressive complexes of emotions, including on the face.
Functions and types of emotions
Emotions, to a greater or lesser extent, regulate the lives of each of us. Usually they have four main functions:
Motivational-regulatory , designed to motivate, guide and regulate. Often emotions completely suppress thinking in regulating human behavior.
Communicative is responsible for mutual understanding. It is emotions that tell us about a person’s mental and physical state and help us make choices. the right line behavior when communicating with him. Thanks to emotions, we can understand each other even without knowing the language.
Signal allows you to communicate your needs to others using emotionally expressive movements, gestures, facial expressions, etc.
Protective is expressed in the fact that a person’s instant emotional reaction can, in some cases, save him from danger.
Rice. 1 “Emotions and Feelings”
In addition, all emotions can be divided into severalspecies.
The nature of the experience (pleasant or unpleasant) determinesemotion sign – positive or negative.
Emotions are also divided into types depending on the impact on human activity -sthenic ( encourage a person to take action)and asthenic ( lead to stiffness and passivity). But the same emotion can affect people or the same person differently in different situations. For example, severe grief plunges one person into despondency and inaction, while the other person seeks solace in work.
Also, the type of emotions determines themmodality. According to modality, three basic emotions are distinguished:fear, anger and joy , and the rest are just their peculiar expression
Emotions are usually associated with the current moment and are a person’s reaction to a change in his current state. Among themK. IzardThere are several main ones:
joy – intense experience of satisfaction with one’s condition and situation;
fear – the body’s protective reaction in the event of a threat to its health and well-being;
excitement – increased excitability, caused by both positive and negative experiences, takes part in the formation of a person’s readiness for an important event and activates his nervous system;
interest – an innate emotion that spurs the cognitive aspect of the emotional sphere;
astonishment – an experience reflecting the contradiction between existing experience and new one;
resentment – an experience associated with the manifestation of injustice towards a person;
anger, anger, rage – negatively colored affects directed against perceived injustice;
embarrassment – worry about the impression made on others;
a pity - a surge of emotions that occurs when another person’s suffering is perceived as one’s own.
Types of human feelings
Human feelings are often confused with emotions, but they have many differences.Feelings take time to arise; they are more persistent and less likely to change.
They are all divided into 4 categories:
Rice. 2 Classification of feelings
More than half a century ago, K. Izard and other researchers conducted an experiment where the principle of personality emotionality was studied, from the point of view of what perceptual-cognitive signs were identified.
The subjects, who were divided into groups, were given stereoscopes with photographs of people in different emotional states.
In one group, the experimenter was required to be respectful and kind. As a result, subjects rated the images more often as satisfied and joyful.
In another, he showed open hostility, and participants saw more people in a stereoscope, whose faces reflected sadness, anger and anger.
The role of emotions in the pedagogical process
It is a well-known fact that the process of teaching and upbringing is more successful if the teacher makes it emotional.
Today's graduate of any educational institution is a specialist with a high intellectual culture, broad-minded, professionally and technologically prepared to perform his duties. Update processes occurring in social sphere, education, production, require from a modern specialist a humanistic orientation, culture, spiritual wealth, and moral stability.
The emotional state of one is the mental pain or joy of the other.
Nothing has such a strong impact on the student as the emotional state of the teacher.Imagine different situations in life: For example, if the teacher is outraged; then the student begins to be indignant; if oneoppressed, depressed, crying, then the other person comes into the same state; if one laughs,then the other one does the same. Pedagogical work is a special sphere of social life, which has relative independence; it performs important specific functions.
Emotions and experiences and variousmental states, if they are constantly experienced, have a directinfluence on the formation of a stable attitude towards learning, on the formation of learning motivation.
With positive emotions Curiosity and the need for emotional well-being are satisfied.For negative emotions there is a shift away from educational activities, since none of the vital needs are satisfied. The desired goal does not create a real perspective for the individual. AND positive motivation is not formed, but the motives for avoiding troubles are formed. For example, this can be observed in any educational institution: ifThe teacher, based on emotions, expressed his attitude towards the student (for example, towards a truant, towards an underachiever, etc.).
In the individual development of a person, emotions and feelings play a socializing role. They act as a significant factor in the formation of personality, especially its motivational sphere.
On the basis of positive emotional experiences, interests and needs emerge and are consolidated.
Feelings, emotions, emotional states are contagious; the experiences of one are involuntarily perceived by others and can lead another individual to morestrong emotional state. There is a so-called “chain reaction” model.Students sometimes get into this state , when the laughter of one “infects everyone.” ByThe “chain reaction” model begins with mass psychosis, panic, and applause.
When communicating with students, a huge role is played by the personal example of the teacher, who plays the role of an emotional mechanism. So if the teacher enters the class with a smile, then a pleasant, calm atmosphere is established in the class. And vice versa, if the teacher comes in an excited state, then a corresponding emotional reaction arises among the students in the group. Affects are a reaction that arises as a result of a completed action or deed and expresses the subjective emotional coloring of the nature of achieving a goal and satisfying needs.
One of the most common types of affects is stress. Stress is a state of intense psychological tension when nervous system gets emotional overload.
A teacher cannot be neutral to social assessments of his behavior.Recognition, praise or condemnation of actions by others affects the well-being and self-esteem of an individual. It is they who force the individual to be especially sensitive to the attitude of others and to conform to their opinions.
Understanding the significance of feelings helps the teacher to correctly determine the lineown behavior, as well as influence the emotional and sensory sphere of pupils.
In the behavior of a person, feelings perform certain functions:regulatory, evaluative, prognostic, incentive. The education of feelings is a long, multifactorial process. So, emotions and feelings in the work of a teacher play a big role in the process of preparing a specialist. Based on this, the following recommendations can be made:
1 .Contain negative emotions.
2. Create optimal conditions for the development of moral feelings, in which compassion, empathy, and joy act as elementary structures that form highly moral relationships, in which a moral norm turns into a law, and actions into moral activity.
3. Know how to manage your feelings and emotions, and the feelings of students.
4.To realize all this, refer to the methodology of A.S. Makarenko andV.A. Sukhomlinsky “I give my heart to children”, “Pedagogical poem”, “Howto raise a real person” K.D. Ushinsky, “How to win friends and influence people” by D. Carnegie, “Communication – Feelings – Fate” by K.T. Kuznechikova.
Introduction
Educators, teachers, social educators in their educational work often encounter factors that cause them difficulties and bewilderment when communicating with students and when observing them.
Some of these factors relate to the characteristics of the emotional sphere of an individual student.
Let me give you an example:
The student, always disciplined, cheerful, smart, for some reason began to cry often, she can barely hold back her tears when she is reprimanded.
Teachers are often faced with evidence of “disruptions” in the behavior of one or another student. It happens that a student “seems to have been replaced,” his behavior changes, he was previously calm, he comes into conflict with his classmates, he can become insolent to the teacher, and begins to have a different attitude towards school and learning.
Where are the roots of these emerging changes? Behind all this, it seems to me, lie certain changes in the individual’s psyche, which manifest themselves very clearly in the emotional sphere of the child.
But serious thoughts arise for teachers not only when observing individual students, but also when observing their actions, the actions of entire groups of students. Teachers are concerned about why students appear indifferent where they need to show emotional responsiveness and a certain emotional attitude.
In order to find ways for educational influence on schoolchildren, teachers need to know a lot about the emotional sphere of the student.
The problem arises - learning to understand the emotional life of a student in such a way as to find the most fruitful ways to influence it.
What most often determines the effectiveness of a teacher’s educational influence? Because he did not understand the emotional response that arose in the student in connection with his influence. And the response could be different, despite the external similarity of its manifestation. The teacher's influence could leave the student simply indifferent; it could only cause him annoyance, irritation, masked by an expression of incomprehension; it gives rise to both feeling for one’s actions and a willingness to change, although outwardly this may look like indifference.
All of these are possible types of emotional responses that are not always “read” correctly by teachers.
“Sometimes correct understanding is hindered by the insufficient ability to “transport” into the sphere of the child’s feelings and emotional states. We notice in a schoolchild a sign of some kind of emotional state and feeling being experienced - in them this can be seen quite clearly - but we are not always aware of the meaning of these experiences of such intensity and severity.”
What determines the specific content of a schoolchild’s emotional life?
It is determined by the objective life relationships in which the child is with others. Therefore, it is important to find out what the student's position in the family is; observe and find out what his position is in the class, what his relationships are with his friends, etc. The nature of these objective relationships, depending on their essence, creates in the student a corresponding feeling of well-being, which is the cause of various emotional reactions and experiences.
However, this is not enough, because We do not yet know the next, very essential element: how the student himself subjectively perceives the emerging relationships, i.e. how he evaluates them, to what extent they satisfy him, how much he strives and in what way to modify them. Finding out this, based on individual statements of the student, from a conversation with him, observation, from a conversation with peers, parents is very important.
But taking this into account is still not enough. After all, every schoolchild - child or teenager - has gone through a certain path in life.
He already has relatively stable personality traits that are based on emotional reactions. The child also developed more or less stable attitudes towards people.
Thus, a more in-depth understanding of the child’s emotions and feelings will help to more effectively raise the child and influence their emotional sphere in each specific case.
Research hypothesis: the characteristics of the relationship with the teacher influence the specifics of the emotional reactions of schoolchildren in educational activities.
Purpose of the study: to find the relationship between schoolchildren’s relationship with the teacher and emotional reactions.
To study the problem of the emotional life of a schoolchild.
Identify factors influencing the emotional life of a student.
Identify the levels of relationships with the teacher and the specific emotional reactions of the student.
Pupils are the object of research orphanage mixed type- students with whom this experiment was conducted thesis.
The subject of the study is the emotional sphere of school-age children.
Chapter 1. The problem of emotions in the psychology of education
The word emotion comes from the Latin emovere, which means to excite or excite. Over time, the meaning of this word has changed somewhat, and now we can say that emotions are generalized sensory reactions that arise in response to exogenous signals of various types (emanating from one’s own organs and tissues), which necessarily entail certain changes in the physiological state of the body.
Emotions, like thoughts, are an objectively existing phenomenon; - characterizes an extremely wide range of different shapes and shades. Joy and sadness, pleasure and disgust, anger and fear, melancholy and satisfaction, anxiety and disappointment - all these are different emotional states. These and other emotions, many of which are so unique that the name can only partially reveal their true essence and depth, are well known to everyone.
Emotions are closely related to motivation (attraction, motivation), or, as I.P. said. Pavlov with the “goal reflex”.
The highest motivations in people, thanks to their highly developed intellect and ability for abstract thinking, are extremely diverse. This is not only the desire to satisfy the needs necessary for existence in given conditions, but also the thirst for knowledge, as well as motives of a social, aesthetic and moral nature.
Elementary emotions are characteristic of humans from early childhood. In essence, a baby's first cry can be seen as the beginning of his emotional life.
If during the first year of life a child is characterized only by simple emotions, then later his emotional reactions begin to acquire a certain relationship with the norms of social behavior. The child’s emotional world is gradually enriched. The stability and strength of emotions increases, their nature becomes more complex. Over time, complex, higher, social emotions or feelings that are unique to humans are formed.
Without downplaying the significance of the works on the psychology of emotions currently available, one cannot help but admit that their number is undeservedly small.
Emotions, like a number of other phenomena, become the subject of a person’s attention, primarily when he is hindered in some way. In an effort to control more and more effectively the world, a person does not want to put up with the fact that there may be something in himself that nullifies the efforts made. And when emotions take over, very often this is exactly what happens.
Emotions are not only actor big dramas; they are a person’s everyday companion, constantly influencing all his affairs and thoughts.
But, despite daily communication with them, we do not know when they will appear, and when they will leave us, whether they will help us or become a hindrance.
And how often do we see factors of an emotional nature as the reasons for the difficulties in establishing normal relationships between a disabled person and a group.
When teachers or parents are dissatisfied with the behavior or learning of their children, sometimes it also turns out that the difficulties are caused by the fact that the child has not learned to control his emotions (anger, resentment, fear) or is not able to experience the same emotions that are expected of him (shame, pride , sympathy).
Analyzing the reasons for our failures or mistakes, we often come to the conclusion that it was our emotions that prevented us from completing the task.
Emotional problems manifest themselves with particular intensity or clarity in people with impaired or weakened ability to effectively self-control.
In modern civilized society, the number of people suffering from neuroses is constantly growing. Having escaped the control of consciousness, these people’s emotions interfere with the implementation of intentions and violate interpersonal relationships, do not allow you to properly follow the teacher’s instructions, make it difficult to rest and impair your health. Neurotic disorders can have varying degrees of severity.
What can a person do to overcome this kind of difficulty? First of all, to understand the phenomena that cause difficulties, to establish the laws of their development. These problems have such great practical and social significance, that the work to resolve them is justified even if it requires significant effort.
When it comes to emotions, we are faced with special occasion: these are deeply human, deeply intimate phenomena. Is it even possible to study them systematically?
Today, after several years of research, discussions about whether emotions are accessible to scientific study do not have any practical significance. “Doubts have been dispelled by many successful attempts made in this field. However, this does not mean that these doubts were dispelled in the consciousness of man, for whom evolutionary phenomena represent a world of internal experiences, and not a subject of systematic study.” Therefore, discussions about value scientific methods in relation to the study of emotions continue to remain relevant.
Chapter 2. The role of feelings and emotions in the educational and cognitive activity of a schoolchild
Understanding the emotional sphere will be incomplete without revealing the types of relationships that exist between it and the personality as a complex and holistic entity.
We cannot lose sight of this essential point: it is not just the emotional sphere that is being brought up, but the feelings inherent in real personality.
As new qualities are formed in the personality, the emotional sphere also acquires new features, and the process of changing feelings is certainly associated with changes in the personality itself.
Feelings, like all human psychological processes, are a reflection of reality. However, this reflection differs from reflection in the processes of perception, thinking, etc.
The reflection of reality in feelings is subjective. A bad grade plunges one student into long-term despondency, while another becomes ready to achieve success.
In the specific features of experiences and emotional states, a peculiar “individuality” of reflection or reality is preserved, which gives it the quality of subjectivity. That is why in the feelings that arise in different people about events and life circumstances that equally acutely affect them, at the same time there are significant differences and shades. This happens because a person perceives external influences that affect him emotionally through the “prism” of his own personality.
A person perceives relationships with people, people’s behavior through the system of his existing beliefs, attitudes, and his usual approaches to the phenomena and events of life. It would be a mistake to think that this applies only to an adult, already fully formed person. And a child who has just arrived at school has already, to a certain extent, been formed as a person. This also applies to some emotional traits of his character: He may be characterized by responsiveness, good emotional sensitivity or, conversely, indifference to peers and insufficient emotional sensitivity.
Just as a person can characterize his personal qualities, he can evaluate his feelings. A person always takes a certain position in relation to his feelings. In some cases, the feeling that appears does not cause any resistance in a person: without hesitation, he surrenders to the experience of such a feeling. In other cases, a person takes a different position in relation to his feelings. He does not approve of the feeling that has arisen and begins to counteract it.
A person can not only disapprove of the feeling that has arisen in him and resist it, he can acutely experience the very fact that such a feeling is inherent in him; he experiences anger at himself, a feeling of dissatisfaction due to the fact that he experienced it.
A feeling of shame and indignation at oneself helps a person overcome feelings that he considers unworthy.
It is very important for the teacher to know what feelings the experiences of satisfaction and self-satisfaction evoke in the student and what feelings the experiences of shame evoke in him. And at the same time, it’s not what he can say about himself, wanting to “show off,” but what he really experiences: whether he is ashamed of what evokes pity, compassion, tenderness, or that he has shown cruelty, callousness, fear, selfishness.
The importance of the emotional sphere in the structure of personality is also reflected in the fact that different emotions occupy different places in it.
There are feelings, especially episodic experiences, which, figuratively speaking, are on the periphery of a person’s inner world.
Episodic experiences little affect the essence of a person, do not force his conscience to speak, do not cause a crisis or tense state of health, although at the same time they are sometimes experienced with quite great force. Such feelings pass without a trace.
But a person also experiences deep feelings associated with the essential aspirations of the individual, his beliefs, a circle of ideals, and dreams for the future. These may also be experiences that come into conflict with the basic aspirations of the individual, causing acute moral conflicts and reproaches of conscience. They leave a serious memory of themselves and lead to a change in personal attitudes.
If the feelings experienced by a person deeply affected him, then they affect not only his well-being, but change his behavior. The shame experienced over the demonstrated cowardice forces a person in the future, under similar circumstances, to behave differently.
The transformation of a feeling into a motivating force leading to action, the transition of experience into action, acquires a new quality - it is consolidated in behavior.
Frequent experiences of antisocial feelings also change the moral character of an individual for the worse. If the experience of anger, anger, irritation, envy has led a person more than once to rude manifestations of behavior, then he himself becomes more rude, cruel, and less accessible to good impulses.
Feelings play a big role in a person’s self-knowledge. Self-knowledge as an understanding of one’s own qualities, as the formation of an idea about one’s character traits and the properties of one’s nature arises not only on the basis of comprehension of experienced feelings. And the process of such self-knowledge occurs the more intensely, the more significant a person’s emotional life is.
The fact that feelings often arise unexpectedly for the person himself makes their role for self-knowledge especially noticeable.
Thus, thanks to the experienced emotional states and feelings, a person is revealed not only the opportunity to experience the corresponding experiences, but also some aspects of himself are revealed as capable of having such feelings.
That is why we say that the character and content of a person’s emotional life reveals his personal appearance. This explains the importance in the education of a schoolchild of the task of forming his higher feelings.
Feelings are also conventionally divided into ethical (moral, moral), intellectual (cognitive). Ethical feelings are formed in a person in the process of education. They are based on knowledge of the norms of behavior and moral requirements accepted in a given society.
Ethical feelings constantly correct a person’s behavior and, if he behaves in accordance with his existing ideas about the norms of behavior, he experiences satisfaction with himself. Ethical feelings include: feelings of camaraderie, friendship, repentance, duty, etc. Ethical feelings force a person to strive to coordinate his actions with the morality of society.
Cognitive senses can be considered as the engine of progress in human society.
The first stage of cognition is the desire for sensory research in order to identify what is pleasant or unpleasant. Over time, cognitive feelings become more complex, among them there appear such as a feeling of guesswork, bewilderment, doubt, surprise, a feeling of thirst, knowledge, search, including scientific search.
Feelings as motives for a schoolchild’s behavior occupy a large place in his life and at the same time take a different form than in preschoolers. The experience of anger, embitterment, and irritation can cause a schoolchild to act aggressively towards a friend who has offended him, but fights in children of this age arise only when the experience reaches such a level. great strength that the restraining moments caused by conscious rules of behavior are discarded.
Motives for action based on positive experiences: sympathy, affection, affection, which have acquired a more stable character in school-age children, become more effective and manifest themselves in more and more diverse forms.
In social aspirations, which are consolidated in actions, moral feelings are formed that acquire a more persistent character.
But this takes place if such activities are carried out by schoolchildren with the appropriate emotional attitude, i.e. as actions motivated by social experiences. If these tasks are carried out by schoolchildren without a clearly expressed emotional attitude, then their implementation does not make changes in inner world a schoolchild and turns into an action that is only formally good, good, but essentially indifferent, and then it does not in any way affect the spiritual appearance of the student.
Chapter 3. Factors influencing changes in the emotional life of a student
The teacher should notice signs of changes in the student’s emotional life. They will give him an idea of the extent to which the educational influences planned and carried out by him lead to the corresponding result. But education will be more effective if those conditions that influence changes in the child’s emotions and feelings are taken into account.
The content of emotions and feelings is formed as a result of those shifts that are associated with the age stages of a child’s development, as well as as a result of the attitudes he creates towards people, towards communicating with them, towards himself. This is how a “landscape” of a person’s emotional sphere arises at a certain period of his life; on it one can notice traces of the peculiarities of his individual development with his character and temperament, and the imprint of those typical social feelings that are characteristic of our society.
Sometimes they say that in order to ensure the necessary educational impact of school, it is necessary to change the student’s environment at home, in his family.
As observations show, the emotional life of a schoolchild does not seriously change just because, for example, some events happened at home, in his family. They may affect changes in the child’s mood, but do not immediately affect the structure of his emotional life.
It must be taken into account, however, that a radical change in the student’s way of life, and consequently the emergence of a new system of relationships with people around him, noticeably changes his emotional responses to the influence. But this change does not occur immediately, and the old emotional attitude may appear more than once, even if there is no basis for it in the new conditions.
A child at school has already developed some features of his emotional life. He developed primary emotional reactions to forms of communication with elders, and an expectation of satisfaction of his requests during communication with them appeared in the form of encouraging a positive assessment.
A schoolchild has developed more or less stable life attitudes regarding what he can afford in relation to others and what to expect from them. All this leaves its mark on the nature of his emotional life. Therefore, it is not so easy to carry out restructuring.
To a certain extent, the student himself, the parents, and visiting the student at home can help the teacher study well the living conditions of the child in the family, which influence the formation of his feelings, nourish his emotional attitudes and forms of emotional behavior. All this data must be compared to find out where the main thing is and where the secondary one is.
It is necessary to find out what the relationship between the parents is. It is important to identify the situation in the family.
Thus, the teacher gets an idea of what the student “lives” with: the interests of the family or whether he is completely indifferent to them, and if he is indifferent, then where does he then look for an “outlet”. However, not every positive environment and not every negative environment directly influences the child’s moral foundations and moral feelings.
This is connected only with how certain objective conditions of the student’s life, i.e. requests, expectations, aspirations were refracted through his personality. And depending on how they affect him and to what extent, whether they enter his life as something significant or very insignificant, they have either a greater or a small influence on his emotional world. Everything is determined by what is basic and what is secondary in the aspirations, demands, and expectations of the student.
Adult relationships affect children differently. A child is often scolded at home and treated with disdain, but he may have a favorite activity, a favorite subject, to which he strives to devote his energy and time.
It's a completely different matter if he has nothing that really attracts him, and therefore is especially susceptible to how his family treats him.
It follows from this that among the conditions influencing changes in the emotional life of a student in the process of education, we must first of all talk about such moments that are quite complex in nature and affect the emotions and feelings of the individual in such a way as his general well-being, attitude towards himself and their capabilities, attitude towards others.
When a teacher sets himself the task of making changes in the emotional sphere of a student, then the question is not about changing his emotional attitude to a certain specific phenomenon, but about changing the complex of his feelings, the nature of his emotional attitudes towards significant aspects of life. For a schoolchild, this is his emotional attitude to learning, to work, to connections with the team and its demands, to people, to moral commandments as the future in his life, i.e. this is something that significantly influences the determination of the entire moral character of a person.
Changing the emotional life of a schoolchild means changing significant trends developing personality.
A change in life position, a restructuring of the level of aspirations, a change in life perspective - can be a “lever” for changing the emotional life of a student in the process of education.
We must not forget that the restructuring of feelings is a long process, since it involves both the established forms of emotional regulation and the emotional attitudes and predilections characteristic of the child, which are not always clearly recognized by the child. But the important thing is that in the process of education, feelings and emotions change. Sometimes such shifts appear in a more convex, and sometimes in a more “blurred” form.
Children who, for whatever reason, no longer feel like members of the class team, do not find meaning in school activities, and are looking for a different team for themselves, a different content of life and activity.
The necessary changes in the features of the emotional life of a schoolchild arise with wisely carried out changes in the organization of his life - at home, at school, in the class team, as well as in those groups with which he is associated.
A big role in restructuring the formed emotional attitude towards some aspects of life is played by the student’s involvement in activities that meet the social approval of the group that he values, and at the same time his success in this activity.
If a student becomes interested in some activity, a certain area of knowledge and begins to achieve success in it, he develops a calmer and more confident emotional well-being. True, this happens if he does not “get carried away” and does not develop unreasonable and exaggerated claims to success, which “gnaw” at him and create the wrong emotional attitude towards comrades who have achieved more success than him.
Always the appearance of an activity that is socially valuable and seriously engages the student becomes a fact favorable for the development of his emotional life in in the right direction. Finding an activity that will captivate the student, bring him awareness of moving forward, and the experience of success is the teacher’s primary task.
Chapter 4. Features of the emotional life of a schoolchild
.1 Changes occurring in general development
Junior school age covers the period of a child’s life from 7-8 to 11-12 years. These are the years of a child's education in primary school. At this time, intensive biological development of the child’s body occurs. The shifts that occur during this period are changes in the central nervous system, in the development of the skeletal and muscular systems, as well as in the activity of internal organs.
The student is very active. Student mobility is normal. If such activity is restrained in every possible way, this causes changes in the child’s emotional well-being, sometimes leading to “explosive” emotional reactions. If you organize such activity correctly, when quiet activity alternates with a variety of games, walks, physical exercise, then this leads to an improvement in the emotional tone of the student, making his emotional well-being and behavior more even. We must remember that from a school-age child you can demand restraint in movements, achieve their proportionality and dexterity. And such actions (cause a positive emotional reaction in him.
Significant changes occur throughout the child’s mental life.
The development of the processes of perception, thinking, memory, attention, and improvement of speech allows a school-age child to perform more complex mental operations. And the most important thing is that a school-age child begins to energetically carry out this type of activity, moreover, in a systematic form that the preschooler did not perform - he learns!
A preschool child can already control his behavior - he can sometimes hold back tears, not get into a fight, but most often he shows great impulsiveness and lack of restraint.
child in school age masters his behavior differently. All this is due to the fact that the student more accurately and differentiatedly comprehends the norms of behavior developed by society. The child learns what can be said to others and what is unacceptable, what actions at home, in public places, in relationships with friends are permissible and impermissible, etc.
The student also learns such norms of behavior that, in some part, turn into his internal requirement for himself.
Significant changes brought about by the course general development schoolchild, a change in his lifestyle, some goals that arise before him, lead to the fact that his emotional life becomes different. New experiences appear, new tasks and goals arise that attract them, a new emotional attitude is born to a number of phenomena and aspects of reality that left the preschooler completely indifferent.
4.2 Dynamics of mental experiences of schoolchildren in educational activities
Of course, there are serious differences in the mental appearance of a first- and fourth-grade student. If there are differences between them, one can see with sufficient clarity what is generally characteristic of the child’s emotional life.
For a first-grader child, new, very significant social connections arise: first of all, with the teacher, and then with the class staff. The emergence of new requirements for his behavior in the classroom, during breaks, the emergence of requirements for his educational activities - to study, complete assignments together with the whole class, prepare homework, be attentive to the teacher’s explanations and the answers of his comrades, changes his well-being and becomes powerful factor influencing his experiences.
These new responsibilities - good performance, poor performance, failure to complete the teacher’s assignments, entailing an appropriate assessment of the teacher, the class staff, as well as assessment of the family - cause a number of experiences:
satisfaction, joy from praise, from the consciousness that everything turned out well for him and feelings of grief, dissatisfaction with himself, the experience of his inferiority in comparison with successfully working comrades. Failures arising from poor performance of one's duties can give rise to a feeling of irritation towards others who make demands on him, feelings of envy and ill will towards comrades who have earned praise, and can give rise to a desire to annoy the teacher or class. However, usually, if such failures are not long-term and the child does not shy away from the team, they lead to a strong desire to take a worthy place in the classroom and at home, and motivate his desire to study better in order to achieve success.
In this case, any progress in the course of completing educational tasks becomes the basis of acute experiences, anxiety, self-doubt, a feeling of joy at the emerging success, anxiety that nothing will work out further, satisfaction and reassurance that we managed to complete the task.
If the learning process and failures arising from poor performance of duties do not cause any particular distress in the child, then the teacher should as quickly as possible find out the reason for such an attitude towards learning.
An indifferent attitude towards learning can be caused by temporary circumstances, severe discord in the family, which traumatize him, etc. and so on. But it can be caused by more stable circumstances.
Thus, constant failures in studies, the condemnation of adults that have become habitual, reconciliation with the fact that “nothing will work out anyway” - all this creates, as a defensive reaction from expected troubles, failures in studies, indifference to grades. However, this indifference is largely apparent: it can be easily shaken by success in performing work, unexpected praise and a good assessment, which gives rise to a strong desire to have it again and again.
A schoolchild, especially in primary school, largely retains the ability to react violently to individual phenomena that affect him.
The ability to control one's feelings becomes better year from year. The student shows his anger and irritation not so much in motor form - he starts to fight, pulls him out of hands, etc., but rather in verbal form by swearing, teasing, and being rude.
Thus, throughout school age, organization in the child’s emotional behavior increases.
The development of expressiveness in a student goes hand in hand with his growing understanding of the feelings of other people and the ability to empathize with the emotional state of peers and adults. However, at the level of such emotional understanding, there is a clear difference between first and third graders and especially fourth graders.
The liveliness of a student’s immediate manifestation of feelings - social and asocial - is for the teacher not only a sign characterizing the student’s emotional sphere, but also symptoms that indicate which qualities of the student’s emotional sphere need to be developed and which ones need to be eradicated.
However, we must not forget that the range of emotional sensitivity and scope of empathy of a child of this age is limited. A number of emotional states and experiences of people are uninteresting to him, inaccessible not only to empathy, but also to understanding.
Interesting material is provided by experiments that determine the degree of understanding by children of different ages quite clearly. expressed emotion of one nature or another as depicted in the photograph. If the expression of laughter is correctly grasped by children already at 3-4 years old, then surprise and contempt are not correctly grasped by children even at 5-6 years old. As Gates's research has shown, children at seven years old correctly categorize anger, and at 9-10 years old - fear and horror. But it should be noted that all this concerns mainly “accepted” forms of expression of emotion.
A characteristic feature of school-age children is their impressionability, their emotional responsiveness to everything bright, large, and colorful. Monotonous, boring lessons quickly reduce the cognitive interest of a first-grader and lead to the emergence of a negative, emotional attitude towards learning.
During this period of development, moral feelings are intensively formed: a sense of camaraderie, responsibility for the class, sympathy for the grief of others, indignation at injustice, etc. At the same time, they are formed under the influence of the specific influence of the example seen and one’s own actions when carrying out an assignment, the impression of the teacher’s words. But it is important to remember that when a student learns about the norms of behavior, he perceives the teacher’s words only when they emotionally touch him, when he directly feels the need to act one way and not another.
4.3 Dynamics of emotional reactions of schoolchildren in a team
A new moment that leads to the emergence of various experiences in a school-age student is not only the teaching, but also the class team, with which new social connections arise. These connections are formed on the basis of various types of communication that are caused by business relations when carrying out class assignments, general responsibility for actions carried out by the class, mutual sympathy, etc.
It is necessary to pay serious attention to the differences that arise in this regard between first-graders and fourth-graders. Formally, first-grade students are a group of children connected by common tasks, but in essence this is not yet a team, especially at the beginning of the year, since it is not characterized by unity of sentiments, aspirations, or the presence of public opinion. Of course, first-grade students experience sincere indignation if the teacher talks about how badly their friend did, but their indignation is not an experience characteristic of the class as a collective. It is typical that a first-grader can say that his neighbor is not doing a good job in class, and none of the students will perceive his words as bad or not meeting any rules.
But if this happens in 4th grade, then his words will be perceived as sneaking, as a violation of the principles of class life.
By the fourth grade, the child becomes a truly member of the class team, with its rules of life, with its emerging traditions. And it is very important to direct this team towards specific goals in a timely manner and form the necessary traditions, which turn into emotionally charged impulses. A fourth-grader’s connections with the class not only become richer than those of a first-grader, but he is also very concerned about the public opinion of the class or its most active group. A departure from the principles of behavior accepted in the class is already perceived and experienced by a fourth-grader as apostasy.
By participating in experiences common to the entire class, when a group of children condemns, approves, or welcomes something, the fourth grader begins to experience a new connection with the group, as well as dependence on it. For example, a feeling of mutual support is born in a good and bad sense, a feeling of pride in the team, or opposition of one team to another - fights with guys from another school. All this causes a new type of experience.
The nature of these experiences depends on the spirit of the team, which is sometimes created under the skillful influence of the teacher, and sometimes, against his will and aspirations.
The so-called “emotional contagion” also happens in a group of schoolchildren, but it is largely determined by the nature of the formed public opinion of the class as certain type emotional attitude to the facts of school life, which is quite persistent and not indifferent to its participants.
4.4 Aesthetic and moral experiences
Along with “personal” themes - thoughts about oneself, about comrades and their attitude towards him, dreams about the future, excitement, joy, grievances and satisfaction arising from the nature of connections with a peer-comrade - a variety of aesthetic experiences develop in the student.
The impression from poems and stories performed in an expressive artistic form can be deep and lasting in children 8-10 years of age. Feelings of pity, sympathy, indignation, and worry for the well-being of a beloved character can reach great intensity.
A 10-11 year old child in his fantasies “completes” individual pictures from the life of his favorite hero. Basically, primary school students love poetry to a greater extent than students of other classes, and this applied to poems that children memorized at school.
It is characteristic that in stories-essays dedicated to the hero of the story read, children of both second and fourth grades strive to develop best qualities hero and often correct his shortcomings.
All this suggests what a big role works of fiction can play in schoolchildren’s perception of the moral side of people’s actions.
The love of beauty is also manifested in children’s desire to decorate their home, decorate notebooks, make albums for postcards, embroider bookmarks, etc.
The social experiences that arise in schoolchildren as they become more aware of the moral requirements for the actions of people and their behavior can be quite strong, causing impulses in children to do a good deed:
“At the same time, antisocial actions of children may also appear during these years. If a preschooler is disobedient, pugnacious, can be mischievous, does not know how to take care of toys, etc., then a child of 10-11 years old, with improper upbringing and harmful environmental influences, can commit even more serious actions. So he can, driven by ill will, an evil mood, commit serious offenses.”
At the same time, there are known facts when, under the influence of the school community, a student’s unfavorable life attitudes change, and fairly strong moral aspirations arise, which are manifested and consolidated in the actions of a large group of people. moral strength.
We have reason to say that in conditions of normal upbringing, the moral feelings of schoolchildren are quite moral and can determine his actions. However, one more thing should be noted characteristic feature feelings of children of this age.
A schoolchild can do a good deed, show sympathy for someone’s grief, feel pity for a sick animal, show a willingness to give something dear to someone else. When an offense is caused to his comrade, he can rush to help, despite the threat of older children.
And at the same time, in similar situations, he may not show these feelings, but, on the contrary, laugh at the failure of a comrade, not feel a feeling of pity, treat misfortune with indifference, etc. Of course, having heard the condemnation of adults, perhaps he will quickly change his attitude and at the same time, not formally, but in essence, and again turn out to be good.
“The instability of a schoolchild’s moral character, expressed in the inconstancy of his moral experiences, an inconsistent attitude towards the same events, depends on various reasons:
Firstly, moral actions, the provisions that determine the actions of a child, do not have a sufficiently generalized nature.
Secondly, the moral principles that have entered the consciousness little schoolboy, have not yet sufficiently become his stable property, secured in the sense that they immediately begin to be expressed and involuntarily applied as soon as a situation arises that requires a moral attitude.
At primary school age, moral feelings are characterized by the fact that the child does not always clearly understand the moral principle by which he should act, but at the same time his immediate experience tells him what is good and what is bad.
Chapter 5. Description of the experiment
Starting an experimental study of the dynamic features of the student's emotional reactions in educational activities, we put forward the following hypothesis: the characteristics of the relationship with the teacher influence the specifics of the student's emotional reactions in educational activities.
In our study, we used the most common methods. It is mainly a conversational method and (partially) an observational method.
The purpose of our study is to find the relationship between schoolchildren's relationship with the teacher and emotional reactions and preparation. In preparation for the study, we selected a situation for a conversation with children with the following content:
Situation - “The holiday is coming. There will be a concert in the class. The guys decorate the hall and prepare the performances. Do you think the teacher will give you the role of leader?”
Situation - “Imagine: a teacher enters the classroom and holds a carnival bunny mask in his hand. Do you think he would give it to you or someone else?
Situation - “The lesson is starting, and the children have left scattered notebooks and books on the table. The teacher was angry with the children, he was dissatisfied with them. Do you think the teacher would be angry with you for this?”
Then comes the research. Situations are offered to children. Conduct individual conversations with children.
Data processing. The children's answers are recorded.
And, based on data processing, we came to the conclusion that schoolchildren can be divided into 3 groups according to the nature of their emotional focus on the educator (teacher).
Characteristics of groups.
group - emotionally sensitive children. This is the group that answered in the affirmative. The biggest. They are characterized by a clearly expressed positive focus on the teacher and confidence in the teacher’s love. They adequately assess his attitude towards themselves and are very sensitive to changes in his behavior. The teacher's tone, gesture, and posture serve as a source of emotional experiences.
group - emotionally unresponsive children. These are the ones who answered negatively. They are characterized by a negative attitude towards the pedagogical influence of the teacher. These schoolchildren often violate discipline and order and do not comply with established standards. Having adopted a disapproving attitude towards themselves, children respond to it with negativism and indifference.
They do not experience and do not expect pleasure from communicating with the teacher.
group - children with an indifferent attitude towards the teacher and his demands. They do not show activity and initiative in communicating with the teacher, and play a passive role in the life of the class. It is difficult to determine the nature of the experiences by their external manifestations. When the teacher praises them, they do not express joy, just as when they are condemned, they do not express grief or embarrassment. This indicates their lack of experience in externally expressing their emotions. Thus, based on this conversation and data processing, we can say that the class was divided into:
a group with trust in the teacher, and therefore with a stable emotional life. Such children quickly get to know each other, get comfortable in a new team, and work together;
a group with distrust of the teacher, and therefore with an unstable emotional life. Such children cannot get close to their classmates for a long time, feel lonely, uncomfortable, play on the sidelines during recess or, on the contrary, interfere with other children’s play.
But it seems to us that division into groups largely depends on the personality of the teacher himself, because very often we have to deal with a loud, irritable teacher who does not want to restrain himself. Such a teacher provides bad influence on the mental well-being and performance of children, causing them emotionally negative experiences, a state of anxiety, expectation, uncertainty, a feeling of fear and insecurity. With such a teacher, children are intimidated, depressed, loud and rude to each other. Hence, here the students complain of headache, bad feeling, fatigue. And here the student develops a reciprocal feeling of antipathy, fear, and often leads to the development of neurosis.
Children perceive information differently, analyze it differently, they have different performance, attention, and memory.
Different children require different approaches to learning, i.e. individual, differentiated approach.
From the first days of teaching, the teacher needs to identify the so-called “risk contingent”, those children with whom it will be most difficult and pay attention to them Special attention. With these students, it is important not to be late and not to miss time for pedagogical correction, not to hope for a miracle, because... difficulties will not go away on their own. The task of the teacher, according to the famous hygienist M.S. Grombach’s goal is to make “difficult things familiar, familiar things easy, easy things pleasant” and then studying at school will bring joy to children.”
Conclusion
schoolchild experience learning
It is necessary to know the peculiarities of emotional reactions of schoolchildren in order to correctly form their emotional world from the very beginning of communication. To do this, you need to solve the following problems:
as a result of educational activities in general, the student must learn to react emotionally correctly to the influences that he experiences at school during educational activities, educational work.
It is important that in the process of education the student develops good emotional responsiveness to significant and important phenomena in our life. There should be one emotional response to positive phenomena, and another to negative ones, but it is a lively response, and not indifference and indifference.
It is important that students develop the correct balance of different feelings and emotions so that they grow up with a harmoniously developing system of emotional responses. In this regard, the correct joint influence of school and family, the ability to build a unified system of influence on the child, plays an important role.
And finally, when it comes to the full moral development of the individual, it is very important to ensure that the student becomes a person with emotional maturity and emotional culture. Emotional culture involves a lot. First of all, it is responsive to a fairly wide range of objects. A person’s emotional culture is characterized by: the ability to appreciate and respect the feelings of another person, to treat them with attention, as well as the ability to empathize with the feelings of other people.
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Emotions and their role in the pedagogical process
- Emotions
- Functions and types of emotions
- Human feelings
- Emotions
Emotions are a special class of subjective psychological states, reflected in the form of direct experiences of a pleasant and unpleasant process and the results of practical activities aimed at satisfying current needs. Any manifestations of student activity are accompanied by emotional experiences. Emotions act as internal signals. The peculiarity of emotions is that they directly reflect the relationship between motives and the implementation that corresponds to these motives of activity.
Emotions are one of the most ancient mental states and processes in origin. Emotions, Charles Darwin argued, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to satisfy current needs. Emotions also perform an important mobilization, integrative and protective function. They support the life process within its optimal boundaries and warn about the destructive nature of the lack or excess of any factors.
The emotional sphere of a person is a complex intricacy of elements that together make it possible to experience everything that happens to him and around him.It consists of four main components:
- Emotional toneis a response in the form of an experience that sets the state of the body. It is this that informs the body about how satisfied its current needs are and how comfortable it is now. If you listen to yourself, you can evaluate your emotional tone.
- Emotions - These are subjective experiences relating to situations and events that are important to a person.
- Feeling - this is a stable emotional relationship of a person to some object. They are always subjective and appear in the process of interaction with others.
- Emotional conditiondiffers from feeling in its weak focus on an object, and from emotion in its greater duration and stability. It is always triggered by certain feelings and emotions, but at the same time as if on its own. A person may be in a state of euphoria, anger, depression, melancholy, etc.
Emotions are characterizedthree components:
- the sensation of emotion experienced or recognized in the psyche;
- processes occurring in the nervous, endocrine, respiratory, digestive and other systems of the body;
- observable expressive complexes of emotions, including on the face.
Functions and types of emotions
Emotions, to a greater or lesser extent, regulate the lives of each of us. Usually they have four main functions:
- Motivational-regulatory, designed to motivate, guide and regulate. Often emotions completely suppress thinking in regulating human behavior.
- Communicativeis responsible for mutual understanding. It is emotions that tell us about a person’s mental and physical state and help us choose the right line of behavior when communicating with him. Thanks to emotions, we can understand each other even without knowing the language.
- Signal allows you to communicate your needs to others using emotionally expressive movements, gestures, facial expressions, etc.
- Protective is expressed in the fact that a person’s instant emotional reaction can, in some cases, save him from danger.
Rice. 1 “Emotions and Feelings”
In addition, all emotions can be divided into several species.
The nature of the experience (pleasant or unpleasant) determines emotion sign – positive or negative.
Emotions are also divided into types depending on the impact on human activity - sthenic ( encourage a person to take action) and asthenic ( lead to stiffness and passivity). But the same emotion can affect people or the same person differently in different situations. For example, severe grief plunges one person into despondency and inaction, while the other person seeks solace in work.
Also, the type of emotions determines them modality. According to modality, three basic emotions are distinguished:fear, anger and joy, and the rest are just their peculiar expression
Emotions are usually associated with the current moment and are a person’s reaction to a change in his current state. Among them K. Izard There are several main ones:
- joy – intense experience of satisfaction with one’s condition and situation;
- fear – the body’s protective reaction in the event of a threat to its health and well-being;
- excitement – increased excitability, caused by both positive and negative experiences, takes part in the formation of a person’s readiness for an important event and activates his nervous system;
- interest – an innate emotion that spurs the cognitive aspect of the emotional sphere;
- astonishment – an experience reflecting the contradiction between existing experience and new one;
- resentment – an experience associated with the manifestation of injustice towards a person;
- anger, anger, rage– negatively colored affects directed against perceived injustice;
- embarrassment – worry about the impression made on others;
- a pity - a surge of emotions that occurs when another person’s suffering is perceived as one’s own.
- Types of human feelings
Human feelings are often confused with emotions, but they have many differences.Feelings take time to arise; they are more persistent and less likely to change.
They are all divided into 4 categories:
Rice. 2 Classification of feelings
More than half a century ago, K. Izard and other researchers conducted an experiment where the principle of personality emotionality was studied, from the point of view of what perceptual-cognitive signs were identified.
- The subjects, who were divided into groups, were given stereoscopes with photographs of people in different emotional states.
- In one group, the experimenter was required to be respectful and kind. As a result, subjects rated the images more often as satisfied and joyful.
- In another, he showed open hostility, and participants saw more people in a stereoscope, whose faces reflected sadness, anger and anger.
- The role of emotions in the pedagogical process
It is a well-known fact that the process of teaching and upbringing is more successful if the teacher makes it emotional.
Today's graduate of any educational institution is a specialist with a high intellectual culture, broad-minded, professionally and technologically prepared to perform his duties. The processes of renewal taking place in the social sphere, education, and production require a modern specialist to have a humanistic orientation, culture, spiritual wealth, and moral stability.
The emotional state of one is the mental pain or joy of the other.
Nothing has such a strong impact on the student as the emotional state of the teacher.Imagine different situations in life:For example, if the teacher is outraged; then the student begins to be indignant; if one is oppressed, depressed, crying, then the other comes into the same state; if one laughs, then the other does the same. Pedagogical work is a special sphere of social life, which has relative independence; it performs important specific functions.
Emotions of experience and various mental states, if they are constantly experienced, have a direct impact on the formation of a stable attitude towards learning, on the formation of learning motivation.
With positive emotionsCuriosity and the need for emotional well-being are satisfied.For negative emotionsThere is a withdrawal from educational activities, since none of the vital needs are satisfied. The desired goal does not create a real perspective for the individual. And positive motivation is not formed, but motives for avoiding troubles are formed. For example, this can be observed in any educational institution: if a teacher, based on emotions, expressed his attitude towards a student (for example, towards a truant, towards an underachiever, etc.).
In the individual development of a person, emotions and feelings play a socializing role. They act as a significant factor in the formation of personality, especially its motivational sphere.
On the basis of positive emotional experiences, interests and needs emerge and are consolidated.
Feelings, emotions, emotional states are contagious; the experiences of one are involuntarily perceived by others and can lead another individual to a stronger emotional state. There is a so-called “chain reaction” model. Students sometimes get into this state, when the laughter of one “infects everyone.” According to the “chain reaction” model, mass psychosis, panic, and applause begin.
When communicating with students, a huge role is played by the personal example of the teacher, who plays the role of an emotional mechanism. So if the teacher enters the class with a smile, then a pleasant, calm atmosphere is established in the class. And vice versa, if the teacher comes in an excited state, then a corresponding emotional reaction arises among the students in the group. Affects are a reaction that arises as a result of a completed action or deed and expresses the subjective emotional coloring of the nature of achieving a goal and satisfying needs.
One of the most common types of affects is stress. Stress is a state of strong psychological tension when the nervous system receives emotional overload.
A teacher cannot be neutral to social assessments of his behavior. Recognition, praise or condemnation of actions by others affects the well-being and self-esteem of an individual. It is they who force the individual to be especially sensitive to the attitude of others and to conform to their opinions.
Understanding the significance of feelings helps the teacher to correctly determine the line of his own behavior, as well as influence the emotional and sensory sphere of students.
In the behavior of a person, feelings perform certain functions: regulatory, evaluative, prognostic, incentive.The education of feelings is a long, multifactorial process. So, emotions and feelings in the work of a teacher play a big role in the process of preparing a specialist. Based on this, the following recommendations can be made:
1 .Contain negative emotions.
2. Create optimal conditions for the development of moral feelings, in which compassion, empathy, and joy act as elementary structures that form highly moral relationships, in which a moral norm turns into a law, and actions into moral activity.
3. Know how to manage your feelings and emotions, and the feelings of students.
4.To realize all this, refer to the methodology of A.S. Makarenko and V.A. Sukhomlinsky “I give my heart to children”, “Pedagogical poem”, “How to raise a real person” by K.D. Ushinsky, “How to win friends and influence people” by D. Carnegie, “Communication – Feelings – Fate” by K.T. Kuznechikova.
Emotional sphere Emotional tone Emotions Feeling Emotional state
Functions and types of emotions
Main emotions joy fear excitement interest surprise resentment anger, anger, rage embarrassment pity
Types of human feelings
Recommendations for teachers 1.Contain negative emotions. 2. Create optimal conditions for the development of moral feelings, in which compassion, empathy, and joy act as elementary structures that form highly moral relationships, in which a moral norm turns into a law, and actions into moral activity. 3. Know how to manage your feelings and emotions, and the feelings of students. 4.To realize all this, refer to the methodology of A.S. Makarenko and V.A. Sukhomlinsky “I give my heart to children”, “Pedagogical poem”, “How to raise a real person” by K.D. Ushinsky, “How to win friends and influence people” by D. Carnegie, “Communication – Feelings – Fate” by K.T. Kuznechikova.