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Korepanova Marina Vasilievna Formation of the image I am a child in the system preschool education: Dis. ... Dr. ped. Sciences: 13.00.01: Volgograd, 2001 400 p. RSL OD, 71:02-13/73-3

Introduction

Chapter 1. Philosophical foundations of the formation of the image of the I of a person 22

1.1. Objectivist approach in understanding the essence of the "I" of a person 23

1.2. The main ideas of the subjectivist direction in the study of the nature of the image of the human self 28

1.3. The essence of the human "I" in Russian religious philosophy. 36

1.4. Humanism as a value basis of human self-knowledge 39

Conclusions on chapter 1 41

Chapter 2 Psychological foundations of the formation and development of the image of a preschooler 44

2.1. Study of the problem of "I" of personality in foreign psychology 44

2.2. Reflection of the phenomenon of the image of the I of the personality in Russian psychology 67

2.3. Theories and concepts of the development of the self-image of a preschooler 82

2.4. Psychological mechanisms of formation and development of the self-image of preschoolers 101

Conclusions on 2 chapter 114

Chapter 3 Historical and pedagogical experience of the formation and development of the image of the self of a preschooler 117

3.1. The formation of the "I" of the child in the interpretation of humanist teachers 118

3.2. Modern pedagogical research on the problem of the image of the Self 130

3.3. Formation of the image of I am a preschooler in the pedagogical space of the kindergarten 135

Conclusions on chapter 3 184

Chapter 4 The concept of the formation of the image of the I of the child in the pedagogical space of the preschool institution 186

4.1. Target and content aspects of the formation of the image of a preschooler 186

4.2. Pedagogical diagnostics of the self-image of a preschooler 203

4.3. Pedagogical conditions for the formation of the image of the self of a preschooler in the pedagogical space of the kindergarten 232

4.4 The technology of organizing the pedagogical process of forming the image of the self of a preschooler 263

Conclusions on 4 chapter 302

Conclusion 304

Bibliography 313

Introduction to work

The changes taking place in modern society directly affect the field of education at all its levels. Today, when the problems of humanization and humanization of education, developed within the framework of various scientific schools, have become relevant (E.V. Bondarevskaya, V.I. Danilchuk, I.A. Zimnyaya, V.A. Slastenin, V.M. Simonov, I. A. Kolesnikova, E.I. Shiyanov and others), development acquires a new meaning "as an indispensable condition for the full-fledged self-realization of the individual in life" (N.K. Sergeev, 1997).

Personality and its development have always been the subject of scientific interest. Already in the works of ancient philosophers, attempts to understand the nature and mechanisms of personality formation, its foundations - "I" are clearly traced.

The problem of the development of the "I" is currently being actively investigated in accordance with its specificity in psychology. Some researchers consider the "I-concept" as a mechanism for the formation of a personality, its self-realization (K. Rogers, A. Maslow, G. Allport), others define its development in accordance with age stages life path human (E.Erickson), others as a way of interacting with the outside world (T. Shibutani).

Many domestic psychologists believe that the "I-concept" is a fundamental component in the structure of personality (V.N. Myasishchev, A.G. Kovalev and others). In the works of S.L. Rubinstein, V.A. Petrovsky, V.I. Slobodchikova, D.A. Leontiev, this problem is presented from the position of the subjective approach.

In pedagogy, the image of I, "I-concept" became the subject of research relatively recently (80-90s). Despite the change in priorities in education, the turn towards personality is very slow. In the early 90s, G.I. Yagodin, bitterly emphasizing the profound lack of education of our first-graders in the field of understanding their own feelings and

needs. And in the early 90s, V.A. pointed out the same problem, but already for preschoolers. Petrovsky, emphasizing that children do not know themselves, do not even approximately represent either the physical or spiritual image of their I.

The significance of the pedagogical comprehension of the development of the image of the I of the personality is beyond doubt. In pedagogical science, an active search is being made for means and conditions for optimizing the development of the image of the human self (E.V. Bondarevskaya, V.V. Serikov, V.N. Vedinyapina, T.A. Olkhovaya, N.R. Milyutina).

Works on the psychology of education are also important for the problem we are studying (A.G. Asmolov, I.A. Zimnyaya, V.N. Zinchenko, D.I. Feldstein, I.S. Kon, V.A. Petrovsky, V. .V. Abramenkova, M.V. Osorina). Denoting the problem of forming the image of the self of a preschooler as pedagogical, we mean that pedagogy as a science of pedagogical processes is designed to identify pedagogical conditions that help the child to know himself and identify with his equals; means stimulating the process of acquiring and comprehending knowledge about oneself; pedagogical technologies aimed at self-knowledge. The importance of scientific understanding of the formation of the image of the I of the personality as a controlled process is obvious.

The multiplicity of approaches to the consideration of the problem of the "I" of the individual still does not allow us to develop a single universal definition of it.

"I-concept" is determined not only by what an individual is, but also by what he thinks about himself, how he looks at his active principle and development opportunities in the future (K. Rogers, R. Burns).

The subject of study in domestic psychology is the characteristics of the properties and relationships of the individual, individual characteristics and differences between people, interpersonal relationships, the status and roles of the individual in various communities, the position of the subject public behavior and specific types activities, defined as "I" (V.N. Myasishchev, S.L. Rubinshtein, D.I. Fedshtein), "image of I" (A.V. Petrovsky, N.G. Yaroshevsky), "self" (I B. Kotova, E. N. Shiyanov).

In our study, the image of the Self is considered as a core component of the personality, including a set of developing ideas of the child about himself, associated with their self-esteem and determining the choice of ways to interact with society.

Consideration of the process of development of the image of the child's self in the context of pedagogy obliges to take into account the following aspects.

The first aspect is goal setting. Currently, there is a critical rethinking of the traditional goal of education - the formation of a harmonious personality. The formation of a new understanding of the goal of upbringing suggests a different, broader view of a person’s life self-determination, due to the emotional and value attitude towards oneself and other people, to highlighting as the goal of upbringing the orientation of the educational process towards the child’s knowledge of his own physical and spiritual potential, his personal essence; on the understanding that not only the kindergarten, but also the parents do not provide the child with the realization of his needs for unconditional acceptance and understanding. Such an interpretation of the goal focuses on a special organization of the pedagogical process of developing the image of the child's self.

The second aspect of understanding the problem of the image of the Self from the point of view of pedagogy is associated with the search for a new content of education. Recognition of the self-worth of the individual requires the definition of ways to include the child in the pedagogical space in order to acquire and enrich his social and personal experience. This experience is presented in the child's communication in the space of children's subculture, relations with the world of adults, subject space. Undoubtedly, the orientation towards the formation of social and personal experience involves not only the enrichment of ideas about oneself, but also, at the same time, the knowledge of others, with their characteristics, worldview, feelings. In other words, modern preschool education should include a layer of self-knowledge.

The third aspect of the pedagogical significance of the development of the image of the self is associated with the search for effective ways of appropriating the experience of self-knowledge by preschoolers. Over a long period, the system preschool education recognized as a priority only the formation of a child's knowledge about the world around him, orientation to the requirements of society. While personal formation requires the inclusion of the child in the process of acquiring knowledge about himself, both independently and together with adults; value understanding of the acquired knowledge, their appropriation and the choice of adequate ways of relations with the surrounding society.

The parameters of the formation and development of the image of the I of the child as a pedagogical process that we have indicated indicate the importance of its special scientific development.

The psychological and pedagogical literature presents material on the development of children early age ideas about yourself. These are the works of N.N. Avdeeva; A.I. Sylvester (1977); I.I. Raku (1992); M.I. Lisina (1986) and others.

The psychological mechanism of self-image formation in children aged from infancy to three years is described (S.L. Rubinshtein, L.S. Vygotsky, L.I. Bozhovich, M. Mahler, F. Tyson, etc.).

However, there is reason to state that the mechanisms of the development of the image of the Self in children in preschool childhood are presented fragmentarily, in the general context of personality development (D.I. Feldstein, L.S. Vygotsky, I.S. Kon, G. Allport, J. Piaget and etc.).

The study of the process of formation and development of the image of the Self has not yet become the subject of study of preschool pedagogy, despite the fact that in practice there is a need for this kind of research. An example of this is the emerging educational programs for preschoolers, in which material on self-knowledge is presented to varying degrees of content. Among them are the program "Childhood" (V.I. Loginova, T.N. Babaeva and others), "I - You - We" (R.B. Sterkina, O.L. Knyazeva), "I am a man" ( S.A. Kozlova), "Origins"

(L.A. Paramonova, A.N. Davidchuk, etc.), "Discover yourself" (E. Ryleeva), etc. However, the methods proposed by the authors for the implementation of self-knowledge tasks remain traditional, insufficiently taking into account age-related characteristics younger preschoolers related to the child's self-orientation. This gives rise to many problems, including the problems of interpersonal interaction between the teacher and children.

The main contradiction of human development at all age stages is the contradiction between the social and biological, natural principles. However, the domestic pedagogy of the Soviet period was guided in education only by the idea of ​​the social essence of a person, the development of his personality as a member of society. This provision, according to E.V. Bondarevskaya, is firmly rooted in the practice of educating the younger generation. The ideas about the primacy of the social and the secondary nature of the biological in man also extend to the sphere of preschool education.

From this it is clear why the knowledge approach is dominant in the formation of a child's ideas about himself. The information is abstract and does not correlate with the essence of the child as such. Abstract knowledge is not supported by the practice of living in personally oriented situations that contribute to the accumulation of the child's experience of self-knowledge, as knowledge about oneself is not perceived by a preschooler.

The priority solution of the problems of the mental development of children in the educational process reduces the importance of the psychological well-being of preschoolers. Our observations showed that teachers are little concerned about the emotional well-being of children during classes, educational material mostly still focused on a group of children as a whole, and not on a specific child. And thus, his creative potential remains unclaimed.

Needs correction and style of communication with children. Teachers mostly react to external manifestations in the behavior of preschoolers and select methods of pedagogical influence in accordance with this. The reasons that led to the negative behavior of children often remain unidentified and, accordingly, the problems remain unresolved. This leads to the formation in children of a sense of insecurity in their own abilities, insecurity. Maintaining a positive sense of self, helping to recognize their characteristics and preferences - this is what makes a child successful, free and responsible.

As observations show, the behavior of a preschooler in one way or another correlates with his ideas about himself (the image of I) and about what he should and would like to become. The study of the structure and mechanisms of the formation of the image of the Self is of not only theoretical, but also practical interest for us in connection with the formation of a person's life position.

Thus, the analysis of the theory and traditional practice made it possible to identify a number of contradictions between:

The need to know oneself, to understand who he is, what he wants, and what he can - as one of the deepest needs of the child in exploring his capabilities with a focus on the expectations of society (A.N. Leontiev) and the unpreparedness of the preschool education system to effectively solve this tasks;

Recognition of the importance of the period of preschool childhood in the formation of personality and the lack of pedagogical constructs and effective technologies that ensure the transformation of each child into a subject and organizer of a dialogue with an adult;

The importance of creating a holistic concept that reveals the essential features of the phenomenon of the image of the Self and substantiates the mechanism for the child to acquire the experience of self-knowledge and the use of spontaneously developed methodological approaches to the formation of the image of the Self of a preschooler, unjustified focusing on the physical "I" of the child;

The need to develop the emotional and sensory experience of preschoolers as the basis of self-knowledge and the traditional orientation of the educational process towards early socialization.

These contradictions, first of all, are determined by the problem: the lack of development of the scientific foundations for designing the pedagogical process, which allows the educator to form the experience of self-knowledge in the child.

The problem determined the choice of the research topic: "Formation of the child's self-image in the system of preschool education."

Object of study: the formation of a child's personality in a preschool educational institution.

Subject of study: the formation of the self-image of a child of 5-7 years old in the educational process of a preschool institution.

The purpose of the study: development and scientific substantiation of the concept and technologies of preschool education, focused on the formation of the image of the self of a child at preschool age.

The basis of the research hypothesis was the initial thesis that preschool age is of particular importance for the formation of the image of the Self as the foundation and factor of further positive development. personal development throughout the system of continuing education. This process can be more efficient and pedagogically manageable if:

Its design will be based on the understanding of the image of the I. of the child as a core component of the holistic development of the personality in preschool age, including the totality of the child's developing ideas about himself, associated with their self-esteem and determining the choice of ways to interact with society;

Criteria, levels and leading contradictions in the formation and formation of the self-image of preschoolers as prerequisites for the integral development of the personality will be highlighted;

The pedagogical process will have a certain logic, the invariant component of which is to ensure the sequence of positions in the formation of the child's image of the Self based on the action of psychological mechanisms: projection, identification, socialization, contributing to the consistent advancement of preschoolers to a higher level of self-knowledge;

The experience of self-knowledge will be considered as a specific component of the content of education aimed at developing the image of the self of a preschooler, represented by the integration of three types of experience: 1) the experience of relations with adults in the pedagogical space, 2) the experience of relations with peers, which is formed in the space of children's subculture; 3) the experience of subject activity, accumulating as a result of the development of the subject space;

The formation of the experience of self-knowledge will be carried out in the pedagogical space of the preschool institution, which is the unity of its three components: the space of communication with adults; spaces of children's subculture; subject space, set by certain goals as its backbone characteristics, in which there are sources of pedagogical influence, its factors are generated, laws and principles operate, pedagogical activity is implemented to form the image of the child's self;

into strategy pedagogical activity the educator will be given a stage-situational model of the process, the specificity of which is determined, on the one hand, by the change of leading contradictions and age-related neoplasms in the formation of the image of the child's self, compliance with the stage of the process;

The system of pedagogical tools that make up the technological support for the process of forming the self-image of preschoolers will consist - at the first stage: of situations of indirect knowledge of oneself, aimed at forming a projective self-image in preschoolers; at the second stage: from the situations of self-knowledge, providing the formation of the identification level of the image of the Self; at the third stage: from the situations of social and personal presentation aimed at the formation of the personal level of the image of I.

Research objectives:

1. To explore the genesis of the concept of "self-image", the features of its interpretation in modern psychological and pedagogical concepts.

2. Describe and substantiate the essence and structure of the image of the I of the child, the features of its formation in preschool childhood;

3. To identify the criteria and levels of formation of the self-image of a preschooler, leading contradictions in the formation of a child's ideas about himself in the process of self-knowledge;

4. To reveal the essential and structural and functional characteristics of the pedagogical space of a preschool institution, which ensure the formation of the experience of self-knowledge in a preschooler;

5. To scientifically substantiate the situational-stage model of the pedagogical activity of the educator, focused on the formation of the image of the I of the preschooler in the pedagogical space of the preschool institution;

6. Develop and test the specific content of education that contributes to the effective formation of the child's self-image in a preschool institution;

7. Develop a system of pedagogical tools aimed at including this content of education in a holistic pedagogical

process and ensuring the activation of the need for self-knowledge of preschoolers, to test it in the conditions of experimental work with children.

The theoretical and methodological basis of the study are: - Logical and historical approach to the analysis of the concepts "I-concept", "Image

I" (M.V. Boguslavsky, V.V. Zaitsev, B.G. Kornetov, K.M. Nikonov, M.V. Osorina, A.I. Piskunov and others); ideas of humanization of education and personality-oriented education (E.V. Bondarevskaya, V.I. Danilchuk, V.V. Zaitsev, I.A. Kolesnikova, V.A. Petrovsky, V.V. Serikov, V.A. Slastenin, V.I. Slobodchikov, I S. Yakimanskaya and others), the concept of a holistic system analysis of the pedagogical process (Yu.K. Babansky, V.C. Ilyin, V.V. Kraevsky, I.Ya. Lerner, A.M. Saranov, N.K.

Sergeev, Yu.P. Sokolnikov and others); psychological theories of personality (L.S. Vygotsky, A.N. Leontiev, A. Maslow, V.N. Myasishchev, K. Rogers, G. Allport, S.L. Rubinstein, D.I. Feldstein, T. Shibutani, E. Erickson and others); age approach and the idea of ​​sensitive periods of personal development of preschoolers (V.V. Abramenkova, B.G. Ananiev, L.I. Bozhovich, L.S. Vygotsky, V.V. Zenkovsky, I.A. Zimnyaya, V.P. Zinchenko, A. N. Leontiev, W. M. I. Lisina, V. S. Mukhina, D. B. Elkonin, etc.); theoretical research in the field of preschool education (T.I. Babaeva, S.A. Kozlova, V.I. Loginova, V.Ya. Lykova, M. Montessori, S. Peterina, V.A. Petrovsky, M. Snyder, E .I. Tikheeva and others).

The following groups of methods were used in the course of the study: a group of theoretical methods (theoretical analysis of philosophical and psychological-pedagogical literature, retrospective analysis, the method of theoretical modeling, the method of binary oppositions, etc.); a group of empirical methods (diagnosis of the components of the self-image; observation; questioning; analysis of the products of children's activities; experimental work to study the possibilities of the pedagogical space of the kindergarten in the self-knowledge of preschoolers; formative experiment; quantitative and qualitative analysis of empirical data obtained during the study, etc.).

Main stages of the study

The first stage (1990 - 1994) is the establishment of the initial facts of the study related to the study and analysis of the theory and pedagogical practice of developing the image of the self of a preschooler. The study and analysis of philosophical, psychological and pedagogical literature on the problem of the formation and development of the image of the I of the personality at different age stages. On the basis of logical-historical analysis, the content of the concept of "self-image" was revealed as one of the methodological sources for constructing the goals of the process of its development in preschoolers.

The specificity of the process of self-knowledge in the preschool period was revealed; The sources of formation of self-image in a preschooler have been studied.

The second stage (1994 - 1998) is the development of a set of diagnostic methods aimed at identifying the levels of development of individual components of the self-image of children at different stages of their development during preschool childhood, substantiating the significance of the cognitive component in the process of self-knowledge, determining the role of the pedagogical space of a preschool institution in the formation of the image I of the child. As a result, the conceptual foundations of the study were determined and a model of the pedagogical process was built, focused on the development of the self-image of preschoolers.

The third stage (1998 - 2000) - a complex of the most effective pedagogical tools was worked out, and their capabilities were analyzed for each stage of the developed and substantiated model of the pedagogical activity of the educator. The revealed patterns were correlated with hypothetical assumptions, the degree of their mutual correspondence was determined. The content and methodology of preparing students of the Department of Preschool Pedagogy and Psychology for the development of the self-image of preschoolers in the educational space of a preschool institution were worked out. The results of this work were formalized in the form of a textbook for the special course "The Phenomenon of the Image of the Self and Features of Its Development in Preschool Childhood". The results of experimental activities at this stage were also discussed with students of advanced training courses of the Volgograd IPK, introduced into the practice of preschool institutions No. 55, 56, 100, 198, 200, 336, 305, 307, 372, 373, 391 , No. 35, 63, 105 of the Volzhsky, preschool institutions of the Gorodishchensky, Ilovlinsky, Elansky districts of the Volgograd region, the cities of Bataysk, Magnitogorsk, Stavropol; with students of the Department of Preschool Pedagogy and Psychology of the VSPU, Volgograd Pedagogical School No. 1, Industrial Pedagogical and Volga Pedagogical Colleges.

The fourth stage (2000 - 2001) - systematization of the content and results of the study and their presentation in the form of a monograph and the text of a dissertation. The following provisions are submitted for defense, revealing the content-conceptual, logical-procedural and technological aspects of the concept of developing the image of the self of preschoolers:

1. The use of the term "self-image" in relation to preschool age reflects the specifics of the formation of a person's ideas about himself at the early ontogenetic stages of personality development. The image of the Self is built by the child with the help of an adult, through the knowledge and assessments acquired by him in the early stages of development, as well as in the process of self-knowledge.

The structure of the self-image represents the unity of cognitive (knowledge about oneself and others), evaluative (assessment of oneself and others), behavioral (structuring relationships with surrounding adults and peers) components. The cognitive component plays a leading role in the formation of the self-image. Its formation provides the child with the accumulation of valuable experience that constructs the basic, core basis of the self-image, which lays the foundation for a developing personality.

2. It is productive to model the levels of development of the image of the self of a preschooler as guidelines for the design and implementation of pedagogical technologies that ensure the transformation and development of mental processes into system-forming personality properties. Each level of development of the child's self-image requires a specific organization of upbringing that is adequate to his experience as a process of forming needs for creative self-knowledge, an emotional and value attitude towards himself, as well as the translation of his positive self-image into relationships with adults and peers. The content of the levels is determined by such characteristics as the presence and nature of the child's ideas about himself; self-esteem and self-attitude; value judgments and relationships. It is legitimate to consider these signs as criteria for distinguishing three levels of development of the self-image of preschool children.

3. The effective formation of the child's ideas about himself is carried out in the pedagogical space, which is the unity of its three components: the space of communication with adults, the space of children's subculture, the subject space and understood as the field of formation of the image of the Self, on which there are sources of pedagogical influence, its factors are generated , operate

laws and principles, activity is possible, the purpose of which is the formation of the image of the I of the child. Such a space, set by certain goals as its backbone characteristics, should provide: the formation of an experience of an adequate assessment of the knowledge acquired about oneself, the ability to choose ways to relate to adults, peers, the objective world, the activation of feedback in these relations and the formation of a reflective position in the child on its basis. .

4. In preschool childhood, the pedagogical process should be focused on the child, on teaching him to take care of himself, the ability to recognize his feelings and states, to enter into a dialogue with an adult about the experiences personal problems. At the same time, it is necessary to take into account the initial egocentrism of younger preschoolers.

5. The pedagogical process, focused on the development of the self-image of preschoolers, is presented in the form of a stage model that reveals the dynamics of the process based on objectively existing contradictions, age-related neoplasms in the formation of the self-image of a preschool child, and a situational model that reveals the technology for deploying the pedagogical process through the organization of a system of situations, consistently promoting preschoolers in mastering knowledge about themselves to a higher level, assuming for this the use of a specific set of means and conditions that encourage the child to self-knowledge through the implementation of psychological mechanisms of projection, identification, mastering a personal position.

6. The holistic development of the self-image of preschoolers is ensured through the development of a qualitatively new component of the content of preschool education - the experience of self-knowledge, considered as an integral part and the basic foundation of a broader, personal experience. The experience of self-knowledge is presented in the form of integration of the experience of communication with adults, the experience of communication with peers in the space of children's subculture and the experience of mastering the subject space.

7. Technological support for the implementation of this model in preschool includes a system of pedagogical tools:

the first stage: dominated by situations focused on the child's indirect knowledge of himself in the process of mastering the experience of interaction with adults. At the second stage - pedagogical situations are aimed at the child's knowledge of his psychological features and playing a leading role in the process of identifying a child with their own kind. The third stage is dominated by situations aimed at the child's awareness of his uniqueness through an emotional and value attitude towards others.

The scientific novelty of the study lies in the fact that it poses and solves the problem of building the concept of preschool education on a qualitatively new basis - through the formation of the experience of self-cognitive activity, recognizing as the starting point in the organization of the pedagogical process its focus on the child, on teaching him the ability to take care of himself, recognize their feelings and states, enter into a dialogue with adults and peers about experienced personal problems. This is achieved through the development of the image of the self in preschoolers. Within the framework of this concept, the image of the self is considered as a set of individual ideas about oneself, associated with self-esteem and determining the choice of ways of behavior in society.

For the first time in pedagogical theory, the image of the Self, as a personal formation, was revealed as an integral system of its main components and features of their interpretation in relation to the period of preschool childhood (cognitive - knowledge about oneself and others, evaluative - assessment of oneself and others, behavioral - attitude towards oneself and others). others). This made it possible to characterize the image of the Self as the core basis for the development of the personality and the priority goal of preschool education.

The content of the cognitive component has been developed, its role in the development of the self-image of a preschooler has been described; researched and described internal and

external sources of the formation of a child's knowledge about himself in the period of preschool childhood.

The genesis of the development of the concepts "I-concept" and "I-image" is investigated. Their essential characteristics and specific content are revealed, taking into account which allows for effective pedagogical management of the formation and development of the image of the self in preschool childhood.

The study proves that the productive development of the self-image of a preschooler can be ensured by including in the content of education a qualitatively new type of personal experience - the experience of self-knowledge, which we consider as a set of experience of the child's relationships with adults and other children, supported by participation in joint activities.

It has been established that the leading mechanism for the formation of the self-image of preschoolers is self-knowledge, which reflects the complex contradictory nature of a child's development at different age stages: from identification with peers to opposing oneself to a group of peers. On the basis of this mechanism, a situational-stage model of the process of developing the self-image of preschoolers is substantiated and appropriate technological support has been developed.

The theoretical significance of the results of the study lies in the fact that the concept of the development of the child's self-image presented in it makes a significant contribution to the further development of the theory of personality-oriented education. Substantiation of the content of the process of development of the child's self-image in a preschool institution made it possible to adjust the goals of preschool education as a whole. The essential characteristics of situations of self-knowledge developed in the dissertation, as well as specific pedagogical means that contribute to their creation, are essential for the theory of preschool education. A model for constructing the pedagogical space of a preschool institution, which ensures the functioning of the mechanism of self-knowledge, is presented. The conclusions obtained in the study about the goals, content, means and conditions that contribute to the development of a child's self-image contribute to the solution of one of the priority tasks of preschool education at the present stage - increasing the role and status of self-valuable preschool childhood in holistic development personality, its successful socialization and adaptation in the modern socio-cultural space.

The practical significance of the results of the study is determined by the possibility of widespread use in the mass practice of preschool education of the results obtained and recommendations for improving the traditional system of preschool education.

The situational-stage model of the pedagogical process developed and experimentally tested in the study allows the educator to rethink the traditional logic of building education in a preschool institution, to highlight new priorities and value orientations in it. The technological description of the tools presented in the study that contribute to the expansion of the methodological arsenal of teachers of preschool institutions, which are still not sufficiently used in mass practice (organization of correctional and developmental games, dialogues on personal topics, reflection of self-cognizable activity, technology of constructive conflict resolution, inclusion in pedagogical space of parents, stimulating the verbalization of children's feelings, etc.). For higher education, the program of a special course (volume - 66 hours) on research issues developed by the dissertation and tested at the Department of Preschool Pedagogy and Psychology of the Volgograd Pedagogical University and in the system of advanced training of employees of preschool educational institutions has practical value.

The reliability of the research results is determined by the validity of the initial theoretical and methodological positions, including an appeal to related branches of knowledge (philosophy, psychology, etc.), a sufficient sample size in the diagnostic experiment (about 1300 pupils of kindergartens and progymnasiums), a wide approbation of the proposed pedagogical technologies and sustainable the repeatability of the main results of the formation of the self-image of preschoolers during experimental work on various experimental sites, the use of mathematical methods in processing the results of the study.

Approbation of the research results. The results of the study in 1991 - 2001 repeatedly reported as a dissertator at international, Russian and regional scientific and scientific-practical conferences in Volgograd, Moscow, St. Petersburg, Astrakhan, Elista, Perm, Maikop, Stavropol and others. emotional development child in the preschool period” (St. Petersburg, 1999), international scientific and practical conference “Ethnopedagogy and ethnopsychology in the modern system of national education and upbringing” (Elista, 2000), interregional scientific and practical conference based on the Faculty of Pedagogy and Methods primary education and preschool education of the Volgograd State Pedagogical University (dissertation candidate - chairman of the organizing committee of the conference) in October 2000, at meetings of the Volgograd City Scientific and Methodological Council of Preschool Education Specialists (the dissertation candidate is its chairman), at the international scientific and practical conference "Concepts and technologies of ecological and health-saving education" (Volgograd, 2001) on the basis of preschool institution No. 198 - the main experimental site of the study; in speeches at theoretical and methodological

seminars of the Volgograd State Pedagogical University, Volgograd State Institute for Advanced Studies of Educators. Under the scientific guidance of the author, one Ph.D. thesis was prepared for defense.

Research base. The experimental part of the work was carried out with the direct participation of the dissertator on the basis of preschool educational institutions No. 55, 95, 156, 170, 198, 200, 373 of the city of Volgograd, No. gardens r.p. Ilovlya, Frolovo, Settlement of the Volgograd region, preschool institution No. 271, progymnasiums of the Krasnooktyabrsky and Soviet districts of Volgograd; on the basis of preschool groups at the Faculty of Pedagogy and Methods of Primary Education and Preschool Education of the Volgograd State Pedagogical University, with students from the Department of Preschool Pedagogy and Psychology of the VSPU, the Volgograd Pedagogical School No. 1, the Industrial Pedagogical and Volga Pedagogical Colleges; students of the courses of the Volgograd State Institute for Advanced Studies.

The volume and structure of the dissertation.

The work with a total volume of 395 pages consists of an introduction (20 pages), four chapters (304 pages), a conclusion (9 pages), a list of references (319 titles) and applications (2); the text is illustrated with figures (3), tables (12).

Objectivist approach in understanding the essence of the "I" of a person

Highlighting the significance of knowledge, Bacon (27) and Descartes (75, 76) marked the beginning of the split of all reality into subjects and objects. The subject was considered as the bearer of the cognitive action, and the object was considered as what this action is aimed at. The subject in Descartes' system is the thinking substance - "I". Descartes realized that the "I" as a special thinking substance must find a way out to the objective world. In other words, epistemology should be based on the doctrine of being - ontology. Descartes solves this problem by introducing the idea of ​​God. God is the creator of the objective world, he is also the creator of man.

From a theological point of view, the formation of a person as a whole is the realization of his Prototype - the image of God in his individual life; this is the ultimate goal and meaning.

We find a continuation of these ideas in the works of the Dutch philosopher B. Spinoza (260). Contrasting two forms of cognition, sensual and rational, Spinoza draws a clear distinction between the instruments they operate with. The results of sensory cognition - sensory representations - have a complex composition, since they inevitably reflect the nature of external bodies through the prism of perception. human body. As a result of this method of cognition, ideas about the state of external bodies turn out to be bizarrely confused with ideas about the state of a person’s own body. In ideas of this kind, the objective cannot be separated from the subjective. This is the source of the purely individual character of sensual ideas about one's own ego.

The fundamental difference between the theological paradigm is, first of all, that the “subject” of its consideration is the whole person, in the fullness of his being. It provides fundamental answers to questions about the origin, essence and purpose of man. And yet, recognizing God as the source and guarantor of human self-consciousness, theology - as the doctrine of the Deity - speaks to a lesser extent, and sometimes indefinitely, about a real person. Speaking in modern terms, the mechanisms of acquisition and accumulation of ideas about oneself by a person remain unclear.

Unlike theological views, where the source and determining factor of human development is God, in the philosophy of naturalism, nature itself is a universal, single principle of explaining human essence. According to this principle, heredity is considered as the initial basis in the understanding and origin of any mental phenomena. The formation of mental functions, abilities of a person, forms of his behavior is considered as unfolding in time and embodiment in bodily structures of some pre-existing biogenetic program. The theoretical scheme describing the processes of development is the relationship "organism - environment", and the carrier of these processes is a person as a natural individual.

Recognizing the significant impact environment on the development of mental structures, naturalism attaches decisive importance to hereditary mechanisms, innate inclinations, bodily organization - the genetic program as a whole. The environment, by virtue of its alienation to the organism, is, although important, but only an external circumstance in the lifetime development of the psyche. It does not meaningfully determine the process of development, but only modifies it within the framework of the adaptation of the natural individual to the conditions of his existence.

The naturalistic paradigm in the psychology and pedagogy of development takes shape in a very specific way. Development is understood as a spontaneous, natural process. The change of periods, stages of development, the sequence of appearance of mental functions and psychological structures, the level they reach in the course of development, are considered as a consequence of biogenetic shifts. In this paradigm, development is correlated with the process of growing up, which occurs under the influence of heredity and environment.

Naturalism in psychology sets the boundaries and methodological foundations for theories of non-intervention in the processes of mental maturation by means of pedagogy.

From here it can be understood that the image of the Self is inherent in a person from the very beginning, and attempts to influence its development and formation turn out to be fruitless.

One of the first teachers-philosophers who substantiated the principle of natural conformity in education was Ya. Comenius (117). In this he followed the traditions laid down by his predecessors. First of all, F. Rabelais and Montaigne (226). At Ya.A. Comenius, man appears as a "microcosm". Such a view recognized the dependence of personality development on the global laws of nature. Natural in man, considered Ya.A. Comenius, has an independent and self-propelled force. Hence his principle of independence of the pupil in the comprehension and active development of the world. For its time, the requirement of natural education, of course, was a huge step in pedagogy.

The ideas of free education are also not alien to modern pedagogical science. In the early 1990s, during a period of turbulent changes in the socio-economic life of our society, interest in the pedagogical heritage of the theorists of free education was clearly marked. However, in this process, teachers failed to avoid serious "punctures" and mistakes. One of the main problems was the underestimation of the personality of the adult himself in the pedagogical process. He began to be regarded as an observer and creator of the subject-developing environment. The limited functions led to the fact that the pedagogical process began to be spontaneous, uncontrollable. "With this approach, the child appears as containing the tendencies of self-development, as a self-developing subject" (212, p. 12). However, the derogation of the function of an adult leads to disharmony in the pedagogical process. Only Team work adults and children, their cooperation in real, live contacts with each other can ensure the creation of an environment in which self-knowledge and mutual knowledge of the child and the educator take place.

Study of the problem of "I" of personality in foreign psychology

More deeply and in detail the theme "I" is presented in foreign psychology. Already in 1956, E. Erickson identified the problem of finding an answer to the question "Who am I?" as a priority for the normal life of each individual. Considering psychosocial identity, he characterized it as a necessary condition for maintaining the health of the individual, his internal integrity and stability.

Today in scientific developments such genetically related terms as "self-consciousness", "self-knowledge", "self-attitude", "self-esteem", "I", "I-concept", "identity" are most often used. Although all of them are interconnected, their ratio and significance vary among different authors. This gives rise to certain difficulties and problems in identifying and analyzing the structural components of this personal formation. Based on the foregoing, we define the tasks of the second chapter as follows: Analysis of scientific approaches to the essence and structure of the image of the Self in psychological science; Identification of the general, special and particular in the analyzed concepts; The development of basic philosophical positions in the psychological theories of the formation of the image of the I of man. Taking into account the multiplicity of directions for studying the problem of the "I" of a person in foreign psychology, let us dwell on the analysis of the phenomenon under study in the framework of approaches that reflect a different vision of the problem. Humanistic direction One of the most fundamental theses of modern humanistic psychology is that each person must be studied as a single, unique, organized whole. A similar point of view was expressed in his writings by one of the prominent representatives of this trend, K. Rogers. He emphasized that behavior can only be understood if one addresses the whole person. Man behaves as an integrated organism, and this unity cannot be reduced to the constituent parts of his personality (Rogers, 1959, 1961). The self-concept is central to Rogers' approach. K. Rogers began to create his theory by no means from the recognition of the importance of one's own "I" in human experiences. He began by presenting the self as "an obscure, ambiguous, scientifically meaningless term" (Rogers, 1959). Gradually, however, Rogers recognized that the self is a significant element in the human experience and that the subject's goal is to achieve his "real essence." The self or "I concept" (Rogers used these terms interchangeably) is defined as: an organized, coherent conceptual gestalt composed of perceptions of the properties of the "I" or "me" and perceptions of the relationships of the "I" or "me" with other people and with various aspects of life, as well as the values ​​associated with these perceptions. It is a gestalt that is available to awareness, although not necessarily conscious (Rogers, 1959).

Thus, "I" is a differentiated part of the phenomenal field or field of perception of a person, which consists of conscious perception and values ​​of "I". "I-concept" means a person's concept of what he is. "I-concept" reflects those characteristics that a person perceives as part of himself. For example, a person may perceive himself as: "I am smart, loving, honest." From a phenomenological point of view, the self-concept reflects how we see ourselves in relation to the various roles we play in life. These role images are formed as a result of interaction between people. Consequently, the "I-concept" may include a certain set of images of the "I" - a parent, spouse, student, employee, manager, athlete.

"I-concept" includes not only a person's perception of himself as he is, but also how he believes he should and would like to be. This last component of "I" is considered as "I-ideal". According to Rogers, "I-ideal" reflects those attributes that a person would like to have in the future. This is the "I" that a person most values ​​and strives for.

Roger's concept of "I" can also be explored in terms of various properties and functions. To begin with, Rogers postulated that the "I-concept" comes from the general laws and principles of perception. This means that the structure of the Self operates in terms of perceptual processes such as figure-ground, completion, and similarity. Secondly, Rogers believed that the "I-concept" is spatial in nature, and believed that it is an organized, logically coherent and integrated system of perception of "I". So, for example, although the "I" is constantly changing as a result of new experience, it always retains the quality of an integral system, a gestalt. No matter how much people change over time, they always have inner feeling that they remain the same people at any given time. That is, we are talking about the presence in the structure of the "I-concept" of the core component, which serves as the basis for the formation of the main features of the human personality; this is what distinguishes a person from others like him. This idea later found its development and substantiation in the works of the Russian psychologist M. I. Lisina and her school.

The "I-concept" is not a "little man in the head" that controls a person's actions. "I" does not regulate behavior; on the contrary, it symbolizes the main part of the conscious experience of the individual. " This idea of ​​Rogers is fundamentally different from those ideas that are based on the attitude to the "I" as the regulator of human behavior in society.

"I-concept" in the works of the famous American scientist A. Maslow is considered in connection with the self-actualization of personality. He believes that the firm foundation of the value system of a self-actualizing personality is its philosophical concept of the nature of its "I", human nature in general, social life and physical reality. If, according to Maslow, self-actualization is a constant process of developing one's potentialities, then it is a continuous process of self-knowledge.

A person recognizes himself in different circumstances. The most significant of these are election situations. "You cannot choose life wisely if you do not dare to listen to yourself, to your own self, at every moment of life" (31, p. 27). A. Maslow's use of different terminology when considering the "I" ("I", self) confirms the absence of a differentiated approach to the designation of this concept. However, a more commonly used definition is "I". It symbolizes the value system of a self-actualizing personality, its uniqueness and uniqueness. From the analysis of the essence of human nature, A. Maslow comes to the definition of self-actualization.

The formation of the "I" of the child in the interpretation of humanist teachers

This problem was rather vigorously discussed at the beginning of the 20th century by humanist educators (J. Korchak, A. Neill, S. Frenet, E. Kay, M. Montessori, E.I. Tikheeva, E.A. Arkin, etc.). According to their firm conviction, there should be no antagonism in relations between adults and children that impedes the self-actualization of the child's personality. In order for princes, which are all children, to grow into kings as a result, notes E. Kay, you need to treat him like a king in childhood, i.e. respect in him the personality and originality of his human "I". In such a relationship, according to the supporters of humanistic education, the individual changes both at the conscious and at a deeper level of his personality and can cope with the difficulties of life more constructively and rationally, which brings him great satisfaction. This happens because in such relationships a person becomes more valuable and effective. He changes his perception of himself. He evaluates himself more realistically, controls himself better and is more confident in himself. At the same time, he perceives other people better, becomes more open. If the teacher, when interacting with the child, creates such a psychological climate, then the child will be more self-governing, creative, socialized and less restless. The main task of the teacher is to be himself every moment of time and to affirm the uniqueness of another person - the child. That is, love the child in yourself, and not yourself in the child.

The complexity of the unconditional acceptance of a child, according to A. Neill, lies in the fact that, in principle, only one who lives in harmony with himself can fully accept another person, since it is in these conditions that the miracle of self-acceptance occurs (A. Neill, 1980, p. .114).

Anthropocentricity of the goal of education (ie, placing a growing person in the center of the educational process and subordinating all means and methods to its development) implies a change in the position of the child in his self-development. It is about harmonizing relations with one's own "I". Humanist educators recognize that for the optimal development of the child, his positive attitude towards himself, which implies self-esteem, a sense of self-worth, self-acceptance, is necessary. A positive attitude towards oneself not only does not prevent a positive attitude towards other people, but is also its necessary condition. Giving yourself the right to be as you are naturally leads the child to give others the right to have a different point of view. As you can see, in this regard, the humanistic concept of E. Kay, A. Neill is closely related to the position of representatives of the subjectivist trend in philosophy, where an important place is given to the recognition of the freedom to realize the "I-concept" of a person.

A prerequisite for cultivating self-respect in a child is the teacher's belief in the purity, beauty and harmony of children's nature. Developing the theory of self-respect, A. Neill proposed to approve a new religion, which would be based on self-knowledge and self-acceptance. He notes that the condition of love for others is love for oneself. The result of the attitude towards the child under the burden of original sin is self-hatred, and, consequently, hatred towards others.

Only in a person with optimally developed self-esteem, faith in one's own strengths and capabilities, trust in oneself and the world, independence, an honest attitude towards oneself, and the desire for sincerity in the manifestation of one's feelings are strongly expressed. At the same time, such a child has less pronounced fear and anxiety, fear of failure, negative assessments, guilt, a feeling of being neglected, offended and defenseless.

The experience of humanist teachers allows us to assert that a positive attitude towards oneself not only does not interfere with a positive attitude towards other people, but is also its necessary condition. Giving oneself the right to be who one is naturally leads the child to give others the right to have a different point of view.

A. Neill, S. Frenet, E. Kay considered children's sense of their self-worth to be an important prerequisite for the development of their self.

It should be noted that in the writings of teachers of the early 20th century, the term "image of the Self" is not used as such. However, the used category "I" is quite consistent with the meaning that we put in the "image of I". In most cases, we are talking about self-development and self-education. Nevertheless, approaches to determining the conditions for rational relationships between educators and pupils allow us to talk about the formation of the image of I.

The list of conditions that ensure the formation of selfhood includes the creation of a situation of success in the pedagogical process. S. Frenet noted that failures are one of the main barriers to the development of children. "A person cannot exist without successes, which, regardless of their nature, contribute to his vital self-affirmation" (S. Frenet, 1990, p. 156).

Target and content aspects of the formation of the image of a preschooler

In pedagogical science and practice, the process of education is generally accepted to begin with the formation of a child's motivation for another. "To teach children to behave with restraint, to be sensitive to others; to form the ability to subordinate their desires to the requirements of adults, etc." (chapter: " middle group"Programs of education and training in kindergarten ed. N.N. Poddyakova, M., 1984, p. 89.).

In substantiated E.V. Bondarev's methodological guidelines in the development of the education system emphasize the idea that the main contradiction of human development at all age stages is the contradiction between social and biological, natural principles. However, Soviet pedagogy was guided in education only by the idea of ​​the social essence of a person, the development of his personality as a member of society. This is a misconception, says E.V. Bondarevskaya, is firmly rooted in the practice of school education (42, p. 103). It should be emphasized that the ideas about the priority of the social in the upbringing of the child also apply to the sphere of preschool education.

In our study, we proceed from a different point of view, since we believe that in preschool childhood the educational process should be focused on the child, on teaching him to take care of himself, the ability to recognize his feelings and states, to enter into a dialogue with an adult about the personal problems he is experiencing. .

Children are inherently egocentric, and it is impossible not to take this into account in education. The result of opposition to the natural essence of the child may be its suppression, but not change (E. Kay, 1905). The well-known French teacher S. Frenet considered the child's focus on himself as a desire to calmly "settle down" in this world and believed that he should not be disturbed, demanding attention and care for others (Frene S, 1990).

In the works of V.V. Zenkovsky, it is noted that, only by discovering the inner world in himself, the child comes to the consciousness that other people also have their own inner, non-social world, closed to others.

A similar point of view is shared by D.I. Feldstein (274, 275, 276). He believes that in preschool age, the child masters two important positions. In the first, where the emphasis is on oneself, the child's desire to understand his "I" is reflected - what is "I" and what can I do. The second concerns the awareness of oneself as a subject of social relations.

Only by learning to see individuality in himself, to recognize his feelings and states, the child will be able to treat others with understanding and respect.

However, so that the pedagogical process does not acquire a one-sided character, i.e. was not unidirectional in the direction of meeting the needs of the child, it must be borne in mind that the development of the self-image is a reflected process. According to S.L. Rubinstein, a person realizes his independence only through his relationships with the people around him, and he comes to the knowledge of his own Self through the knowledge of other people.

Based on philosophical ideas, psychological and pedagogical research on the problem of the image of the Self, as well as state of the art preschool education, we came to the conclusion that it is possible to build a new conceptual approach, in which the image of the Self acts as one of the priority goals of preschool education, and on the other hand, as a mechanism that ensures the holistic development of the personality of preschoolers.

For a long time, the educational and disciplinary model of communication between an adult and children dominated in preschool education. Its goal was to equip preschoolers with knowledge, skills and habits, to instill obedience. The main task for the teacher was the implementation of the program. The program was presented for a long period in one version, edited by M.A. Vasilyeva. The program did not provide for the development of children's activity. The result of one-sidedly directed pedagogical activity was the emergence of mutual alienation of children and adults, on the basis of which distrust and negativism were manifested in relations.

In the Concept of preschool education, approved in 1989, a fundamentally new, personality-oriented approach to the child was defined as the main direction of state policy in updating the system of preschool education. The recognition of the inherent value of the period of preschool childhood led to a number of important changes in the development and justification of psychosaving programs and technologies for preschoolers. New educational programs the authors proclaim - the development of the personality of the child, and knowledge, skills and abilities are considered as a means of achieving the goal.

At the heart of the implementation of the proposed programs ("Rainbow" edited by T.I. Doronova; "Childhood" edited by V.I. Loginova; "Development" edited by L.A. Venger and others) is a student-oriented model communication between adults and children. Its purpose is to promote the development of the child's personality as a person. This involves solving the following tasks: the development of the child's trust in the world, a sense of the joy of existence, the formation of the basis of personal culture, the development of the child's individuality. As the expected results are called: the development of abilities, the rights of the child, taking into account his age and individual capabilities.

Unconditionally accepting the ideas of the concept of preschool education formulated by V.V. Davydov and V.A. Petrovsky (1989), it should be noted that they are of a strategic nature and determine the priorities for the development of preschool education in general. Taking into account the accumulated theoretical knowledge and the results of the experimental study on the nature and significance of the self-image as a core component, the basis for personality formation, we believe that one of the goals of preschool education should be the development of the self-image of a preschooler.

The need to know oneself is one of the fundamental human needs. This knowledge creates the basis, the foundation for launching the mechanisms of self-development and self-realization. At preschool age, self-knowledge helps the child feel confident and comfortable in the company of peers and in communication with adults; successfully overcome the process of entering the society and subsequent adaptation in it (134, 136, 137). The image of the Self retains the qualities of an integral system, despite the constant acquisition of new experience by the subject. Taking into account that the foundations of personal development are laid in childhood, the significance of the predominance of positive information about oneself in the preschool period becomes obvious. "If the 'I' is trained to feel 'bad', then the result will be self-hatred" (255, p. 77). On the basis of analysis, and, subsequently, introspection, the child forms an image of himself.

Currently, one of the priority goals of preschool education is the formation of a holistic harmonious personality of a preschooler. The solution of this problem is productive in the conditions of a holistic pedagogical process, aimed not only at the intellectual, moral and aesthetic, physical development but also on the child's knowledge of his own spiritual potential, his personal essence.

Until now, pedagogy has not paid sufficient attention to the process of forming the image of the "I" of the child. Based on the research of M.V. Korepanova, by the image of "I" we mean the totality of the child's developing ideas about themselves, associated with their self-esteem and determining the choice of ways to interact with society.

When studying the features of the formation of the image of "I", it is necessary to take into account the sensitivity of the period of preschool childhood, its influence on the nature of the child's interaction with peers.

Modern research materials show that the child's ideas about himself and his attitude towards himself are not innate, but arise in the course of communication. The formation of the image of the "I" of the child fully depends on the information that his immediate environment provides him: the world of adults and the world of peers.

At preschool age, the child's ideas about himself are formed in relation to the images of other children. There is a close interweaving of the experience of individual activity and the experience of communication. The child watches other children with curiosity, jealously compares their achievements with his own, discusses with interest his own affairs and the affairs of his comrades with his elders. Gradually, the importance of communication with partners in the game increases so much that it makes it possible to single out the process of communication between a child and peers as one of the leading factors in the formation of personality and self-awareness, especially in the first seven years of a child's life. Contacts with peers greatly enrich the experience of self-knowledge of the child, deepen his attitude towards himself as a subject of activity. Therefore, we turned to the study of the essence and patterns of this process. For this purpose, a model of the process of the stage-by-stage formation of the image of the "I" of preschoolers in communication with peers was developed.

The first stage was devoted to self-knowledge through joint games and activities with peers, expressed in the presence and nature of ideas about oneself and others. It is important for a child to understand how similar he is to those around him, how this similarity manifests itself, and whether it is good to be like the children around him.

The second stage is aimed at the formation of an adequate self-perception in the child through overcoming the contradictions between positive self-presentation and assessment by his peers. We believe that a holistic self-image can be formed only if the child learns to listen to his own feelings, to talk about his feelings and experiences. It is still difficult for a preschooler to understand the close connection between the states he experiences: pain gives rise to negative feelings in him, and doing what he loves improves his mood. Games and training exercises help to cognize the inner world of feelings and states, learn to analyze them and manage them. The ability to reflect on their feelings encourages the child to take into account the wishes of others and to subordinate their behavior to generally accepted rules.

The third stage was devoted to the process focused on the allocation of their "I" by preschoolers, on opposing themselves to others in order to determine a worthy place in a variety of social relations. The work of the preschool educational institution at this stage is to provide preschoolers with a new level of self-awareness, which is expressed in a holistic true understanding of themselves, accepting themselves as a unique, unique person.

Thus, the child's awareness of his "I" is a decisive moment in the holistic development of the personality of a preschooler. It seems necessary to include in the content of preschool education the experience of self-knowledge of preschoolers, which will contribute to the development of independence in children, self-confidence and the results of their activities in the play space of the children's community.

Features of the self-concept of an infant child

Self-concept is a generalized idea of ​​a person about himself, his attitude towards himself. The self-image is called the “I-image”, and the attitude towards oneself is called self-esteem. In this way, the beginning of the formation of the self-concept in young children means the beginning of the formation of their self-consciousness.

At the age of three months, the child begins to show interest in exploring his own body. He examines with great interest his hands and fingers on them, his feet, actively using his mouth for this. Then he moves on to mastering the movements of his arms and legs, especially for movement, which occurs at the age of 6 months. In this way, he gets bodily self-image, by 8 months - outer self-image, the creation of which is facilitated by looking at oneself in a mirror, and after eight months - distinguishing in it one's reflection from the reflection of others.

The self-image develops in infants in the process of communication with adults and on the basis of individual experience. By the age of three, many children have fairly clear and accurate ideas about themselves and their capabilities. True, ideas about others and about oneself are still unstable and fuzzy and can change under the influence of adult assessments.

After 6 months, the child, on the basis of the attitude of parents towards him, in the self-concept forms its second component - self-esteem, as a result of which he can experience the feeling of "I-beloved", "I-desired".

Features of the self-concept of a young child

Constant communication between an adult and a child leads to the fact that ma l ysh 2.5-3 years old begins to realize himself as a separate person.

First, he refers to himself in the third person. Then he begins to use the pronoun "you", referring to all people in this way. And only then om understands that "I" can refer to himself. From this moment begins the process of formation of self-consciousness. Its beginning depends on how well the climate in the child's family is. Where there is rudeness, aggression, the child begins to say "I" quite late.

A child's awareness of his Self is a decisive moment in the development of his personality. Therefore, it is very important to take care of how this I will be, how the child will evaluate himself. The attitude of the child to himself, high or low self-esteem is determined, first of all, by the attitude of his family members, especially the mother, towards him. The warm attitude of the mother to the child, accepting him as he is, creates the basis for the formation of high self-esteem in him. Hence it is important to show the child that he is desired, loved. An indifferent attitude, not to mention a negative one, rejection of a child has a very negative effect on the development of his personality. Therefore, even if parents scold and punish the child, they do less harm than if they show complete indifference to him.

At the same time, excessive love and overly caring behavior of parents, as well as rejection of the child, lead, as a rule, to a deformed development of the personality, to the emergence of inferiority complex. Children who are overly pampered and indulged by their parents become insecure about their abilities, because others did everything for them. Rejected children understand that they are unwanted in the family, and therefore they have a lack of confidence in their usefulness.

In the second year of life, the bodily self-image continues to form. At 18 months, the child already understands that he sees himself in the mirror; and does not need to be prompted to realize this.

By the age of two, a child's knowledge of himself expands even more. He can already, standing in front of the mirror, admire himself. His consciousness includes such concepts as beauty, neatness, accuracy, which he begins to try on for himself.

An important place in the formation of the self-concept at this age is child's name. Even before he begins to speak, he already knows his name and responds to it. Later, the name is included in his self-concept. The name for him is a means of his individualization, distinguishing himself from others, a symbol of himself. If a child likes his name, then usually he likes himself, and vice versa. For many children, the beginning of self-concept formation coincides with the discovery that they have a name.

By the age of one and a half years, the self-concept includes the child's awareness of his belonging to one gender or another. However, even at the age of two, he cannot substantiate this affiliation, does not associate it with biological characteristics.

By the age of three or four, he understands that this is his permanent characteristic, since he already knows that gender does not change with age, with a change of clothes or occupation. Children over the age of four are well aware of the requirements for boys and girls, and plan their future based on belonging to one sex or another.

Another component of the self-concept is self-esteem. In children of this age, it is formed under the influence of both the assessments of adults and peers received in the process of playing with them.

Elegance makes the character of people heavy, quick-tempered and very impressionable to trifles; on the contrary, the excessively rude enslavement of children makes them humble, hating people, so that, in the end, they become unsuitable for living together (Plato . Sobr. cit.: In 4 vols. M.: Thought, 1994. V. 4. S. 24).

A child experiencing an inferiority complex seeks to compensate for it. This compensatory approach is superiority complex, that is, an exaggerated desire to overcome, a consciousness of one's inferiority.

The formation of the child's personality is also influenced by the genetic factor, in particular temperament.

An important role in shaping the child's ideas about himself, his self-esteem ("I am good" or "I am bad") is played by the statements of adults about him. Excessive emphasis on the negative aspects that a child has will lead to a decrease in his self-esteem, to an underestimated level of claims, and an excessively high assessment will lead to an overestimation of his capabilities, to an overestimated level of claims.

Introduction

Chapter 1. Theoretical substantiation of the problem of the influence of computer games on the formation emotional sphere in older children preschool age

1. The problem and concept of the emotional sphere of preschool children in domestic and foreign literature

2. Analysis of psychological literature on the study of the problem of computer games

3. The influence of computer games on the formation of the emotional sphere in children of senior preschool age

Chapter 2. Experimental study of the influence of computer games on the formation of the emotional sphere in children of senior preschool age

1. Organization and methods of studying the influence of computer games on the formation of the emotional sphere in children of senior preschool age

2. The results of an experimental study on the study of the influence of computer games on the formation of the emotional sphere in children of senior preschool age

Conclusion

Bibliography

Application

Introduction

Preschool childhood is a very short period in a person's life, only the first seven years. But they are of lasting value. During this period, development is more rapid and rapid than ever. From a completely helpless, incompetent creature, the baby turns into a relatively independent, active person. All aspects of the child's psyche receive a certain development, thereby laying the foundation for further growth. One of the main directions of mental development in preschool age is the formation of the foundations of personality, which includes the moral development and upbringing of the child, and this must begin with the development of the emotional sphere. The development of the emotional sphere is facilitated by all types of child activities and communication with adults and peers, and in recent times communication with a computer.

The computer, being the most modern tool for processing information, can also serve as a powerful technical tool for teaching and play the role of an indispensable assistant in the upbringing and general mental development of preschoolers.

Communication of preschool children with a computer begins with computer games. One of the most important functions of computer games is educational. Computer games are designed in such a way that a child can imagine not a single concept or a specific situation, but get a generalized idea of ​​all similar objects or situations. Thus, he develops such important operations of thinking as generalization and classification.

Classes of children on the computer are of great importance not only for the development of the intellect, but also for the formation of the emotional sphere of the child.

Communication with a computer arouses a keen interest in children, first as a game activity, and then as a learning activity.

During the study, a certain contradiction arose: despite the fact that the study of the formation of the emotional sphere of preschoolers has always received great attention in the psychological and pedagogical literature, this problem still remains in the attention, and scientific, empirical and methodological developments on the problem of the influence of computer games on the formation of the emotional sphere in children of older preschool age is still not enough.

The desire to find ways to resolve this contradiction determined problemresearch - study of the influence of computer games on the formation of the emotional sphere in children of senior preschool age.

Relevance and practical significance determined the choice Topics: "The influence of computer games on the formation of the emotional sphere in children of senior preschool age."

An objectresearch - the emotional sphere in children of senior preschool age.

Subjectresearch - the formation of the emotional sphere in children of senior preschool age.

Purpose of the study- to show the influence of computer games on the formation of the emotional sphere in children of senior preschool age.

Research hypothesislies in the assumption that certain computer games can positively influence the formation of the emotional sphere in children of older preschool age.

Based on the goal of the study, the definition of its object, subject, hypothesis, the following were formulated tasks:

1. Consider the concept of the emotional sphere of preschool children in domestic and foreign literature.

To analyze the psychological literature on the problem of computer games.

To check the effectiveness of the influence of computer games on the formation of the emotional sphere in children of senior preschool age.

The methodological basis of the study on the problem of the influence of computer games on the formation of the emotional sphere of the child was the work of the authors: S.L. Novoselova, G.P. Petka and others. The problem of the influence of computer games on the formation of the emotional sphere is significant for many domestic and foreign authors. The first attempts to describe the influence of computer games on the formation of the emotional sphere of a person were presented in the works of Yu.V. Fomicheva, A.G. Shmeleva, I.V. Burmistrov.

Today, the influence of computer games on the formation of the emotional sphere is the object of research by such authors as A.S. Shapkin.

To solve the tasks and test the hypothesis put forward, the following methodsresearch:

Theoretical methods: analysis of psychological and pedagogical literature;

Empirical methods, including testing, formative experiment, data processing methods: quantitative analysis using methods of mathematical statistics and qualitative analysis of research results.

The study was conducted on the basis of preschool educational institution No. 24 in the city of Ishim and included three stages:

stage. Staged - at this stage, the psychological and pedagogical literature on this topic was studied, analyzed, the conceptual apparatus, tasks were determined, the goal was set, the object, subject was designated, a hypothetical assumption was put forward.

stage. Pilot-experimental - the obtained material is systematized, methods and techniques are selected, the procedure for applying the techniques is determined, the interpretation of the results obtained, the development and application of a transforming experiment.

stage. Design and implementation - approbation of the results of the study, adjustment of the work, literary design.

The scientific novelty of this work is as follows:

In order to improve the development of the emotional sphere of children, a methodology has been developed that includes elements of the formation of the emotional sphere through computer games.

The influence of computer games on the formation of the emotional sphere in children of senior preschool age was determined.

theoretical significance. The results of the experiments carried out complement the theory and methodology of developmental work with children, and also indicate the possibility of using computer games in the education of the emotional sphere.

The structure of the work: the course work consists of an introduction, two chapters, a conclusion, a list of references and an application. The total amount of work is 40 pages of computer text.

Chapter 1. Theoretical substantiation of the problem of the influence of computer games on the formation of the emotional sphere in children of senior preschool age

1.1 The problem and concept of the emotional sphere of preschool children in domestic and foreign literature

Emotions cover a wide range of phenomena. So, P. Milner believes that although it is customary to distinguish emotions (anger, etc.), nevertheless they reveal much in common and their separation is rather arbitrary. One of the reasons for their development is the varying degree of connection between subjective experiences and excitation of receptors. On this basis, such states are usually designated as sensations. The state of fear, anger is difficult to associate with the excitation of receptors, and therefore they are designated as emotions. Another reason why emotions are opposed to general sensations is because they occur irregularly. Emotions often arise spontaneously and depend on random external factors, while hunger, thirst arise at certain intervals. However, both emotions and general sensations arise as part of motivation as a reflection of a certain state of the internal environment, through the excitation of the corresponding receptors. Therefore, their division is conditional and is determined by the peculiarities of the change in the internal environment.

Do emotions and feelings develop throughout life? There are two different points of view on this issue. One argues that emotions can develop because they are associated with the functioning of the body and with such features of it that are innate. Another point of view expresses the opposite opinion - that the emotional sphere of a person, like many other psychological phenomena inherent in him, develops. These positions are compatible with each other. Elementary emotions, acting as subjective manifestations of organic states, change little. It is no coincidence that emotionality is considered to be one of the innate and vitally stable personal characteristics of a person.

But already with respect to affects, and even more so feelings, such an assertion is not true. All the qualities associated with them indicate that these emotions are developing. A person, moreover, is able to restrain the natural manifestations of affects and, therefore, is quite teachable in this respect too.

The emotional sphere is an important component in the development of preschoolers and younger schoolchildren, since no communication, interaction will be effective if its participants are not able, firstly, to "read" the emotional state of another, and secondly, to manage their emotions. Understanding your emotions and feelings is also important point in the development of the personality of a growing person.

With all its apparent simplicity, the recognition and transmission of emotions is a rather complex process that requires certain knowledge, a certain level of development from the child.

Psychological studies have shown that children of senior preschool age are generally able to correctly perceive the emotional state of a person (95% of the surveyed children aged 5-7 years, in general, correctly determine the emotions of other people). At the same time, children quite easily distinguish between joy, admiration, and fun and find it difficult to recognize sadness (this emotion was correctly named by half of the preschoolers surveyed), fear (only 7% of children gave correct answers), and surprise (only 6%).

Children, first of all, pay attention to facial expressions, not attaching importance to pantomime (posture, gestures). Thus, even older preschoolers have insufficient ideas about the emotional, internal states of a person and their manifestations.

The emotional sphere is the properties of a person that characterize the content, quality and dynamics of his emotions and feelings. Content aspects of emotionality reflect phenomena and situations that are of particular importance for the subject. They are inextricably linked with the core features of the personality, its moral potential, the orientation of the motivational sphere, worldview, value orientations, conscious volitional control. The content aspects of the volitional sphere are expressed in the abilities of a person, manifested in self-determination and regulation of their activities and various mental processes. The following are distinguished as the main functions of the will: the choice of motives and goals, the regulation of motivation for actions with insufficient or excessive motivation, the organization of mental processes into an adequate system for the activity performed by a person, the mobilization of physical and mental capabilities in a situation of overcoming obstacles in achieving goals.

By the senior preschool age, the child develops the main personal characteristics. Needs, interests and motives determine the behavior, purposeful activity and actions of the child. Success in achieving the goals desired for the child, the satisfaction or dissatisfaction of their current needs determine the content and characteristics of the emotional and volitional life of older preschool children. Emotions, especially positive ones, determine the effectiveness of teaching and raising a child, and volitional effort influences the formation of any activity of a preschooler, including mental development.

Thus, a child of senior preschool age should have a sufficient level of voluntary regulation of emotional states that accompany real situations, and be able to adequately experience the process of switching emotions; master such a structure of activity in which motives and goals are clarified, efforts are mobilized, mental activity is directed and regulated (1).

The problem of the development of emotions, their role in the emergence of motives as regulators of the child's activity and behavior is one of the most important and complex problems of psychology and pedagogy.

Research devoted to the study of the emotional development of the personality of a preschool child was carried out by many domestic and foreign scientists and researchers (G. M. Breslav, V. K. Vilyunas, A. V. Zaporozhets, K. E. Izard, Ya. Z. Neverovich, P.V. Simonov and others).

Domestic researchers (I. V. Alekhina, N. M. Amosov, P. K. Anokhin, M. V. Antropova, I. A. Arshavsky, A. Ballon, A. I. Zakharov, M. I. Koltsova, A. D. Kosheleva, N. L. Kryazheva, N. M. Matyash, T. A. Pavlova, N. A. Stepanova and others) associate the occurrence of problems in the emotional sphere of the child with a deficit, primarily of positive emotions.

It is possible to distinguish features of emotional development in preschool age:

1. the child masters social forms of expression of feelings;
2. the role of emotions in the child's activity changes, emotional anticipation is formed;
3. feelings become more conscious (in which the role of an adult is important), generalized, reasonable, arbitrary, out of situation;
4. higher feelings are formed - moral, intellectual, aesthetic.

True feelings are often hidden from a person, and this is a break in contact with one's own individuality - the impossibility of its awareness and expression. The reasons for this are many; as an example, we can cite social learning (some feelings are “good” and “pleasant”, while others are “bad” and “not pleasant”), the repression of unwanted emotions, etc. An essential reason is also the intellectual character of European culture; in the process of training and education, the main attention is paid to knowledge and understanding, while feelings and experiences are considered mainly as an object of volitional self-regulation. The whole grading system is based on what and how much the child knows and whether he behaves correctly; the manifestation of one's own feelings is considered as insufficient upbringing, evidence of insufficient intellectual development.

Awareness of one's own individuality is nothing but the awareness of one's own emotional reactions and states that indicate an individual attitude to what is happening.

Awareness of one's own emotional reactions and states does not come to the child automatically. Currently, a number of programs are being developed and implemented to improve social and emotional competence, aimed at developing self-awareness (recognition of one's own feelings), empathy, self-criticism, communication skills, self-confidence, the ability to resolve conflicts, etc.

From the point of view of the authors of the article “Emotional mechanisms of personal and creative development» interpersonal communication between a child and an adult acts as a mechanism for personal and creative development when its content is the emotional reactions and state of the child.

So, an important point in the child's awareness of his own emotional reactions and states is their naming by an adult; As you know, verbalization is the most important tool of awareness. However, naming can both adequately reflect the state of the child - and then it contributes to the child's awareness of his own emotional experiences, thereby contributing to the individualization of development, or inadequately reflect it, thereby preventing the child from understanding his emotional experiences and blocking the development of individuality.

For a child to realize his own emotional reactions and states, it is important for adults to accept or not accept these reactions and states. Accepting the emotional reactions and state of the child, the adult recognizes his right to experience exactly those feelings that he experiences, which further contributes to the child's awareness of his own emotions.

Any preschool teacher in his daily practice is constantly faced with the problem of the development of the emotional sphere in children of senior preschool age. Educational process in a preschool educational institution should provide emotional comfort, strong-willed behavior of the child, a psychological, stable positive climate, humane relations, personality-oriented communication, indicators of which are: a cheerful, active, emotionally positive state of the child, his successful adaptation in the future to a school institution and high willpower level.

Thus, the emotional development of a preschooler is associated, first of all, with the emergence of new interests, motives and needs. The most important change in the motivational sphere is the emergence of social motives that are no longer determined by the achievement of narrowly personal utilitarian goals. Therefore, social emotions and moral feelings begin to develop intensively, which were absent or observed in their infancy at preschool age. The establishment of a hierarchy of motives leads to changes in the emotional sphere. The selection of the main motive, to which the whole system of others is subordinate, stimulates stable and deep experiences. Moreover, they do not refer to the immediate, momentary, but rather distant results of activity. That is, emotional experiences are now caused not by the fact that is directly perceived, but by the deep inner meaning that this fact acquires in connection with the leading motive of the child's activity. Feelings lose their situationality, become deeper in semantic content, arise in response to supposed mental circumstances (P.M. Yakobson). An emotional anticipation is formed in a preschooler, which makes him worry about the possible results of his activity, to anticipate the reaction of other people to his actions. Therefore, the role of emotions in the activity of the child changes significantly. If earlier he fulfilled a moral standard in order to deserve a positive assessment, now he fulfills it, foreseeing how those around him will be delighted with his act.

In the next paragraph, through the analysis of psychological literature, we will consider the problem of computer games, which, as we assume, can have an effective influence on the formation of the emotional sphere in children of older preschool age.

1.2 Analysis of psychological literature on the study of the problem of computer games

The first computer games appeared a long time ago, when computers as such did not yet exist, it’s just that the language does not dare to call these overgrown calculators, the size of a dinosaur and just as slow, a computer. Although at that time even they were a miracle of technology. The first computer game is considered "Tennis for two" invented in 1958. American scientist William Hyginbotham. This game consisted in the fact that two little men drawn on the screen of the oscilloscope threw the ball over the grid (dash in the middle of the screen). Probably everyone knows what followed next - computers improved, computer games improved. At the moment, we have several directions in which computer games have developed - these are slot machines, set-top boxes and, of course, computer games themselves.

Computer games have become such an integral part of our lives that it is now almost impossible to imagine a personal computer that does not have at least one of them.

All computer games can be conditionally divided into role-playing and non-role-playing. This division is of fundamental importance, since the nature and mechanism of the formation of psychological dependence on role-playing computer games have significant differences from the mechanisms of formation of dependence on non-role-playing computer games.

So, what do we understand in the psychological sense by role-playing computer games. Role-playing computer games are games in which the player assumes the role of a computer character, i.e. the game itself obliges the player to act as a concrete or imaginary computer hero. Here it is very important to distinguish between the understanding of a role-playing computer game in the genre classification of computer games (RPG - Role Playing Game) and the understanding of this class of games in the psychological sense we need.

The selection of role-playing computer games from the whole variety of games is done because only when playing role-playing computer games can we observe the process of a person "entering" the game, the process of a kind of integration of a person with a computer, and in clinical cases - the process of losing individuality and identifying oneself with computer character. Role-playing computer games give rise to a qualitatively new level of psychological dependence on the computer than non-role-playing computer games or any kind of non-gaming computer activity. We do not deny the possibility of the formation of psychological dependence on non-role-playing computer games, as well as on such types of computer work as programming or working with the Internet. It is also possible that this kind of addiction may be no less strong than the addiction to role-playing computer games. However, we make the obvious assumption that the psychological dependence on role-playing computer games is the most powerful in terms of its impact on the personality of the player. In other words, we do not believe that dependence on role-playing computer games overtakes computer addictions of another kind in terms of such indicators as strength (in the sense of attachment, "thrust" to the computer) and the speed of education, but we assume its priority in the sense of a deeper impact on the human psyche . Based on this, there is reason to assume a great danger of the harmful effects of role-playing computer games in case of abuse of the game, and, conversely, the possibility of their use as a therapeutic method in psycho-correctional work.

Thus, we discard from consideration games of such genres as logical games(chess, etc.), games for speed of reaction and ingenuity (Tetris, Arcanoid, Bomberman, etc.), card games (various kinds of solitaires, pokers, etc.), games that imitate slot machines. It is impossible to include role-playing games in the class, and therefore it is also necessary to discard from consideration the so-called arcade games - all sorts of "runners" and "shooters" (Aladdin, Cool Spot, Super Mario, Raptor, etc.). A reasonable question may arise here: why do we not include arcade games in the role-playing class? After all, the running dark-haired guy in the Aladdin game, mowing down enemies and saving his princess - that's me! Yes, indeed, some identification of the player playing with the hero of the game can occur, however, firstly, the game does not dispose the player to fully "enter" the role, and secondly, the game motivation in this case, as in all non-role games, is based on excitement - the main motivating factor is not "rescuing the princess", but accumulating more points, earning additional "lives", moving to the next level of this game; in other words, the player is more focused not on the process of the game, but on the result.

Based on this, we single out the criteria for a computer game to belong to the class of role-playing games.

) A role-playing game should encourage the player to "enter" the role of a computer character and the "atmosphere" of the game through its plot and multimedia (graphic and sound design) features.

) The role-playing game should be built in such a way that it does not cause the player's motivation based on passion - to accumulate more points, thus breaking someone's record, to move to the next level, etc. Although there is an element of excitement in any computer game, this factor should not be of paramount importance in a role-playing game.

It is also necessary to make some assumption about the game genres, which we have successfully weeded out from consideration as role-playing games in a few paragraphs above. The fact is that games from these genres, with the known skill of developers, can be performed in accordance with the designated criteria for belonging to role-playing games. An example of such a game is "The Seventh Guest". Although at its core it is a "puzzle" game (from the English. Puzzle - a puzzle), but it has a plot and good multimedia design, and therefore the motivation for solving riddles goes by the wayside in relation to the process of searching for them in a branched storyline. The view "from the eyes", the specifics of the influence of which we will discuss later, further enhances the "entry" into the "atmosphere" of the game.

Based on the above arguments in favor of belonging of this kind of games to the class of role-playing games, but taking into account their relation to genres excluded from the class of role-playing games, we will call them conditionally role-playing computer games and still refer to the class of role-playing games. We will also consider the majority of sports games conditionally role-playing.

The division of games into role-playing and non-role-playing should form the basis of the psychological classification of computer games. The development of the latter is one of the priorities of scientific research in this area, because. can serve as a starting point for further research and form the basis of the theory of the influence of computer games on the human psyche.

The only classification of computer games developed by a psychologist that we have today is Shmelev's classification, created by him in 1988. However, this is more a genre than a psychological classification of computer games; in addition, we have to note that it is not complete even as a genre - it lacks games of the "strategy" type, which are currently very widespread.

The classification proposed below is not all-encompassing, complete and complete. However, the author hopes for some compliance with the criterion of truth, and also that these still "raw" developments will be one of the first steps towards creating a full-fledged psychological classification of computer games on the way to the formation of a theory of the psychological impact of computer games.

It looks like this: . Role computer games.

Games with a view "from the eyes" of "their" computer hero.

Games with an outside view of "your" computer hero.

Leader games. . Non-role computer games.

Puzzle.

Games for speed of reaction.

Traditional gambling.

Next, we give some explanations to the proposed classification. Role-playing computer games. Their main feature is the greatest influence on the psyche of the player, the greatest depth of "entry" into the game, as well as motivation gaming activity based on the needs of accepting the role and avoiding reality. Here, three subtypes are distinguished mainly according to the nature of their influence on the player, the strength of "dragging" into the game, and the degree of "depth" of psychological dependence.

Games with a view "from the eyes" of "their" computer hero. This type of game is characterized by the greatest force of "pulling" or "entering" the game. The specificity here is that the view "from the eyes" provokes the player to complete identification with the computer character, to full entry into the role. After a few minutes of the game (the time varies depending on the individual psychological characteristics and the gaming experience of the player), the person begins to lose touch with real life, completely concentrating on the game, transferring himself to the virtual world. The player can take the virtual world quite seriously and considers the actions of his hero to be his own. A person has a motivational involvement in the plot of the game. These processes are considered most fully in Chapter III of this work.

Games with an outside view of "your" computer hero. This type of game is characterized by a lower force of entering the role compared to the previous one. The player sees "himself" from the outside, controlling the actions of this hero. Identification of oneself with a computer character is less pronounced, as a result of which motivational involvement and emotional manifestations are also less pronounced compared to games with an "out of sight" view. If in the case of the latter, a person can turn pale and fidget in a chair at critical seconds of his hero’s life, trying to dodge blows or shots of computer “enemies”, then in the case of a view from the outside, external manifestations are more moderate, however, failures or death of “himself” in the guise of a computer the hero is experienced by the player no less strongly.

Leader games. The type is so named because in these games the player is given the right to direct the activities of computer characters subordinate to him. In this case, the player can act as a leader of very different specifications: the commander of a special forces detachment, the commander-in-chief of the armies, the head of state, even the "god" who directs the historical process. At the same time, a person does not see his computer hero on the screen, but invents a role for himself. This is the only class of role-playing games where the role is not given specifically, but is imagined by the player. As a result of this, the "depth of immersion" in the game and its role will be significant only for people with a good imagination. However, the motivational involvement in the game process and the mechanism of formation of psychological dependence on the game are no less strong than in the case of other role playing. Emphasizing the preferences of the player playing games of this type can be used in diagnostics, considering it as a compensation for the need for dominance and power. . Non-role computer games. The reason for isolating this type is that the player does not take on the role of a computer character, as a result of which the psychological mechanisms of addiction formation and the impact of games on a person's personality have their own specifics and are generally less strong. The motivation of gaming activity is based on the excitement of "passing" and (or) scoring points. There are several subtypes:

arcade games. This type coincides with the similar one in the genre classification. Such games are also called "platform", because, due to the low demands on computer resources, they are widely used on game consoles. The plot is usually weak and linear. All the player needs to do is to move quickly, shoot and collect various prizes by controlling a computer character or a vehicle. These games in most cases are very harmless in terms of influence on the personality of the player, because. psychological dependence on them is most often of a short-term nature.

Puzzle. This type of games includes computer versions of various board games(chess, checkers, backgammon, etc.), as well as various kinds of puzzles implemented in the form of computer programs. Motivation based on excitement is associated here with the desire to beat the computer, to prove one's superiority over the machine.

Games for speed of reaction. This includes all games in which the player needs to show dexterity and speed of reaction. The difference from arcades is that they have no plot at all and, as a rule, are completely abstract, not connected in any way with real life. Motivation based on excitement, the need to "pass" the game, score more points, can form a completely stable psychological dependence of a person on this type of game.

Traditional gambling. We use the word "traditional" in the name, because you can't just call the type "gambling", because. Almost all non-role-playing computer games are inherently gambling. This includes computer versions of card games, roulettes, slot machine simulators, in a word - computer versions of the casino gaming repertoire. The psychological aspects of the formation of dependence on these computer games and their real counterparts are very similar and, therefore, we will not focus on this. emotional computer game preschool

So, role-playing computer games, to the greatest extent, allow a person to "enter" the virtuality, renounce (at least for the duration of the game) from reality and get into the virtual world. As a result, role-playing computer games have a significant impact on a person's personality: by solving the problems of "saving humanity" in the virtual world, a person acquires problems in real life. The psychological classification of computer games, which is based on the division of the latter into role-playing and non-role-playing games, will help us discard non-role-playing games that are insignificant in terms of influence and focus on the most interesting brainchild of computer technologies from the point of view of psychology - role-playing computer games.

So, all the proposed computer games contribute to the formation of this mental ability in children, which ensures the understanding of intellectual tasks, their acceptance by the child, which is a necessary condition for the development of children's activities.

How computer games affect the formation of the emotional sphere in children of senior preschool age will be discussed in the next paragraph.

1.3The influence of computer games on the formation of the emotional sphere in children of senior preschool age

In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Reflecting life, the child relies on well-known patterns: on the actions, deeds and relationships of the people around him. At the same time, the child's play is not an exact copy of what he observes.

It is known that the child's attitude to the world around him is formed under the influence of adults' assessments and their emotionally expressive attitude to events, phenomena, people. The attitude of an adult, his example largely determine the development of the child's needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of people around him, to empathize with them. And this determines the content of his inner world and the content of play activity.

The influence of a computer game on the feelings of children is great. She has an attractive ability to fascinate a person, cause excitement, excitement and delight. A truly computer game is realized only when its content is given in a sharp emotional form.

Among various ways the formation of the emotional sphere of the computer game occupies a significant place. A computer game is especially loved by preschoolers, it arises without coercion by adults, it is a leading activity. This means that the most important changes in the child's psyche, in the development of his social feelings, in behavior, etc. take place in a computer game.

Emotionally disturbed children show, for example, a cruel attitude towards dolls, which are offended, tortured or punished. In other cases, there is an inexplicable attachment to a certain category of toys and to certain activities, despite the normal mental development of preschoolers. The listed features of the incorrect development of the emotional sphere require a special educational approach, a special pedagogical correction. Otherwise, these violations can lead to mental deficiencies, a delay in the formation of social qualities and the personality of the child as a whole.

The indicated close connection between the emotional development of children and a computer game indicates that the psychological and pedagogical techniques carried out in the process of a computer game should normalize the emotional sphere, remove emotional barriers and lead to the emergence of more highly developed, progressive forms of emotional behavior.

Taking into account the specifics of emotional behavior, various types of computer games should be used: role-playing games, dramatization games, a game with rules, and the game should be controlled in such a way that the undesirable qualities of the child's personality or negative emotions are successfully overcome.

The child gets great pleasure from the computer game. He asserts himself in his role, feels genuine pride. Realization of creative possibilities in a computer game, improvisation, implementation of ideas cause emotional inspiration of children, their stormy joy, the requirement to repeat the game, acquiring more and more new details. Emotional uplift in a computer game helps a preschooler overcome negativism towards other children, accept them as partners.

Role-playing computer games have a different effect on the emotional manifestations of children in cases where the roles are distributed, but the qualities of partner characters are not named. In these cases, the child interprets the norms and rules of human relationships depending on his life experience.

The developmental value of computer games for the development of the abilities of a preschooler is very high. The use of computers in the classroom creates an emotional mood, which, in turn, has a positive effect on the development of children. This causes great interest in children to the term or concept being studied, increases attention and at the same time is a repetition of previously known names of materials and tools, terms.

In the internal (substantive) plan, computer games are in many ways similar to traditional games, but they also have fundamental differences.

Firstly, many computer games are based on the principles of gradual complication of gaming and didactic tasks, as if supporting the child in the “zone of proximal development”.

Secondly, such a "staged" nature of the program often does not allow one to move on to the next stage without completing the task of the previous level. In other games, you can randomly select the level of difficulty of the task using the choice in the "menu". In some games, the program itself adapts to the child and offers him new tasks, taking into account his previous answers: more difficult if the tasks are completed successfully, or easier - otherwise.

Thirdly, many games, unlike traditional ones, contain elements of chance. In computer programs, this technique is widely used to give the game novelty, surprise, wonder. As if suddenly new characters, new situations, unexpected phenomena and relationships can arise. Randomly occurring, dynamically changing even within one game, which does not happen in traditional games.

Thanks to the relationship different types games, including computer games, the child masters the ability to independently and proactively solve game problems, gradually becoming more complex in terms of the method of control, the content of knowledge, the degree of generalization of actions, rising in his development to a higher level.

Computer games have a special focus. They not only stimulate the individual activity of children, their creative potential, but are also a wonderful tool that unites children in interesting group games, promotes their informal communication, if two or three children play at the same computer at the same time.

Computer games, unlike other types of games, allow the child to see not only the product of his activity, but also the dynamics of creativity. All this leads to the ability to objectively evaluate the results and course of one's own activities.

Computer games are gaining huge advantages over other games. They open the way to awareness of their activities.

The use of a computer by a child in his activities has a significant impact on various aspects of his mental development. A number of new children's activities are emerging that are closely related to computer games (computer design, creative experimentation, imagination, etc.). Such processes as: thinking, representation, memory, etc., appear in their entirety, new horizons of development arise and function at the level of forecasting the formation of the personality. Horizons of development are not only the zone of proximal development (according to L.S. Vygotsky), but a kind of forecast for the development of the personality, given in the content of cognitive motivation. (7.34). This is a very subtle psychological process, which will be studied by many scientists. He characterizes one of the main psychological positive consequences of computerization - the possibility of a constant biographically visible expansion of the horizons of the individual.

Mastering a computer has a beneficial effect on the formation of a child's personality and gives him a higher social status. Children (who have computers installed) have a new direction of communication - they actively discuss computer games, their achievements and failures when performing difficult tasks. The children's vocabulary is significantly enriched, children easily and with pleasure master new terminology. All this contributes to the development of children's speech, significantly increases the level of arbitrariness and awareness of actions. But the main thing is that the child's self-esteem increases significantly. At home, in the yard, he tells his comrades with dignity about all the "subtleties" of working on a computer, which acts as an effective way of self-affirmation, increasing one's own prestige. Success in computer games allows children to significantly increase their rating and even take the lead. All this in general contributes to the emergence of emotional comfort, a sense of a more fulfilling life, which is extremely important for the normal development of the child's personality.

A number of games (“Designer”) are aimed at developing in children the ability to independently set goals for themselves and independently achieve them. In this process, children form a very important activity of creative experimentation. In the course of such experimentation, children act as creators of new objects. They set themselves (explicitly or implicitly) new and increasingly complex goals and try to realize them. In this process, a new, more complex structure of activity is formed, characterized by the subordination of the main and auxiliary goals.

Various forms of children's creative experimentation contribute to the development of children's curiosity, the inquisitiveness of their mind, and form intellectual abilities.

The specificity of visual-effective thinking lies in the close relationship of mental and practical action. If for some reason the child is not allowed to act with his hands, then the problem turns out to be unresolved. In the process of this form of thinking, successive mutual transitions take place from practical transformations of the subject to analysis of the results and construction of subsequent practical actions based on the information received, the implementation of which provides new information about the object being known, etc.

Computer games teach children to overcome difficulties, control the implementation of actions, and evaluate results. Thanks to the computer, training in goal-setting, planning, monitoring and evaluating the results of a child's independent activity becomes effective through a combination of play and non-play moments. The child enters the plot of the games, learns their rules, subordinating his actions to them, and strives to achieve results. In addition, almost all games have their own heroes who need help to complete the task. Thus, the computer helps to develop not only the intellectual abilities of the child, but also brings up volitional qualities, such as independence, composure, concentration, perseverance, and also introduces the child to empathy, helping the heroes of the games, thereby enriching his attitude to the world around him, forms his emotional realm.

An experimental study aimed at studying the influence of computer games on the formation of the emotional sphere in older preschool children will be described in the next chapter.

Chapter 2. Experimental study of the influence of computer games on the formation of the emotional sphere in children of senior preschool age

1 Organization and methods of studying the influence of computer games on the formation of the emotional sphere in children of senior preschool age

The purpose of the ascertaining stage of our experiment is to determine the level of development of the emotional sphere in children of senior preschool age.

To achieve this goal, we formulated the following tasks:

1. Assess the level of the emotional sphere of children.
2. To carry out a targeted selection of computer games that ensure the emotional development of preschool children.
3. To reveal the influence of computer games on the emotional sphere of preschool children.

In the process of work, we used the following research methods:

1. Analysis and generalization of the studied literature.
2. Psychological testing.
3. Pedagogical experiment;
4. Methods of mathematical statistics.

1. Analysis and generalization of the studied literature

Analysis of literary sources, practice experience was carried out in order to study the relevance of the topic term paper, trends and prospects for the development of the emotional sphere and clarification of unresolved issues.

The study and generalization of literature on the topic of the course work was carried out according to textbooks, journal articles, etc.

The educational and methodical literature on psychology and pedagogy was analyzed.

They considered the problem of the development of the emotional sphere of preschool children

2. Psychological testing

The following methods were chosen for this study:

Test #1: "Determining the level of development of the emotional sphere."

Material:one). Cards with a schematic representation of human emotions on the face (joy, calmness, sadness, pleasure, fear, anger, mockery, embarrassment, discontent).

) Cards with a realistic image of the face (regret, joy, distrust, fear, delight).

The subject was asked: (1 series) consider schematic representations of human emotions; try to draw each pattern on your face, then name the corresponding feeling. We carry out the same work in the 2nd series, but - according to the drawings with a full image of the face.

Evaluation of results: The more expressions the child has determined, the higher his level of development of the emotional sphere. The best result is 17 points.

№2 Children's anxiety test is designed to diagnose a child's emotional reactions to some of his usual life situations. The technique was prepared for publication by V.M. Astapov and includes 14 drawings (sets for boys and girls) depicting a child without a face (only the outline of the head is present). The preschooler needs to guess what kind of face the child should have drawn: sad or cheerful. The diagnostic result can be quantitative and qualitative. The quantitative result is an anxiety index (AI), which reflects the intensity of the child's negative emotional experience in the situations depicted. The qualitative result can be conclusions about the nature of the child's emotional experience in these and similar situations.

The following results were taken into account:

Individual anxiety indices (IT) and IT distribution in two groups.

The largest number of choices of sad faces for drawings in two groups.

The maximum number of funny faces for drawings in two groups.

The number of words in the child's answer.

The minimum and maximum number of words spoken by the child in the comments to the 14 pictures.

The nature of children's statements regarding the presented drawings.

The obtained individual anxiety indices (AI) indicate an uneven distribution of anxiety in these two groups: High IT Medium IT Low IT Group A 48% 48% 4% Group H 61% 27% 11.5% with a normal level of development (group H), a greater percentage of children have a high IT, but also more children with a low IT (almost 3 times). In the group of children with developmental disorders (Group A), almost all children have either high or medium IT. 4% low IT is 1 child whose anxiety index is zero and who is suspected of mental retardation. Average IT for group A - 46.8%, for group H - 48.6%, both results are on the border between medium and high IT.

It should be noted that IT depends on the number of sad face choices made by the child. Differences in the average anxiety indices of the two groups mean that children with developmental disorders were 1.8% less likely to choose a sad face than children with a normal level of development.

However, at the same time, preschoolers in group A resorted to paradoxical answers much more often: “Sad because they are playing, sad”, “Funny, the boy (took) a chair, kill the girl. Here she is cheerful”, “This one is sad, and this one is cheerful, I don’t know why it’s sad, he’s probably happy, dad is holding the baby in his hands, he likes it, he’s happy, his face is sad.”

The distribution of sad and cheerful faces in the drawings is interesting.

Pictures No. 8, 3, 12 and 10 scored the largest number of sad faces in group A - more than half of the children perceive these situations as negative. In the first place in terms of the number of negative reactions was picture No. 8 (21 children = 78%), picture No. 3 was attributed to a sad face by 20 children (74%), 12 and 10 pictures - 19 (70%) and 17 (63%) sad faces respectively. Thus, for children with developmental disorders, the most traumatic situations are situations of open expression of discontent on the part of adults, aggressive attacks, ignoring the child and his interests.

In group H the largest number sad faces were received by pictures No. 8, 10, 12, 3 - 22 (85%), 21 (81%), 20 (77%) and 19 (73%) children, respectively. And although these are the same pictures as in group A, but their order in the series of emotional rejection is somewhat different: the most unpleasant is the situation of reprimand (as in group A), in second and third places - the situation of ignoring the interests of the child by peers (a toy is taken away from the child and left alone), and only on the fourth - an open aggressive attack.

Another important finding is that children with a normal level of development are more unanimous in their assessment of these situations than children with developmental disorders. Pictures that received the most funny faces: Picture numbers 1st place 2nd place 3rd place 4th place 5th place Group A 1 (74% of children) 7 (74% of children) 2 (67% of children) 14 (67% of children) 13 (59% children) Group H 1 (85%) 13 (73%) 5 (69%) 4 (61%) 14 (61%) The data in the table allow us to draw the following conclusions: playing with a peer is the most attractive situation for most children from both groups, for children with developmental disabilities, the situation of washing is just as attractive (in group H, washing is in seventh position in a row of attractiveness, along with picking up toys and the need to watch dad play with the youngest child), for children with a normal level of development, the situation “Child with parents” turned out to be the second most attractive (in group A, this figure took fifth place), in third place in group H is the situation of playing with an adult woman, whom almost all children call mom (in group A, this place is a walk with mom and baby), dressing was in the fourth position in group H, while most children explained the choice of a cheerful face by the fact that the child “will now go for a walk”, in group A, food alone is in the fourth position, while the phrase “because he eats” was often the rationale for choosing a cheerful face, in group H this situation occupies fifth place, and the most frequent comment on the picture: “he (she) drinks” , children with a normal level of development are more unanimous in their assessments of attractive situations than preschool children with developmental disorders, which indicates a greater homogeneity of the H group.

Another important indicator that we took into account is the number of words in the children's answers. The number of words of each child for each picture was counted. A difference was found in the level of speech activity of children in two groups: Average number of words per child for the entire test Minimum number of words spoken by a child Maximum number of words spoken by a child Group A 156.5 22,293 Group H 140 74,317 Table data indicate that children in group A were slightly more "talkative" than children with a normal level of development - on average, they spoke 16.5 words more. Comparison of the minimum and maximum indicators clarifies the picture: group A, according to the criterion of speech activity, turned out to be less homogeneous than group H, since in it low-speaking children coexist with multi-speaking ones. This confirms another important indicator - the difference between the largest and smallest number of words uttered by one child. In group A, this difference varies from 3 to 56 words, in group H - from 6 to 42. At the same time, in the group of children with a normal level of development, only one child has a difference between the most stingy and the most detailed answer of 42 words, the rest - no more 30. In group A, children with a difference of 30 or more words - 7 people (30%). All this indicates that the level of speech activity of children with developmental disorders can change very strongly over a short period of time (10 - 12 minutes).

The largest number of words was said by children of both groups about 12 drawings - 18.7 in group A and 14.8 in group H on average. It can be assumed that picture No. 12 "Isolation" reflects a situation that is equally significant for preschoolers, regardless of their level of development. This is a situation of broken contact with peers.

Typical comments on this drawing: “they don’t give him a ball, they don’t let him play for distillation”, “they hit him and ran away”, “her girls don’t take to play.”

Figure No 8 "Reprimand" for both groups is in third place in terms of the level of speech activity. Typical comments on this drawing: “Sad, because his (her) mother scolds”, “the teacher punishes, she ran.”

It is interesting that the children of group N more clearly formulate their thoughts about the plot of this picture, often focusing not so much on the discontent of the adult, but on the misconduct and feelings of the child: “Frightened, her mother scolded her - she was frightened, sad, well, what is she somewhere then she climbed in her closets, she probably wanted to see everything there, and her mother scolded. Group A children are often unable to explain the reason for the adult's discontent. And although in both groups, drawing No. 8 is the leader in the number of sad faces, in group A, a smaller number of children regarded the depicted situation as unpleasant for the child. The lower degree of adequacy of the emotional response of the children of group A is quite explainable by the lower degree of understanding of the plot of the picture. And here it is not only the lower intellectual potential of children. Important role play the reduced contact observed in preschoolers with developmental disorders in combination with a distrustful hostile attitude towards an adult. This makes such children less receptive to any influence: both positive (reward, praise, stroking) and negative (reprimand, remark).

The fact that the two most "unloved" drawings by children - the 8th and 12th - turned out to be the most "verbose" indicates the conditionality of speech activity by negative emotional experiences of children. Long detailed statements allow not only to respond to negative experiences, reducing their “pressure” on the child, but also help to build the experience of living in such situations into the individual life experience of a preschooler.

In group A, the second place in terms of the level of speech activity is picture No. 11 “Collecting toys”. The number of choices of a sad face for this picture is approximately equal to the number of choices of a cheerful one. Explaining their choice, the children often assumed that the adult woman in the picture was scolding the child, forcing them to collect toys, or even “mom broke it”, “the teacher broke it”, “the house broke down, kicked ... mom accidentally kicked”, “mom does not let him build ". Such and similar statements indicate that children with developmental disabilities perceive this picture in the context of their usual ways of interacting with adults, which are often far from ideal. In group H, cheerful faces for drawing No. 11 prevail over sad ones.

In group H, the second and fourth places in terms of the level of speech activity were taken by drawings Nos. 2 and 13. These are pleasant situations for children; the choice of a cheerful face for these pictures was carried out much more often than a sad one.

Thus, based on the results of our study, we can draw the following conclusions: 1. The anxiety test is an adequate method for studying the characteristics of the emotional sphere of preschool children with developmental disorders.

It allows you to identify the degree of emotional well-being of preschoolers, the criteria of which are: the emotional coloring of the experience of experiencing some life situations, the number of important life situations for preschoolers, the motivating force of situations of interaction with significant others, ways of relieving stress spontaneously used by children.

For children with a normal level of development, situations of interaction with peers (with a negative sign) and communication with parents (with a positive sign) have the greatest motivating force.

For children with developmental disabilities, the number of important life situations about which it would be worth speaking out is one less, and they either have a negative significance or are controversial.

This allows us to consider group A as a group of children with a low degree of emotional well-being.

The situation of such a preschooler is complicated by the fact that, most likely, he is inclined to perceive situations of interaction with other people in a general way, ignoring details and nuances, which is why his behavior in such situations is less adequate and differentiated than the behavior of a preschooler with a normal level of development.

However, children with developmental disorders are not absolutely passive hostages of their defect. They intuitively look for ways to get rid of constant anxiety and tension.

It is this, in our opinion, that can explain their love for the “Washing” pattern (it is known that water soothes), and their great speech activity in general.

The problem indicated at the beginning of the article cannot be considered solved. The discovered regularities should be considered only as tendencies requiring further study. The continuation of the study involves expanding the sample and comparing the anxiety test data with data from other methods.

3. Pedagogical experiment

Based on preschool educational institution No. 24 of the city of Ishim, a pedagogical experiment was conducted for 9 months, in which 20 preschool children participated. Of which 10 people were experimental group and 10 people - the control group.

The pedagogical experiment was carried out in 2 stages. At the first stage (September-November) the level of formation of the emotional sphere was studied. At the second stage (December-May), the experiment itself was carried out directly.

4. Methods of mathematical statistics

Statistical processing of results:

All data were subjected to mathematical processing. In the process of mathematical calculations, the technique of B.A. Ashmarina (1978)

The following were calculated: - arithmetic mean; - standard deviation; - arithmetic mean error; - confidence level according to Student's t-test; etc - growth rate (%).

When processing the obtained digital data, the arithmetic mean values ​​(x), their standard deviation (dd) and mean errors (m+) were calculated. The arithmetic mean was considered by the sum method:

The root mean square deviation was calculated from the amplitude:

The coefficient K is determined according to the table S.M. Ermolaeva.

The arithmetic mean error was calculated by the formula:

The significance of the difference between individual mean values ​​was determined using Student's parametric test:

The observed differences were considered non-random when the probability of accepting the null hypothesis did not exceed 0.05

The growth rate was determined by the formula:

Reliability of the intergroup level of empathy in older preschool children (in points).

Indicators + nexp. gr m+ ncont. gr m+ nexp. Gr m+ nDefinition of empathy8,8 + 0,299,2+ 0,350,80>0,059,7+ 0,2914,6+ 0,354,9<0,001

Based on the data in Table 2, we can say that at the beginning of the experiment, intergroup differences in the development of empathy are not significant. After the pedagogical experiment, the intergroup differences in the development of empathy are significantly different (Table 2).

Tables 1 and 2 show that homogeneous groups were selected at the beginning of the experiment, since there are no significant differences in terms of indicators.

Table 3

Reliability of differences in the intragroup development of creative imagination in children of senior preschool age (in points).

Indicators I examination tPII examination tPcont. gr m+ nexp. gr m+ ncont. gr m+ nexp. Gr m+ nFree drawing2.55 + 0,232,63+ 0,230,25>0,052,95+ 0,234,3+ 0,71,8<0,05Неоконченный рисунок10,9+ 2,6711,7+ 0,90,28>0,0515,2+ 0,5919,05+ 0,536,08<3,85

Table 4

Significance of differences in the intragroup development of empathy in older preschool children (in points).

Indicators I examination tPII examination tPcont. gr m+ nexp. gr m+ ncont. gr m+ nexp. Gr m+ nDefinition of facial expressions8,8 + 0,299,7+ 0,292,19<0,059,2+ 0,3514,6+ 0,3511,02<0,001

As can be seen from tables 3 and 4, after the pedagogical experiment, the intragroup differences in empathy and creative imagination of empathy and creative imagination are significant.

Studying the effectiveness of the proposed methodology, we calculate the growth rate of indicators of creative imagination, empathy.

Table 5

Growth rates of indicators of creative imagination, empathy (in percent)

free drawing Unfinished drawing Definition of facial expressions Control.experiment.control.experiment.Control.experiment.3,0837,247,0727,021,8445,37

2.2 Results of an experimental study on the influence of computer games on the formation of the emotional sphere in children of senior preschool age

1. As a result of a survey of children, it was found that the development of creative imagination, empathy in children of older preschool age has an average level.
2. The implemented selection of means contributes to the enrichment of the emotional experience of children, the emotional development of older preschoolers.
3. The developed methodology was an effective means of developing creative imagination, empathy, since in terms of the development of these qualities, the children of the experimental group have higher growth rates than the children of the control group.

Empathy development:

Experimental group - 45.37;

Control group - 1.84.

Imagination development:

Experimental group - 27.02 and 37.24;

Control group - 7.07 and 3.08

The use of aesthetic play (with its various elements) was an effective means of enriching the emotional experience of children, developing synesthesia, empathy, and creative imagination.

For the development of creative imagination, empathy in older preschool children, we recommend:

1. Use in work with children games and exercises that stimulate the development of imagination, associativity through sensory-emotional comprehension of the environment. In addition to games and game exercises, which are based, on the one hand, on the development of the mechanism of synesthesia, on the other hand, on the development of the mechanism of empathy, we recommend using an aesthetic game that contributes to the expansion and awareness of the emotional and sensory experience of children; through pleasure creates conditions for the development of abilities, helps to overcome the difficulties that arise in the process of self-expression in the implementation of creative work. This allows the child to learn the surrounding world of nature, science, art with all the senses, to have a personal perception, judgment about the phenomenon, object being studied, and on the basis of this, to most fully assimilate information about it.
2. When conducting games and game exercises, as well as in the process of aesthetic play, use works of art (taking into account the emotional and sensory experience of each child and the group as a whole); to use in work along with traditional ways of creating an image - non-traditional.

Conclusion

Based on the work done, the following conclusions can be drawn:

The emotional sphere of a preschooler is one of the essential conditions that ensure the effectiveness of the process of education and upbringing, its various aspects. Those high moral, aesthetic and intellectual feelings that characterize a developed adult and that are capable of inspiring him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop during childhood under the influence of social conditions of life and upbringing.

It is necessary to use specially organized different types of children's activities. The creation in this activity of conditions for relationships with others (adults, a peer, a character), as well as the inclusion of a child in a variety of life situations, significant and genuine for him, in which the already acquired and formed new emotional experience of the child would be revealed - all this can provide a significant educational effect, to develop the moral motives of the child. The most important result of such purposeful, in a certain way organized activity is the improvement of the emotional climate in the relations of children with adults, with peers, as well as the enrichment, expansion and correction

The development of social motives and emotions is a central link in the complex and lengthy process of the formation of a child's personality. Parents and teachers should understand the main motives of the child's behavior and ways to implement them, know how these motives and ways correlate with the social, moral norms of his life and activities, represent a wide range of children's emotional experiences that arise in each specific situation.

Play at preschool age is an emotionally rich activity that requires a certain attitude and inspiration from the child. In the game, on the one hand, the ways and habits of emotional response already established in children are revealed, on the other hand, new qualities of the child's behavior are formed, his emotional experience develops and enriches.

The play activity of children can be used to identify some features of the emotional distress of a preschooler.

A computer game serves as an effective tool for identifying those objective relationships in which a child lives: entering into a real relationship with his partners in a computer game, he shows his inherent personal qualities and exposes emotional experiences. At the same time, introducing a new emotional experience into the game (experiencing joy from communicating with peers or from reincarnation in roles, etc.) contributes to the neutralization of negative emotional manifestations in children, leads to the formation of new positive qualities and aspirations, new motives and needs.

The purpose of our study was achieved, the tasks set at the beginning were solved. We have consistently considered the concept of the emotional sphere of preschool children in domestic and foreign literature, analyzed the psychological literature on the problem of computer games, and also tested and verified the effectiveness of the influence of computer games on the formation of the emotional sphere in children of older preschool age.

Thus, the hypothesis of our study is fully confirmed. And everything that was written about in our work is subordinated to the task of educating an active and harmoniously developed person, purposefully forming his emotional sphere and feelings.

Bibliography

1. Baturina G.I. Emotions and feelings as a specific form of reflection of reality. - In the book. Dialectics of cognition and consciousness. Scientific notes of Ivanovsky ped. in-ta Ivanovo: Ped. in-ta, 1973.

2. Vygotsky L.S. Problems of General Psychology. - Collected Works. T.P.-M.: Pedagogy, 1962.

Z. Vygotsky L.S. Problems of emotions. Issues of psychology, 1958.- No. 3.

Vygotsky L.S. Diagnostics of development and pedological clinic of difficult childhood, - M .: Publishing house exp. defect. institute, 1936.

Rudenko A.V. Teaching aid on pedagogical psychodiagnostics. Ministry of Education of Ukraine. DISO, Donetsk: 1998.

6. Yu.B. Maksimenko. Color symbolism in experimental psychological research. Donetsk: 1997.

Vilyunas V.K. Psychology of emotional phenomena - M.: Publishing House of Moscow State University, 1976.

Dodonov B.I. Emotions as a value. -M.: Politizdat, 1978.

10. Zaporozhets A.V., Neverovich Ya.Z. To the question of the genesis, Functions and structure of emotional processes in a child, - Questions of psychology, 1974.

I. Izard K. Human emotions. - Per. from English. M.: Publishing House of Moscow State University, 1980.

Kolominsky N.A. Development of the personality of a student of a special school. - Kiev: Radyansk school, 1978.

Leontiev A.N. Selected psychological works. In 2 volumes. Vol. 1 - M .: Pedagogy, 1983.

15. Lyapidevsky S.S., Shostak B.I. Clinic of oligophrenia. -M.: Enlightenment, 1973.

16. General psychology: Teaching aid. Under the editorship of Petrovsky - 2nd ed., add. and revised - M .: Education, 1977.

Reikovsky Ya. Experimental psychology of emotions. -Trans. from Polish. M.: Progress, 1979 .

Attachment 1

List of children participating in the pilot study

1 group. 2 group.

1. Serezha A. 1. Tanya K.

2. Kirill Sh. 2. Maxim P.

3. Sasha G. 3. Kostya Z.

Cyril M. 4. Ilya G.

5. Katya L. 5. Andrey A.

6. Dima B. 6. Vitaly Sh.

7. Natasha K. 7. Anya V.

8. Lena A. 8. Yana L.

9. Nadia G. 9. Marina T.

10. Julia B. 10. Anton I.

Lesson examples.

LESSON "COLLECT THE PICTURE".

GAME ON COMPUTER "BABY 1", "BABY 2".

STAGE.

Game "Collect the picture"

Children are invited to assemble a picture from parts and see what happens. (Children get gnomes of different colors).

Phys. minute. Game "Gnome"

A little dwarf in a big cap deftly hid in my fist. If we quietly (loudly, cheerfully, affectionately) call him, the little gnome will leave his house. (children call as it is said) After the little gnome, come on, repeat all the movements, one and two and three come on, repeat! (children repeat the movements).

And the gnomes sent us pictures for a reason. They want to introduce us to an interesting device with which you can easily collect the same pictures on a computer.

Introduction to the mouse.

1. Looking at the mouse.
2. Why is it called that.
3. The position of the hand when working with the "mouse" and the method of control.
4. Children training.

STAGE 2.

The teacher explains to the children how to color the gnomes with colored pencils and how to assemble the pictures from the parts using the "mouse".

Independent activity of children, assistance of the educator to each child in working with the "mouse".

STAGE 3.

The result of the lesson, the repetition of the name of the manipulator "mouse", its purpose, method of control.

Finger gymnastics:

We played today active flexion and

Our fingers are tired. finger extension.

Let them rest a little Shake your hands before And then they will start playing. yourself.

Let's take our elbows together, Vigorously move your elbows Again, we will start playing. back.

Hands raised and shook Smooth rocking

these are the trees in the forest, hands up

Hands bent

brushes shaken, shaking hands

the wind knocks down the dew. in front of.

To the sides of the hand

gently wave,

the birds are flying towards us. Horizontal single

How they sit down, we will also show temporary movements

wings folded back. hands to the right, to the left.

Gymnastics for the eyes:

We open our eyes - once,

And we close our eyes - two,

One two three four,

we open our eyes wider.

And now they closed again

Our eyes rested.

Farewell in the circle.

Children say goodbye with different intonation and voice height.

Equipment:

cut pictures by the number of children.

LESSON "WE DRAW CAREFULLY"

GAME ON COMPUTER "BABY 1"

STAGE.

A toy from Dunno came to us. Dunno asks you to help him complete the Znayka's task. You need to match the picture to the picture.

There are pictures on the board: flowers, knitting needles, a bag, a ball, threads, notes, etc.

The teacher shows another picture (violin, purse, bee, ball, thread, needles, etc.), the children find a pair of this picture on the board and justify their choice.

And Dunno has a computer friend - an artist who also needs help sorting out the pictures in pairs, but only attentive guys, quick-witted, can you do this? I'll check now.

"What does it look like" game.

Children are offered cards with the image of a circle, a rectangle, a triangle, a wavy line, etc. Children name objects that these images may look like.

STAGE 2.

Children color the gnome on the computer and work according to the "Pick up a couple" program (Kid 1)

STAGE 3.

Everyone did it today, now let's play with Dunno (look at him with your eyes, look in the direction where Dunno is moving)

Phys. minute "Titmouse":

Jumping nimble tit

She does not sit still.

Jump-jump, jump-jump,

Spinning around like a wolf!

I sat down for a minute

She scratched her chest with her beak,

And from the track to the fence

She's not too lazy to jump!

We say goodbye in a column, in a whisper, loudly.

Equipment:Schemes, pictures for the game "What it looks like" pictures are paired, Dunno.

LESSON "MEMORY TRAINING"

GAME ON THE COMPUTER "BABY 3".

STAGE.

Game "What has changed" (with pictures).

Children are invited to look at the flannelgraph for five seconds, where 4-5 heroes of fairy tales are displayed and memorize them. Children turn away or close their eyes, and the teacher swaps the pictures, adds new ones or removes some. Children, having opened their eyes, should name all the changes (3-4 times).

Gymnastics for the eyes: children look at their pictures, 3-4 times at the teacher’s picture they watch with their eyes the movement of the pictures.

STAGE 2.

Explanation of the program, independent work of children.

During the program, when moving from one level to another, individual eye exercises are performed (eye massage, close eyes, look in different directions, etc.)

The level is selected individually for each child.

STAGE 3.

Relaxation (lying on your back, dangle your arms and legs - "bugs", swing like balls, gymnastics for the eyes while lying on your back, turn on your stomach, stand up without bending your legs (2-3 times).

Game "Strongmen and weaklings"

On the word "strong men" children spread their legs to the sides, bend their arms at the elbows, strain their muscles. On the word "weaklings" - relax and fall on the carpet.

Game Please

The facilitator offers to perform a variety of movements, but the children should only repeat them if the word "please" is uttered.

Options: repeat movements if the spoken phrase contains a number, the name of an animal, the name of a person, agreed in advance. (Different movements + sit cross-legged, making circular rotations of the eyes, pronounce the sounds "U-I, CHU-CHI" in different directions).

Lies out of fear.

Never asks for help.

relationship with a friend,

Diagnostic technique for children 5 - 8 years old "Assess the behavior"

Questionnaire for parents "Types of parenting"

Types of parenting:

emotional experience of the child.

The emotional field of the child.

Emotional (modal) style of the child.

Children's projective technique by René Gilles

Diagnostic technique for children 5 - 8 years old "Assess the behavior"

Questionnaire for parents "Types of parenting"

To identify the type of child rearing in the family, a questionnaire for parents "Types of child rearing" was used.

Analyzing the results of the survey of parents, we received the following:

parents (mothers) of the first group of children use an adequate practice of parental attitude, which is characterized by a high level of verbal communication between children and parents; the inclusion of children in the discussion of family problems, taking into account their opinions; the willingness of parents to come to the rescue, if necessary, at the same time the faith and success of the child's independent activity; limiting one's own subjectivity in the child's vision;

Of these: "family idol" preferred in five families; contradictory upbringing - 5; overprotection - 3; hypo-custody - 3; "Cinderella" - 3; "hedgehogs" - 2; increased moral responsibility - 2; "crown prince" - 1; "cult of disease" - 1; change of models of education - 1.

In six families, the parents (mothers) of the second group of children indulge all the desires of the child, patronize and adore excessively. Mothers of this type release their children from any duties.

In five families, the parents (mothers) of the second group of children are characterized by inconsistency in their upbringing. They behave inappropriately for the age and needs of the child, make many mistakes in education, and do not understand their child well. Their direct educational influences, as well as the reaction to the same actions of the child, are contradictory.

In four families, heightened attention and care for the child is combined with petty control, an abundance of restrictions and prohibitions.

In three families, parents (mothers) do not show much interest in the child. The basis of motherhood was a sense of duty. There is almost no warmth in the relationship with the child.

In one family, the parents (mothers) of the second group of children consciously try to adapt to the needs of the child. The not always successful realization of this desire introduces tension into their behavior, a lack of immediacy in communicating with the child. They are more likely to dominate rather than concede.

In one family, there was a change in the patterns of family education in connection with the birth of a second child.

In this way,

in six families (30%) they indulge all the desires of the child, overly patronize and adore. Such parents do not take into account or underestimate the real psychophysical characteristics and limitations of the child. In these families, the attention of all family members to the child is cultivated, sometimes to the detriment of other children or family members.

rejection of the individual characteristics of the child, attempts to "improve", "correct" the innate type of response, combined with strict control, regulation of the entire life of the child, with the imperative imposition of the only "correct" type of behavior on him. Requirements of uncompromising honesty, sense of duty, decency, imposing responsibility on the child for the life and well-being of loved ones, persistent expectations of great success in life that do not correspond to the age and real capabilities of the child. Along with strict control, there is a combination with indifference to the routine of the child's life, complete connivance occurs in five families (25%).

in four families (20%), heightened attention and care for the child is combined with petty control, an abundance of restrictions and prohibitions.

in three families (15%) - lack of care and control over behavior.

in one family (5%) consciously try to adapt to the needs of the child. But this introduces tension into their behavior, a lack of immediacy in communicating with the child. They are more likely to dominate rather than concede.

in one family (5%) there was a change in the patterns of education.

Questionnaire for parents "Parents' ideas about the emotional characteristics of the child"

With the help of a questionnaire - a questionnaire, parents' ideas about the features of the child's emotional development were revealed according to the following indicators:

emotional experience of the child (questions 9, 10);

the presence of a factor of emotional tension in the child (question 8);

the child's knowledge and ideas about feelings, emotions (question 16);

emotional field of the child (questions 3, 13, 14);

emotional (modal) style of the child (questions 4, 5, 15);

expressiveness (mimic expressiveness) of the child (questions 11, 12).

According to the results of answers to questions 3, 6, 7, 14, 16, 17, the position of parents in relation to the child, the features of their emotional interaction, as well as the degree of reliability of the answers were revealed. This questionnaire was carried out in combination with a conversation to clarify some of the positions of the parents, as well as to initiate observation of the emotional manifestations of the child.

A qualitative analysis of the answers received was carried out in the following direction - the features of the emotional development of the child.

The answers of the parents of the first group to the question about the sad, terrible event in the life of the child are negative. Perhaps the parents deliberately concealed certain events experienced by the child associated with tragic circumstances. In their responses, the mothers of the first group of children most often reflected the child's emotional experience of a particular joyful event (receiving a desired gift, a trip to the sea, to grandma, a circus performance). The child's emotional "stuck" on a given situation, objects is caused by an emotional experience of a feeling of joy, surprise.

Parents (mothers) of the first group associate the increased background of emotional excitability with a specific situation, which is often accompanied by high motor or verbal activity, turning into obsessive motor-speech complexes.

Most of the parents noted during the interview that, although infrequently, in some cases (punishment of the child, increased instructive tone of an authoritative adult) causes emotional inhibition of the child in the form of refusal of verbal communication, leaving the room in which this situation takes place. This allows us to conclude that situational reactivity is manifested in a bright and relatively short-term emotional response of the child to specific situations associated with his negative experiences.

often - 6 out of 18 (33%),

according to the situation - 6 out of 18 (33%),

if asked - 6 out of 18 (33%).

In their conversations with the child, they try to teach him to understand the emotional states of others and his own, and to respond correctly to them. To do this, they use reading fairy tales, watching cartoons and children's films, specific life situations. Helps many mothers (11) in this matter, reading special literature (spiritual, moral, psychological, etc.)

All parents of the first group consider an emotionally developed child. All parents note that it is customary in their family to openly express their emotions and feelings, which, in their opinion, contributes to the development of the child's emotional sphere. But at the same time, five mothers do not associate this with their personality.

In 39% of the children of the first group, the ability of emotional empathy and "infection" is developed, and the flexibility of transition from one emotional state to another is noted. 61% of mothers found it difficult to answer about the development of empathy in their children, about their emotional plasticity.

The positive emotional background of children is characterized by a fairly stable and constructive acceptance of themselves and the surrounding reality (positive reflection).

In the majority of children of the first group (83%), the mimic expressiveness of the child during emotional response is involuntary, that is, involuntary expressive reactions occur.

Thus, according to the results of the survey, all children of the first group are emotionally developed. They have a positive emotional background, which characterizes a fairly stable and constructive acceptance of themselves and the surrounding reality. An increased background of emotional excitability is often accompanied by high motor or verbal activity. In the majority of children of the first group (83%), the mimic expressiveness of the child during emotional response is involuntary, that is, involuntary expressive reactions occur. The emotional "stuck" of the child on a specific situation, objects is caused by an emotional experience of a feeling of joy, surprise. Situational reactivity is manifested in a bright and relatively short-term emotional response of the child to specific situations associated with his negative experiences.

Emotional retardation (partial) expresses hidden aggression and is accompanied by unmotivated negative actions of the child.

All the emotions experienced, according to parents, are situational in nature.

In all families of the first group, it is customary to openly express their emotions and feelings, which, according to parents, contributes to the development of the child's emotional sphere.

Parents of the first group often tell their child about feelings, emotions, relationships between people. In their conversations with the child, they try to teach him to understand the emotional states of others and his own, and to respond correctly to them. To do this, they use reading fairy tales, watching cartoons and children's films, specific life situations. Helps mothers in this matter by reading special literature (spiritual, moral, psychological, etc.)

Parents' ideas about the emotional characteristics of children in the second group were analyzed.

We carried out a qualitative analysis of the responses received in order to identify the characteristics of the emotional development of the child.

The answers of the parents of the second group to the question about the sad, terrible event in the life of the child are negative. Perhaps the parents deliberately hide certain events experienced by the child associated with tragic circumstances. In their answers, 40% (8 out of 20) of the mothers of the second group of children reflect the child's emotional experience of a particular joyful event. Other parents find it difficult to answer when assessing the emotional experience of their child. 60% (12 out of 20) of mothers cannot assess the child's emotional intensity. 4 mothers (20%) rated their child as emotionally excitable and the same number of mothers - as emotionally inhibited.

With an increased background of emotional excitability, parents (mothers) note constant motor and verbal activity.

Emotional inhibition of children of the second group is manifested in the partial absence of emotional reactions that are adequate for children of this age. These children have high anxiety and fear of self-expression. These children have little contact with their peers, almost do not come into contact with other people's adults. Contact only with those people who sympathize with them.

Most of the parents note during the interview that the punishment and encouragement of the child does not cause adequate emotional reactions.

An analysis of the results of the answers to question 16a made it possible to find out the following:

tell the child about feelings, emotions, relationships between people

often - 4 out of 20 (20%),

according to the situation - 6 out of 20 (30%),

if asked - 7 out of 20 (35%),

the remaining parents - 3 (15%) found it difficult to answer the question.

In their conversations with the child, they try to teach him to understand the emotional states of others and his own, and to respond correctly to them. When asked what words you use to explain the manifestations of feelings (emotions) in life, most parents found it difficult to answer, some parents 25% (5 out of 20) answered that they use reading fairy tales, watching cartoons, specific life situations for this. An emotionally developed child is considered by 65% ​​of the parents of the second group. 35% of parents note that it is customary in their family to openly express their emotions and feelings. The rest of the parents found it difficult to answer the question. When asked if the child is similar to you in expressing their feelings and emotions, 90% of mothers did not find an answer. When asked about the ability of emotional empathy, all mothers answered “I can’t say”. That is, parents find it difficult to assess the general emotionality of their child.

85% of the parents of the second group do not know the reasons for the manifestation of a child's good or bad mood. It is possible that parents deliberately hide certain events experienced by the child associated with tragic or other circumstances, or do not seek to delve into the state of the child, do not analyze the reasons for the child's behavior. Although 45% of mothers note the emotional expressiveness of their child's face.

Thus, the answers of the parents of the second group do not provide a complete objective assessment of the emotional characteristics of the children. According to the results of the survey about the ideas of the parents of the second group about the emotional characteristics of children, it is difficult to track the features of the emotional development of children of the second group.

The quantitative analysis of the received answers was carried out in two directions:

the degree of participation of parents in the emotional development of the child;

features of parent-child relationships on an emotional level.

Each response of the parents was evaluated in accordance with the scores presented in the table of the methodology. As a result, the number of points scored was differentiated according to the following values:

high degree of participation - from 22 to 27 points (the highest number of points with unambiguous answers to all 18 questions);

Parents carefully treat the individual characteristics of their child, are interested in his affairs and activities, are confident in his achievements; at the same time, they are demanding and consistent in their educational influences. Parents evaluate the activities and behavior of the child; form personal values, standards, with the help of which the child will subsequently evaluate himself; encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

the average degree of participation - from 18 to 22 points;

low degree of participation - from 0 to 18 points.

Parents do not know the individual characteristics of their child, are not interested in his affairs and activities, are not sure of his achievements; at the same time, they are demanding in educational influences or vice versa. Parents do not know how to give a correct assessment of the activities and behavior of the child; they do not know and do not know how to form personal values, standards, with the help of which the child will subsequently evaluate himself; do not encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

A quantitative analysis of the responses received made it possible to conclude that in the first group of parents, more than half of the parents take an active part in the emotional development of children. 28% of parents understand the importance of children's emotional development.

The presence of negative values ​​(-1, -2) for any combination of points indicates problems in parent-child relationships at the emotional level (emotional rejection of the child). Referring to the results obtained,

Thus, the results of an empirical study of the features of the development of the socio-emotional sphere of children of older preschool age allow us to conclude that parents (mothers) of the first group of children use an adequate practice of parental attitude, which is characterized by a high level of verbal communication between children and parents; the inclusion of children in the discussion of family problems, taking into account their opinions; the willingness of parents to come to the rescue, if necessary, at the same time the faith and success of the child's independent activity; limiting one's own subjectivity in the child's vision.

According to the opinion of mothers, revealed during the survey, all children of the first group are emotionally developed. They have a positive emotional background, which characterizes a fairly stable and constructive acceptance of themselves and the surrounding reality. An increased background of emotional excitability is often accompanied by high motor or verbal activity. In the majority of children of the first group (83%), the mimic expressiveness of the child during emotional response is involuntary, that is, involuntary expressive reactions occur. The emotional "stuck" of the child on a specific situation, objects is caused by an emotional experience of a feeling of joy, surprise. Situational reactivity is manifested in a bright and relatively short-term emotional response of the child to specific situations associated with his negative experiences.

Emotional retardation (partial) expresses hidden aggression and is accompanied by unmotivated negative actions of the child.

The third part of the children of the first group developed the ability of emotional empathy and "infection", the flexibility of transition from one emotional state to another is noted.

All the emotions experienced, according to parents, are situational in nature.

In all families of the first group, it is customary to openly express their emotions and feelings, which, according to parents, contributes to the development of the child's emotional sphere. Parents of the first group often tell their child about feelings, emotions, relationships between people. In their conversations with the child, they try to teach him to understand the emotional states of others and his own, and to respond correctly to them. To do this, they use reading fairy tales, watching cartoons and children's films, specific life situations. Helps mothers in this matter by reading special literature (spiritual, moral, psychological, etc.)

More than half of the parents of children in the first group take an active part in the emotional development of children. About a third of parents understand the importance of the emotional development of children.

Most parents of the first group take care of the individual characteristics of their child, are interested in his affairs and activities, are confident in his achievements; at the same time, they are demanding and consistent in their educational influences. Parents are able to assess the activities and behavior of the child; form personal values, standards, with the help of which the child will subsequently evaluate himself; encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

In the course of the study, it was found that the behavior of children in the first group corresponds to the conscious moral criteria of norms. They are well socialized, they know how to build and regulate their behavior in accordance with the current situation.

The parents of the second group use different types of upbringing.

In six families (30%), they indulge all the desires of the child, overprotect and adore. Such parents do not take into account or underestimate the real psychophysical characteristics and limitations of the child. In these families, the attention of all family members to the child is cultivated, sometimes to the detriment of other children or family members.

Rejection of the individual characteristics of the child, attempts to "improve", "correct" the innate type of response, combined with strict control, regulation of the entire life of the child, with the imperative imposition of the only "correct" type of behavior on him. Requirements of uncompromising honesty, sense of duty, decency, imposing responsibility on the child for the life and well-being of loved ones, persistent expectations of great success in life that do not correspond to the age and real capabilities of the child. Along with strict control, there is a combination with indifference to the routine of the child's life, complete connivance occurs in five families (25%)

In four families (20%), heightened attention and care for the child is combined with petty control, an abundance of restrictions and prohibitions.

In three families (15%) - lack of care and control over behavior.

In one family (5%) they consciously try to adapt to the needs of the child. But this introduces tension into their behavior, a lack of immediacy in communicating with the child. They are more likely to dominate rather than concede.

In one family (5%), there was a change in upbringing patterns.

Consequently, the parents of the second group of children have a low level of parental control (controlling requirements are more aimed at modifying the manifestations of children's dependence on parents); parental requirements that encourage the development of maturity in children; ways of communication in the course of educational influences, emotional support.

From the results of the study of parents' ideas about the emotional characteristics of children, parents of the second group cannot give a complete objective assessment of the emotional development of their children.

In the second group, three quarters of parents do not realize the importance of developing the emotional-volitional sphere of their child.

Eight families out of 20 (40%) have problems in their relationship with their child.

% of parents of the second group do not know the individual characteristics of their child, are not interested in his affairs and activities, are not sure of his achievements; at the same time, they are demanding in educational influences or vice versa. Parents do not know how to give a correct assessment of the activities and behavior of the child; they do not know and do not know how to form personal values, standards, with the help of which the child will subsequently evaluate himself; do not encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

The results of the study of the interpersonal relations of the child and his perception of intra-family relations according to the method of Rene Gilles made it possible to conclude that the children of the first group are superior to the children of the second group in the following variables: attitude towards the educator, curiosity and social adequacy of behavior. That is, the children of the first group perceive the teacher as an authoritative, significant person. They are interested in new knowledge, the desire to learn something. In contrast to the behavior of children in the second group, the behavior of children in the first group corresponds to the conscious moral criteria of norms. They are well socialized, they know how to build and regulate their behavior in accordance with the current situation.

conclusions

The study included diagnostics of the development of the socio-emotional sphere of the older preschooler and the types of his upbringing in the family. The analysis of the results was carried out using quantitative and qualitative analysis, using the Q method - the Rosenbaum criterion .. The study involved 38 children - pupils of the kindergarten in Pechory and their parents (mothers).

Based on the results of the diagnostic stage of the study of the features of the development of the socio-emotional sphere of children of older preschool age, the following conclusions were drawn.

Using the Q method - the Rosenbaum criterion, it was proved that children

children of the first group outperform children of the second group in the following variables: attitude towards the teacher, curiosity and social adequacy of behavior. That is, the children of the first group perceive the teacher as an authoritative, significant person. They are interested in new knowledge, the desire to learn something. In contrast to the behavior of children in the second group, the behavior of children in the first group corresponds to the conscious moral criteria of norms. They are well socialized, they know how to build and regulate their behavior in accordance with the current situation.

Parents (mothers) of the first group of children use an adequate practice of parental attitude, which is characterized by a high level of verbal communication between children and parents; the inclusion of children in the discussion of family problems, taking into account their opinions; the willingness of parents to come to the rescue, if necessary, at the same time the faith and success of the child's independent activity; limiting one's own subjectivity in the child's vision.

Most parents of the first group take care of the individual characteristics of their child, are interested in his affairs and activities, are confident in his achievements; at the same time, they are demanding and consistent in their educational influences. Parents are able to assess the activities and behavior of the child; form personal values, standards, with the help of which the child will subsequently evaluate himself; encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

The parents of the second group use different types of upbringing.

Parents of the second group of children have a low level of parental control (controlling requirements are more aimed at modifying manifestations of children's dependence on parents); parental requirements that encourage the development of maturity in children; ways of communication in the course of educational influences, emotional support.

The parents of the second group cannot give a complete objective assessment of the emotional development of their children. Three quarters of parents do not realize the importance of developing the emotional-volitional sphere of their child.

Eight families out of 20 (40%) have problems in their relationship with their child.

% of parents of the second group do not know the individual characteristics of their child, are not interested in his affairs and activities, are not sure of his achievements; at the same time, they are demanding in educational influences or vice versa. Parents do not know how to give a correct assessment of the activities and behavior of the child; they do not know and do not know how to form personal values, standards, with the help of which the child will subsequently evaluate himself; do not encourage the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

Children are inconsistent in assessing the behavior of the characters presented in the pictures during the study, and depend not so much on their knowledge and developed evaluative norms, but on worldly experience and sympathies.

The study confirmed the hypothesis put forward at the beginning of the study that family disharmony and improper upbringing will affect the socio-emotional development of children of older preschool age, the features of which will be difficulties in the social adaptation of the child.

For the correction and development of the behavioral and emotional spheres of the personality of a preschool child, a program was developed for the correction and development of the socio-emotional sphere of preschool children. The objectives of the program were to correct the negative trends in the social and emotional development of children and to develop the social and emotional well-being of the child.

With the help of the technique Country within us , which allows diagnosing the psycho-emotional states of children of older preschool age, the results were revealed, from which it is clear that such a psycho-emotional state, such as joy, was most often associated with red (39%), that is, joy manifests itself as an active, energetic state and is more often associated with communicative sphere. Pleasure was more often associated with green (29%), that is, it is more often in demand and preschoolers often experience pleasure when adults treat them as equals and are associated with emotional activity. Fear is more often associated with blue (27%), that is, preschoolers most often lack maternal love, they are very sensitive to this psycho-emotional state and manifests itself in emotional activity and symbolizes mental activity. Guilt is more often associated with blue and green (17%), that is, children are more sensitive to guilt and is less pronounced if parents treat them as equals and manifests itself in emotional activity. Resentment is most often associated with red (29%), that is, it manifests itself more actively than all the others and is observed in energetic preschoolers and manifests itself in emotional activity. Sadness is more often associated with blue (22%), that is, preschoolers have a need for communication, they are very impressionable and sensitive to this state, it manifests itself in the field of creative experiences. Anger is most often associated with blue (24%), that is, preschoolers have a need for communication, they are very impressionable and sensitive to this state, it manifests itself if there is no feeling supports , confidence, and opportunities grounding negative experiences. Interest is most often associated with green (29%), that is, it is more in demand and preschoolers are more likely to experience pleasure when adults treat them as equals and are associated with emotional activity.

The study made it possible to determine the directions of correctional and developmental work, namely, the correction of such qualities as aggression, anxiety, hypersensitivity, excitability, capriciousness, tearfulness, spitefulness, envy, stubbornness, cruelty was carried out. For this purpose, a set of classes for the development of the emotional-volitional sphere of older preschoolers was compiled, the main goal of which is the development of voluntary regulation of emotional states in children of older preschool age. In the process of correctional and developmental work, the following tasks are solved:

introduce children to emotions: joy, grief, anger, fear, surprise;

teach children: to distinguish emotions from schematic images; understand your feelings and the feelings of other people and talk about it; convey a given emotional state using various expressive means; switch from one emotional state to the opposite;

develop arbitrary behavior control, the ability to empathize, willpower, focus on a particular job.

As a result of the work carried out in children:

children's emotions acquire much greater depth and stability, positive emotions prevail:

there is a constant friendship with peers;

the ability to restrain one's stormy, sharp expressions of feelings develops;

child learns language emotions to express the subtlest shades of experiences, intonations of the voice;

the emotional reaction of the child is as adequate as possible to the situation;

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

Research methods. The following methods were used as tools for studying the problem:

Questionnaire for parents "Types of parenting"

Questionnaire for parents "Parents' ideas about the emotional characteristics of the child"

Characteristics of the sample, base and research methods: The study was conducted on the basis of a kindergarten in the city of Pechora.

The sample of subjects included 38 pupils of senior preschool age (6-7 years old) and their parents - 38 people (mothers).

The study used the following methods: observation, testing, methods of mathematical data processing.

The research took place in several stages.

At the first stage, a sample of children was made on the basis of observation.

The second stage of the study included the selection of adequate methods, taking into account the study algorithm, and the actual conduct of the study itself.

The third stage included the analysis of the results of the study using the methods of mathematical statistics.

At the fourth stage of the study, generalizing conclusions were drawn based on the results of the study.

Description of methods and results of research. Processing of results by methods of mathematical statistics.

The study began with observation of the subjects. Two observation schemes were used.

Scheme 1. "Attitude of a child to an adult"

The scheme includes the observation of the following features of the child's behavior in situations familiar to him:

Talks to the caregiver or other significant adult only when he is alone with him or after some effort to "talk" him.

Lies out of fear.

He is very violently worried, crying, offended if he is reprimanded.

Too anxious to be naughty.

He likes to be shown sympathy, but does not ask for it.

Never brings to an adult and does not show the things he found.

He greets the teacher only when he pays attention to him.

Does not approach an adult on its own initiative.

Never asks for help.

Easily becomes "nervous", blushes when asked a question.

Evaluation: If the behavior is typical for the child, then the corresponding statement is evaluated at 1 point, if not - 0 points.

Diagram 2. "Attitude of the child to peers"

Evaluation: If the noted feature of behavior is characteristic of the child, the corresponding statement is evaluated at 1 point, if not - 0 points.

Tries to withdraw from active participation in the game.

Does not show friendliness and goodwill towards other children.

Never shares toys and sweets with other children.

Does not help others even when asked to.

Agrees to minor roles, never expresses a desire to be the main one in the game.

He has no friends either in kindergarten or in the yard.

Avoids contact with other children.

In the game, he always strives to get a significant role, if he does not get it, he refuses to play.

Does not show interest in collective games, plays alone.

Often complains to adults that he is offended by other children.

Based on the observation according to the above schemes, all the subjects were divided into two groups.

The first group included 18 subjects: 9 girls and 9 boys. This included subjects who do not have problems in the field of relationships with adults and children: they easily communicate with the teacher or other significant adults for them, are calm about comments, have friends in kindergarten and in the yard, and strive to get a significant role in the game.

In the first group of subjects: 16 children in whose family there are two children and 2 children from large families. In this group, 10 children are the first child in the family, 8 children are the second child in the family.

The second group of subjects included 20 people: 12 girls and 8 boys. This group included children who have problems in the sphere of relationships with adults and children: they talk with a teacher or other significant adult only when they are alone with him or after some effort to “talk” them, they are anxious, they try to get away from active participation in the game, do not show friendliness and goodwill towards other children, avoid communication.

In the second group of subjects: 16 children from families with two children, and 4 children from families with many children. In this group: 12 children are the first child in the family, 5 children are the second child and 3 children are the third child in the family.

As mentioned above, the methodological block of the study consisted of 4 methods.

Children's projective technique of René Gilles.

The purpose of the methodology is to study the social adaptability of the child, as well as his relationship with others.

The technique is visual-verbal, consists of 42 pictures depicting children or children and adults, as well as text tasks. Its focus is to identify the characteristics of behavior in a variety of life situations that are important for the child and affect his relationship with other people.

The psychological material that characterizes the system of a child's personal relationships can be conditionally divided into two large groups of variables.

Variables that characterize the specific personal relationships of the child: attitude to the family environment (mother, father, grandmother, sister, etc.), attitude to a friend or girlfriend, to an authoritarian adult, etc.

Variables that characterize the child himself and manifest themselves in various ways: sociability, isolation, desire for dominance, social adequacy of behavior.

Attitude towards mother - relationship with mother,

Relationship with the father - relationship with the father,

Attitude to mother and father as a family couple - relationship with mother and father as a single whole,

Attitude towards brothers and sisters - relationship with brothers and sisters,

Relationship with grandparents - relationship with grandparents,

relationship with a friend,

Attitude towards the educator - the perception of the educator as a significant, authoritative person,

"Attitude (in psychology) - in its most general form - the relative position of objects and their properties ... Distinguish ... family relations (at the level of social communities)" .

"The system of relations determines the nature of the experiences of the individual, the features of the perception of reality, the nature of behavioral reactions to external influences" .

"Interpersonal relations are subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activities and communication. Interpersonal relations are a system of attitudes, orientations, expectations, stereotypes, and other dispositions through which people perceive and evaluate each other.

"Interpersonal choices motivation (the motivational core of choices) is a system of motives that forms the psychological basis of individual preference. An analysis of the motives of interpersonal choices allows you to determine the psychological reasons why an individual is ready to make emotional and business contact with some members of the group and rejects others" .

Attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.

Curiosity - interest in new knowledge, the desire to learn something new.

"Curiosity. 1. The desire to acquire more and more new knowledge ... 2. A lively interest in everything that can enrich life experience, give new impressions"

The desire for dominance - the desire for leadership in interpersonal relationships.

"Dominate. 1. Dominate, dominate, be the main..."

Sociability - easy entry into contact with people.

"Sociable. Easily entering into communication with people, talkative, not closed"

Fenced off - isolation in communication.

"Fence off ... 2. Move away from something, someone, isolate yourself from something, someone"

Adequacy of behavior - compliance of behavior with moral criteria of norms.

Diagnostic technique for children 5 - 8 years old "Assess the behavior"

Diagnostic orientation: social experiences of a child of senior preschool - primary school age, assessed on the basis of his ability to evaluate behavior according to the norms set by moral criteria.

Questionnaire for parents "Types of parenting"

The purpose of the methodology: to identify the type of upbringing of the child in the family.

Types of parenting:

. "The idol of the family": indulgence in all the desires of the child, excessive patronage and adoration.

Hyper-care: heightened attention and care for the child is combined with petty control, an abundance of restrictions and prohibitions.

Hypo-custody: lack of care and control over behavior.

It is observed with formally present control, a real lack of warmth and care, non-involvement in the life of the child. At the heart of this type of upbringing lies the frustration of the need for love and belonging, the emotional rejection of the child, his non-inclusion in the family community.

Neglect: lack of care and control over behavior, reaching complete neglect, manifests itself as a lack of attention and care for the physical and spiritual well-being of the child, affairs, interests, anxieties.

. "Cinderella": ignoring the needs of the child, often cruel treatment of him. Hidden emotional rejection is manifested in global dissatisfaction with the child, the constant feeling of parents that he is not "that", not "such". Sometimes it is masked by exaggerated care and attention, but it betrays itself by irritation, a lack of sincerity in communication, an unconscious desire to avoid close contacts, and, if necessary, somehow get rid of the burden.

. "Hedgehogs": rejection of the individual characteristics of the child, attempts to "improve", "correct" the innate type of response, combined with strict control, regulation of the entire life of the child, with the imperative imposition of the only "correct" type of behavior on him.

Increased moral responsibility: requirements of uncompromising honesty, a sense of duty, decency that do not correspond to the age and real capabilities of the child, imposing responsibility on the child for the life and well-being of loved ones, persistent expectations of great success in life - all this is naturally combined with ignoring the real needs of the child, his own interests , insufficient attention to its psychophysical features.

. "Cult of the disease": increased insecurity of parents, fear of making a mistake, exaggerated ideas about the "fragility" of the child, his illness, etc.

One source of such experiences of parents is rooted in the history of the birth of a child - he was waited for a long time, appeals to gynecologists did not give anything, he was born fragile and painful, with great difficulty it was possible to get him out, etc.

Another source is the severe illnesses suffered by the child, if they were long-term. The attitude of parents to the child was formed under the influence of the fear of losing him. This fear makes parents anxiously listen to any wishes of the child and rush to satisfy them, in other cases - petty patronize him.

In typical statements of parents, their hypochondriacal fear for the child is reflected: they find many painful manifestations in him, memories of past, even remote in time, experiences about the child's health are fresh.

. "Crown Prince". This type of upbringing is more and more often cultivated in fairly well-to-do, wealthy, wealthy families, whose members have significant weight in society and occupy high positions and positions in it that are inaccessible to most people. Having given themselves to a career, parents cannot take care of their own child. They usually compensate for the lack of their feelings with artificial parental love - giving and giving gifts to the baby.

Contradictory upbringing: conflict in the relationship between spouses about the upbringing of children. Often, parenting turns into a "battlefield" of conflicting parents. Here they get the opportunity to most openly express dissatisfaction with each other, guided by "concern for the welfare of the child." At the same time, the difference in the opinions of parents is most often diametrical: one insists on a very strict upbringing with increased requirements, prohibitions and sanctions, while the other parent is inclined to "pity" the child "to follow his lead.

A characteristic manifestation of this type of upbringing is an expression of dissatisfaction with the educational methods of the other spouse. At the same time, it is easily revealed that everyone is interested not so much in how to raise a child, but in who is right in educational disputes.

Changing patterns of education. This type of upbringing occurs when a child was brought up by one method until some time, and suddenly, due to family circumstances (the appearance of a newborn, divorce of parents), the style of upbringing suddenly changed.

Questionnaire - a questionnaire for parents "Parents' ideas about the emotional characteristics of the child."

The questionnaire is designed to identify parents' ideas about the features of the emotional development of the child according to the following indicators:

emotional experience of the child.

The emotional experience of a child is understood as the emotional experience of a particular event or situation of various modal content (joyful, sad, terrible, etc.). The events that caused the child's emotions of high intensity are taken into account, i.e. emotional reactions at a high threshold of response. This refers to: emotional arousal, complete or partial lethargy, various kinds of depression, dysphoria and euphoria, shock and coma.

The presence of a factor of emotional tension in a child.

Under the factor of emotional tension is understood the manifestation in everyday behavior of symptoms of emotional excitability, emotional inhibition or situational reactivity as negative indicators of the emotional development of the child.

The child's knowledge and understanding of feelings and emotions.

Knowledge and ideas about feelings, emotions in a child are formed in preschool childhood and form part of his general cognitive development. Normally, a child should be interested in the content and manifestation of various emotional states.

The emotional field of the child.

The emotional field is understood as a complex of features of the child's emotional response when interacting with the surrounding reality, people and himself. This complex includes: emotivity, emotional plasticity, emotional reactivity, etc. Taken together, these features give an idea of ​​the general emotionality of a person.

The emotional style of the child is determined on the basis of the prevailing emotional states, their sign and modality. The sign of emotional states differentiates the emotional background of the child: positive, negative, neutral. A positive emotional background is characterized by a fairly stable and constructive acceptance of oneself and the surrounding reality (positive reflection). The negative background is characterized by a deconstructive attitude towards oneself or the surrounding reality (negative reflection), which is also quite stable. The neutral background is characterized by the absence of a pronounced attitude towards oneself and the surrounding reality (disturbed reflection).

Expressiveness (mimic expressiveness) of the child.

Expressiveness is understood as the mimic expressiveness of the child during an emotional response.

And also some questions reveal the position of parents in relation to the child, the features of their emotional interaction, as well as the degree of reliability of the answers.

Description and processing of research results by methods of mathematical statistics

After conducting diagnostic studies, the following results were obtained:

Children's projective technique by René Gilles

To study the social adaptation of the child, as well as relationships with others, the children's projective method of Rene Gilles was used.

The results of the study were analyzed for each feature. To do this, we used the Rosenbaum Q-test, which is used to assess the differences between two samples in terms of the level of any trait, quantitatively measured.

The results of the study of the interpersonal relations of the child and his perception of intra-family relations according to the method of Rene Gilles made it possible to conclude that the children of the first group are superior to the children of the second group in the following variables: attitude towards the educator, curiosity and social adequacy of behavior. That is, the children of the first group perceive the teacher as an authoritative, significant person. They are interested in new knowledge, the desire to learn something. The behavior of the children of the first group corresponds to the conscious moral criteria of norms. They are well socialized, they know how to build and regulate their behavior in accordance with the current situation.

Diagnostic technique for children 5 - 8 years old "Assess the behavior"

To study the social experiences of a child of senior preschool - primary school age, assessed on the basis of his ability to evaluate behavior according to the norms specified by moral criteria, the diagnostic technique "Assess behavior" was used.

When evaluating the results of the methodology, we took advantage of the fact that the rationale for the assessment given by the child to an act can be built on several grounds:

external - the assessment is focused on the appearance of the hero of the picture;

behavioral - the assessment is focused on the content of the action performed by the character;

intermediate - the assessment combines both components.

The results of this technique helped to track the social experiences of a child of senior preschool school age, assessed on the basis of his ability to evaluate behavior according to the norms set by moral criteria.

The study revealed that the children of the first group evaluate the behavior of the characters of the methodology on a behavioral basis - 14 people (78%); on an intermediate basis - 4 people (22%).

Children of the second group evaluate the behavior of characters using a behavioral basis - 7 people, which is 35%; intermediate base - 6 people (30%), external base - 7 children (35%).

The majority of children in the first group (78%) are children with a high level of development of social normativity, well socialized, able to build and regulate both their own and other people's behavior. In the answers of these children, only the behavior of the characters is evaluated. The children of this group are characterized by detailed speech additions and the argumentation of their assessment, which proves that this assessment is not accidental.

Children of the second group do not have stable preferences in assessing the behavior of the characters in the pictures. Despite the fact that the standards by which the behavior of the characters is evaluated are sufficiently understood by the child, these are rather known, rather than actually acting social experiences, since this knowledge is not present in the real behavior of the children themselves and in their assessment of the activities of others; they are isolated from the assessments that children apply in life to their own and other people's actions. At the same time, these children at times, especially with the help of a psychologist, can recall the existing norms of evaluation, especially if the act (good or evil) performed by the hero in the picture is close to the child himself.

Thus, the assessments of behavior that the children of this group gave to the characters in the pictures are inconsistent and depended not so much on their knowledge and developed evaluative norms, but on everyday experience and sympathies.

The impact of computer games on children

One of the motivations for buying a computer home for many busy parents is to provide gaming entertainment for children. In this case, the computer takes on the role of a more active entertainment device than an ordinary TV. After all, when playing on a computer, the child does not just sit with his mouth open, so to speak, but actively interacts with the artificial, but still interacts with some kind of world. At the same time, he learns not only to quickly press the keys, but also to build IMAGE-CONCEPTUAL MODELS in his head, without which it is impossible to succeed in modern computer games that require the disclosure of patterns in the transition from one game situation (scene) to another. Such games have an undoubted developmental potential, especially for the development of intelligence. And this shows their positive impact on the development of children.

Another question is about the impact of computer games on the physical health of children and on the development of personal and, above all, value-oriented, moral qualities.

The electromagnetic vibration and ionizing radiation of even the most well-protected modern monitors is a heavy load on the vision and posture of an unformed organism. SANITARY AND HYGIENE requirements are absolutely categorical - no more than 1 hour a day for teenagers and high school students and no more than 30-40 minutes for children of primary school age (in order to protect children left alone at home, you just have to take connecting cables with you or use more sophisticated keys and passwords for accessing hard disk segments and individual programs). Although games give the child more opportunities for active emotional discharge than passive absorption of emotional impressions from the TV screen, in large doses they lead to the accumulation of chronic stress with all the ensuing consequences for the body.

As for the influence on the personality, it depends on the repertoire of games. Unfortunately, psychological studies, including those conducted in our country, have shown that Western-made COMMERCIAL GAMES, which dominate the market, cultivate aggressive individualistic morality, which quickly affects the self-consciousness of a teenager, especially talented (I am against everyone!). On the other hand, if game developers were more concerned not about indulging primitive instincts, but worked on creating morally instructive game plots, then this effect of game practice would certainly change from a minus to a plus. But the entertainment industry, unfortunately, is going the other way around the world. It is now an undoubted fact that the plots of computer games, as well as the plots of commercial shows and films, are already created by a generation of people who have gone through the school of hedonistic autism since childhood (under the motto The world is the source of my pleasures), and they simply broadcast their own morality to a new generations of people. For them, any show program, including a computer game, is a special drug or an addition to real drugs.

The conditionality of the world of modern computer games (as well as the world of cartoons) requires extreme restrictions on access to them for preschoolers, up to complete exclusion in some cases. Until the Image of the Real World is formed as an integrative base of elementary common sense, the impact of conditional games may turn out to be schizophrenic to a certain extent in the case of an impressionable child. In any case, the child often gets stuck at the stage of infantile AUTISM and egocentrism: it turns out to be insensitive to the real demands of the real world of adults.

Psychologists recognize that the formation of one's own "I-image" of a child of senior preschool age mainly occurs under the influence of the assessment of significant others. The richness and originality of the reactions inherent in the personality of the child, the methods of activity, the symbolic meanings depend on the diversity and breadth of the systems of interaction in which it participates.

M. Borishevsky defined the image of "I" as "... a generalized, global mechanism for self-regulation of behavior at the personal level ...", and noted "its role in providing a sense of self-identity, human identity." And this “gives a person the opportunity to realize the necessary boundaries between “I” and “not-I”.

“I-image” includes self-attitude, self-esteem, self-acceptance, etc. - the totality of all ideas of the subject about himself, self-concept.

Domestic psychology characterizes the “image of I” as a cognitive component of the “I-concept” - the image of one’s own qualities, abilities, appearance, social significance, etc., is impossible in isolation from the social worlds of other people, and first of all, from parents. The expansion and enrichment of the “I-image” in the process of mental development is closely connected with reflection on one’s own emotional experiences and desires, with the differentiation of one’s gaming fantasies and reality, assessment, self-esteem, and the like. The verbal channel enables the child to share life experiences. The interdependence between the child's personality and others becomes more and more verbal as they grow older. With the advent of personal life experiences that are inaccessible to others, there is a realization that the external manifestations of identity, what is available for observation by other people, may differ significantly from what it really is.

At senior preschool age, the process of forming a personal identity goes through a stage of differentiation in the mind of the child of two plans of his image of "I": "I" - Real and "I" ideal; there is an ability for adequate self-esteem, which is based on the assessment of the child's actions by adults. In addition, the process of development of personal identity occurs through the process of identification with the parental or maternal figure.

At the age of five or seven, the external deterministic components of identity begin to be realized, and by the age of seven or eight, one can speak of the presence of a relatively stable, differentiated structure of personal identity in the child. The stages of accepting the role of the other, others, the “generalized other” are the stages of the transformation of the organism and the activity “I” into the reflexive “I”. External social control turns into self-control. The structure of the completed "I" reflects the unity and structure of the social process. By the end of childhood, a certain wholeness is achieved, which includes all significant identifications. Therefore, it is the preschool age, even before the completion of the formation of the main components of personal identity, in our opinion, that is sensitive for restructuring and resynthesis of the Ego, reorientation of the child's development along the line of a mature, strong and independent personality.

Under the personal identity of children of senior preschool age, we mean such a multicomponent construct that combines:

• - Representation of the "I"-image as a result of identifications;
• - Various plans "I"-image: "I" ideal, "I"-Real; "I" is in the past, "I" is the present; "I"-in-the-future physical, intellectual, moral personalities;
• - In senior preschool age, the development of personal identity takes the form of a representation of the "I-image" as a result of identifications, as well as forms of active differentiation of identity components: physical, intellectual, moral, activity, temporal, and the like. Since the development of personal identity in children occurs at the level of both unconscious subjective experience and is realized through linguistic means, we set the task to explore both the linguistic means of describing the child himself and the unconscious aspects of her experience.

The main difficulty in fulfilling the objectives of our study was the lack of appropriate standardized methods that would allow us to differentiate the achieved level of identity.

We believe that projective methods are optimal in the context of our study, which today are the main methods for studying the personality of preschool children due to insufficiently developed reflection at this age.