Emotional development of preschool children from a psychopedagogical perspective

Abstract

A person's relationship with the world around him is not only understood and manifested in actions, but is also experienced in the form of emotions. Emotions are one form of reflection of the real world by consciousness. Accompanying almost any manifestation of the subject's activity, emotions serve as one of the main mechanisms of internal regulation of mental activity and behavior aimed at satisfying real needs. The emotional sphere is an important component in the development of preschoolers, because no communication or interaction will be effective if its participants are not able, firstly, to "read" the emotional state of the other and, secondly, to manage their the emotions. Understanding emotions and feelings is also an important part of becoming a growing person. The formation of a person's emotions is the most important condition for his development as a personality. The extraordinary diversity of human emotions is explained by the complexity of the relationships between the objects of his needs, the specific conditions of their appearance and the activities aimed at their realization. The class of emotions includes: moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in all processes and mental states of a person. A preschooler at the age of 4-5 is a person with a rich and diverse emotional world, he feels deeply, his experiences, first of all, are closely related to relationships in the circle of loved ones. The emotional development of a preschooler is primarily associated 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 conditioned by the achievement of narrow personal utilitarian objectives. Therefore, social emotions and moral feelings begin to develop intensively.