The development of the emotional-volitional sphere of the child. Games for the development of the emotional-volitional sphere

The emotional-volitional sphere of a preschooler is formed in a fairly short period of time. Only 6-7 years will pass and an independent, active personality will mature in the child, the core of the psyche is formed inside, which later becomes the basis of character.

When personality is born

Features of the emotional sphere of a preschooler are manifested in the awareness of one's own personality, activity, activity and an objective assessment of oneself. At the same time, subordination of motives is formed. It indicates that the child is already capable of subordinating immediate impulses to more conscious goals.

An indicator of correct development is the ability to manage behavior, control the implementation of tasks and the ability to minimally foresee the result of activity or its absence.

What does the correct development of the emotional-volitional sphere of a preschooler lead to? Once unrestrained emotions and feelings become subordinate to thinking.

The emotional sphere undergoes major changes with speech and physical development. Views on life, relations with the outside world are being globally reformatted. What should parents do? They must understand that their child is an individual, the formation of which takes place with gradual adjustment.

The development of the volitional sphere of a preschooler aged 2-4 years requires a gradual approach. It is important to realize that at this age, children often show the whole range of negative emotions with loud tantrums, tears and screams.

At the age of 4-5 years, emotions are ruled by the desire for independence, however, difficult situations, fatigue, emotional overexcitability can lead to the fact that the child's behavior will show features that are inherent in younger peers. The emergence of such a situation should be a signal for adults, too much has fallen on the child, he cannot bear it. All that is required: comfort, affection, care and permission to behave like a little one.

Should a child's bad mood always cause parental anxiety? Not! A preschooler is subject to feelings, he is not capable of correct and constant management of experiences. It is this feature that explains the constant change of mood and a whole range of feelings that arise in a short period of time. Striking laughter can be replaced by bitter tears and hysteria, this behavior of children is considered absolutely normal.

The development of a stable emotional state directly depends on social situations. Changes in the usual way of life and regimen can cause affective reactions and fear. The person responds to the dissatisfaction of new needs with a state of frustration, which is expressed by rage, aggression and depression.

Conditions for the successful development of a preschooler

What can miscommunication lead to?

1. One-sided attachment to the mother very often turns into a limitation of the need to communicate with peers.
2. The expression of despair by parents with or without it forms excitement and fear in the child.

Irreversible processes in the psyche are triggered by the imposition of parental emotions. In this case, the child does not notice his feelings at all. When they constantly ask if he likes what, for example, was praised in the classroom and if he was offended that they took away the typewriter, then these events may not at all cause vivid emotions, but he has to notice them.

The active development of the emotional sphere of a preschooler also takes place during specially organized activities. We are talking about music lessons, drawing lessons, during which children learn to experience feelings that arise on the basis of perception.

Intensive development of emotions occurs during the game, which is the main activity for preschoolers.

Stages of development

Features of the emotional-volitional sphere in preschoolers of different ages:

1. From birth to 1 year. The normal line of development is the recognition of parents, the ability to distinguish close people and respond to their presence, facial expressions, voice.
2. From 1 year to 3 years. During this time period, a minimum level of independence and self-confidence is formed. Correction of the emotional sphere is required if the child doubts own forces, there are violations in motor skills, speech is poorly developed.
3. From 3 to 5 years. The emotional development of preschoolers is manifested in active knowledge of the world around them, vivid imagination, imitation of the behavior and actions of adults. Additional examinations with corrective exercises are carried out if the child has constant lethargy, lack of initiative, and depression.
4. From 5 to 7 years. At this time, a pronounced sense of duty and a desire to achieve a goal arise in the emotional sphere of the child. There is a fairly rapid development of communication and cognitive skills.

Ways to develop emotional and volitional qualities

For the development of the emotional sphere, 2 methods are actively used: sand therapy and fairy tale therapy.

The second method has its roots in the 17th century, but before the advent of the research of W. Propp and R. Gardner, fairy tales were just fun. With the help of fairy tales, the integration of the personality, the expansion of consciousness, the development of creative abilities are carried out, lines of interaction with the outside world are formed.

A well-chosen fairy tale can cause intense emotional resonance and appeal not only to the child's consciousness, but also to his subconscious. The method acquires particular relevance when working with children with disabilities in the emotional sphere, when it is necessary to create an effective communication situation.

The story has several functions:

• psychologically prepares the child for difficult situations;
• allows you to try on different roles, evaluate actions and results of activities;
• draw conclusions and transfer them to real life.

Working methods:

1. Fairy tale metaphor. The images and the plot of fairy tales induce free associations in the mind, which in the future should be actively discussed and corrected by the teacher.
2. An equally active method is drawing based on fairy tales. In this case, the associations are poured into a graphic form, not a verbal one.
3. A fairy tale forms the concept of what is good and bad. Based on the actions and actions of the characters, the child can make his own motivated verdict of the behavioral line.
4. Emotions caused by a fairy tale can not only be spoken or drawn, but also lost by connecting facial expressions and intonations.
5. Maximum creativity allows you to reveal the rewriting, addition of a fairy tale, changing its ending, adding new heroes and characters.

Fairy tales are notable for the fact that they lack direct edification and moralizing, events are always logical and dictated by cause-and-effect relationships that exist in the world.

The emotional development of preschool children is also effectively carried out with the help of sand therapy. K. D. Ushinsky argued that the best toy for a child is a pile of sand. And it is. Sand games are known to no generation. The sand game is simple, accessible, convenient and diverse.

The main advantage of sand is that it enables the child to build his own individual world, presenting himself as a creator who sets the rules of the game. A simple pouring of sand allows you to relieve tension and calm down, sculpting figures develops fine motor skills, stimulates imagination, the search for buried treasure stimulates interest.

Developing games with sand help to identify psychological traumas and allow you to get rid of them. This method especially effective when working with children who have a deficiency in the verbal apparatus and developmental delay.

EQ work

EQ is an international abbreviation for emotional intelligence. This term is understood as the ability of a child to be aware of his emotions, to associate them with desires and actions. With low EQs, there is conflicting behavior, lack of contact with peers, inability to express one's needs, aggressiveness, and fear.

Effective games for the development of emotional (communicative) intelligence:

1. "Happy Elephant" To play the game, you will need pictures of animal faces. The facilitator holds up a card with an emotion diagram and asks to find a picture with an animal that experiences the same feeling.
2. "Pictograms". It is necessary to prepare in advance two sets of cards (cut and whole). The cut pictograms are mixed in the total mass, the goal of the child is to assemble the whole template.

The second option involves a pair game. One of the children chooses half of the image and describes it to his interlocutor, the goal is to find the other half of the picture. If there is a discrepancy, it is necessary to explain why this picture was chosen.

1. "How are you?". The simplest game that allows you to determine the mood and emotions of children with affective behavior. It is necessary to offer the child from a stack of cards depicting emotions to choose the one that matches his mood (now, an hour ago, yesterday).
2. "Broken phone". An original emotional intelligence game that can be played with children over 3 years old. All " telephone network closes his eyes, only the first link remains awake. The host shows him an emotion and offers to pass it on to the next. The transmission is carried out only by facial expressions and gestures. After the action reaches the last player, the host, starting from the end, asks what emotion was conveyed and why, was it difficult to understand the participant.

Games for the development of the emotional sphere

Being included in the game, children gain invaluable experience in modeling life situations. A list of the most interesting and universal games that contribute to the formation and development of the emotional and volitional spheres of preschoolers is proposed.

"Guess the emotion"

The main activity in the game is aimed at the active study of gestures and facial expressions that occur when a particular emotion is manifested. Thanks to her, the child learns to recognize the feelings and moods of others.

The game will require masks depicting various emotions. At the age of 5-6 years, children can already take part in the manufacture. Be sure to portray delight, sadness, surprise, joy, indifference, fear.

One of the children is put on a mask (unknown to him), his task is to determine the emotion based on the prompts of the team. As clues, you can use a visual description (the position of the lips, eyebrows) and situational (an emotion arises when ...).

"Mimic Charging"

It improves the ability to correctly express emotions and do it in conjunction with verbal and non-verbal manifestations, and also activates the development of emotional intelligence in preschool children.

On the cards, you should write or depict emotions (depending on the age of the children) and ask the child to show them in conjunction with fairytale hero: smile like Cinderella; be surprised how Pinocchio ...

"Actor"

A game aimed at developing the ability to distinguish the psychological state of people, guided by non-verbal manifestations.

The task for the child is to depict the necessary emotion with the help of gestures and facial expressions. At the same time, part of his face is covered with a mask or a sheet of paper. The task of the team is to guess the depicted emotion.

"There is a team!"

The game is aimed at developing the ability to quickly concentrate. Children marching to the music are given commands in a whisper (sit down, raise their hands, hold their shoulders). Note: Only calm movements are selected for the game.

The development of the emotional sphere in preschool children is a long and multifaceted process that requires comprehensive development and coordinated action by all participants (teachers, educators, psychologists, parents). Only with this approach is the emotional well-being of preschoolers achieved, which allows the formation of a successful personality.

The development of the emotional-volitional sphere is the most important aspect of the development of the personality as a whole. The development of the emotional-volitional sphere is not only a prerequisite for the successful assimilation of knowledge, but also determines the success of learning in general, and contributes to the self-development of the individual.

Violations of the emotional-volitional sphere are most often manifested by increased emotional excitability in combination with pronounced instability of autonomic functions, general hyperesthesia, and increased exhaustion of the nervous system. In children of the first years of life, sleep is persistently disturbed (difficulty falling asleep, frequent awakenings, restlessness at night). Affective arousal can occur even under the influence of ordinary tactile, visual and auditory stimuli, especially intensifying in an environment that is unusual for the child.

At older preschool age, children are characterized by excessive impressionability, a tendency to fear, and in some, increased emotional excitability, irritability, and motor disinhibition predominate, while in others, timidity, shyness, and lethargy. Most often, there are combinations of increased emotional lability with inertia of emotional reactions, in some cases with elements of violence. So, having started crying or laughing, the child cannot stop, and the emotions seem to become violent. Increased emotional excitability is often combined with tearfulness, irritability, capriciousness, reactions of protest and refusal, which are significantly enhanced in a new environment for the child, as well as with fatigue.

In working on the emotional-volitional spheres, the following games can be used.

Games with aggressive children

How many negative modern world! And all this often finds a direct reflection in children. Intractable, impatient, aggressive, they become hostages of the conditions in which they grow and develop. The authors of the article analyze the causes that contribute to the development of child aggression and offer ways to control the child's behavior.

Aggressive behavior of preschool children is always expressed in different ways. And this behavior can be divided into several types:

The formation of aggressive behavior is greatly influenced by the nature of the punishments that parents usually use in response to the manifestation of anger in their child. In such situations, two polar methods of influence can be used: either condescension or severity. Paradoxically, aggressive children are equally common in too soft parents and very strict ones.

Studies have shown that parents who sharply suppress aggressiveness in their children, contrary to their expectations, do not eliminate this quality, but, on the contrary, nurture it, developing excessive aggressiveness in their son or daughter, which will manifest itself even in mature years. After all, everyone knows that evil breeds only evil, and aggression - aggression.

A child can be compared to a mirror. It reflects rather than radiates love.

If love is given to him, he returns it. If you don't give anything, you won't get anything in return.

Games with hyperactive children

"Active" - ​​active, active. "Hyper" - indicates an excess of the norm.

Hyperactivity in children is manifested by inattention, distractibility, and impulsivity that are unusual for a normal, age-appropriate development of a child.

This is a neurological-behavioral disorder characterized by excessive activity, excitability of the child.

This syndrome begins to manifest itself clearly at the age of 2 years, gaining momentum by the school years.

Hyperactive children are very active, impulsive, their movements are often chaotic. It is very difficult for them to sit still for a long time. Many activities that require perseverance, patience, a hyperactive child finds boring and if he starts them, he does not bring them to their logical end.

It is difficult for such children to follow the sequence and keep their attention on one thing for a long time. They have difficulty controlling their behavior and comply with generally accepted rules. Despite this "special" behavior, these children cannot be considered capricious, stubborn and disobedient. It's just that nature rewarded them with hyperactivity.

To help a hyperactive child learn to control and manage their emotions, behavior and attention, experts have developed games that are presented below.

Games with anxious children

Anxiety is a fairly stable individual psychological feature, which consists in an increased tendency of a person to experience anxiety for a variety of reasons (or without them). Anxiety must be distinguished from anxiety and fear.

Anxiety is a stable property, and we can conclude that it is typical for a child if he shows anxiety often and in a variety of situations: when meeting new people, answering at the blackboard, doing homework, etc. At the same time, anxious children often cannot explain what they are afraid of. If they know what they are afraid of, then we are talking about fear (fear always has an object - a person, animal, object or situation). Naturally, anxious children can also have fears - individual or very many.

If a child sometimes feels anxious in some situations, for example, before a public speaking or test work, and sometimes remains calm enough in the same circumstances, then we can talk about anxiety, but not about anxiety.

A child who is described as anxious tends to have most of the following characteristics:

· any task or new event causes him anxiety

· during the performance of tasks or when trying to master his excitement, he is often tense, constrained (muscle tension is felt even in the face and neck)

· sleeps restlessly, complains of bad dreams

· his attention is not disturbed, but it is difficult for him to concentrate on anything when he is worried

· does not tolerate situations of uncertainty or expectation

Development emotional-volitional sphere personality occurs in several directions - from undifferentiated experiences to differentiated, specific and meaningful feelings; from impulsivity, involuntariness, instability to a system of integrated emotional and cognitive processes that ensure the regulation of behavior and activity.

Immediately after birth, the range of emotional manifestations in an infant is very small - from feelings of displeasure to a feeling of relaxed interest. However, emotions such as sadness, anger, disgust, and pleasure soon begin to surface. In the 2nd year, social emotions appear: pride, shame, embarrassment, guilt, and empathy. By the age of two, the child has formed the entire set of basic emotions. However, children show them immediately and impulsively. By the age of 6, the child becomes more careful in the manifestation of emotions. He is already learning to restrain his anger or discontent, to transfer it to other (inanimate) objects. May be tenacious in defending their interests or privileges. Thus, children learn to manage their feelings, they form individual styles of behavior (see:).

In early adolescence, new types of emotions arise, based on empathy, concern for others. Girls and boys, as a rule, want to take care of animals, have a pet. By the age of 12, children begin to better understand the feelings of another person, the internal state of other people. Their assessments of other people become more psychological than those of preschoolers or younger schoolchildren, who mainly evaluate only the facts of human behavior.

Adolescents also often show a desire for primitive pleasure. At the same time, they commit risky actions: they use psychoactive substances, travel at high speed, jump from great heights. Many psychologists believe that this happens, on the one hand, from an underestimation of the dangers of such enterprises, on the other hand, because of the desire to show one's fearlessness in front of peers and gain authority for oneself.

During adolescence, many face serious life problems which can result in depression, impulsive behavior, rebellion, or suicide. There are three groups of factors that help to cope with the difficulties of this period of life. The first group is a good relationship with parents and peers. The second group is the area of ​​competence or skill - for example, in sports, music or craft, which provides a basis for self-confidence. The third group of factors is responsibility for others - for example, younger brothers or sisters [Ibid. S. 636].

VV Lebedinsky with co-authors connects the development of the emotional sphere with the level structure of the human nervous system and the transition of the regulation of behavior and activity from lower to higher levels. Four levels of organization of affective behavior were identified.

The first level - "field reactivity" - defines the most primitive, passive form of mental adaptation. This level provides the process of choosing the position of the greatest comfort and safety and is focused on assessing the quantitative characteristics of the external environment (sound intensity, sound pitch and timbre, light brightness, color saturation, ambient temperature, etc.). Emotional experience at this level does not contain an explicitly positive or negative evaluation, but causes a general feeling of comfort or discomfort. The choice of the most comfortable position leads either to approaching objects that cause comfortable reactions, or to moving away from objects that cause discomfort. This level is almost always the background level, determining a safe and emotionally comfortable contact distance with environmental objects.

The second level - the "level of stereotypes" - plays an important role in regulating the behavior of the child in the first months of life. The main adaptive task of this level is the process of satisfying somatic needs. In the first months of life, there is an ordering of psychosomatic sensations and their connection with the external signs of objects necessary to satisfy needs. There is a fixation and emotional consolidation of reactions and behaviors that lead to the satisfaction of needs. This is how affective-behavioral stereotypes are formed that allow the baby to adapt to the outside world. In addition to the intensity parameter, a new parameter of the emotional assessment of the surrounding world is introduced - whether it corresponds or does not correspond to the satisfaction of the need. At this level, rhythmically organized somatic processes based on the repetition of external conditions acquire the greatest emotional significance. Therefore, the maximum pleasure for a person is brought by long, rhythmic, repetitive, monotonous effects. Displeasure is caused by any failure of the usual stereotype. The second level is more active than the first, it is leading in relation to the first.

The third level - the "level of expansion" - represents the next stage in the development of emotional contact with the environment. Its mechanisms begin to form in a child in the second half of life. Thanks to this level, the child can actively explore the environment. Overcoming obstacles, mastering an unknown and dangerous situation are the adaptive meaning of this affective level of regulation. The appearance of obstacles in achieving the goal becomes the reason for launching exploratory behavior, so the barriers to activity begin to be assessed positively. Difficulties and dangers on the way to achieving the desired begin to attract the child. Affective memory of this level accumulates new knowledge about oneself, one's capabilities and abilities. This level can be the leading one at different stages of life, for example, in a child of the second year of life and in adolescents, when the tasks of affective mastery of the world: the conquest of darkness, depth, height, etc. - the most relevant. The third level of response is consistent with the first level and opposite in tasks to the second. Therefore, in order for the subject to actively explore the world around him, he must overcome the fear of changing life stereotypes. To overcome this fear, the subject must develop confidence in himself, in the success of his efforts. The third level of affective regulation forms the need for new experiences, the need for risk, testing oneself in dangerous situations.

The fourth level - "the level of emotional control" - is responsible for resolving difficult situations the life of the individual in the community. The adaptive meaning of this level is to establish emotional interaction with other people - the formation of rules and norms for interaction with them. In a broad sense, this level ensures the control of the community over the individual affective life. The emotional assessment of the surrounding situation becomes more flexible at this level, as it begins to take into account the emotional assessment of another person. Emotions become mediated by the influence of society, they take into account not only the achievement of the goal, but also the social consequences of this achievement. Therefore, the immoral way to achieve the goal begins to depreciate and be rejected as condemned by society. The fourth level reinforces certain social habits of a person, stabilizes his life, making him more predictable and understandable for others. This level is consistent with the second level (the level of stereotypes) and is opposite to the third (the level of expansion). At the fourth level, a person receives joy from the joy of others, there is a need for social contact, encouragement, praise. These impressions provide the subject with the necessary boost of activity.

The formation of each level occurs under the influence of new life tasks that confront the child at different stages of his development. In the first months of life, it is important for a child to ensure stable connections with the outside world, so the second, and then the fourth level of emotional regulation is formed first. As the child grows, his activity and independence increase, by the end of the 1st year of life, the third level begins to form, consistent with the first level. The third level becomes the leading one, when the desire to assert oneself, to do everything oneself begins to dominate the mental life of the child (crisis of 3 years).

Insufficient formation of one of the levels can lead to emotional disturbances: for example, underdevelopment of the third level and dominance of the fourth level cause the child to be over-attached to close people, emotional dependence on the mother or father. And the underdevelopment of the fourth level with the dominance of the third can cause an overestimation of the aggressiveness of the external environment and a mood for active confrontation with it. Such a person most often evaluates other people only as a means or a barrier to achieving his goal. The negative assessment of the subject by other people will be perceived by them quite easily due to the hypertrophied positive assessment of oneself.

Development of the professional and practical sphere of personality

Development professional and practical sphere begins in preschool age. Preschoolers try themselves in gaming activities, they form their preferred gaming professional roles: a driver, a sailor, an astronaut, a cook, a hairdresser, etc. They show interest in the profession of their parents, acquaintances and relatives. They begin to prefer certain types of activities: drawing, construction, modeling, or dancing, sports, or music. Great importance At this age, they have the interests and preferences of their parents.

Primary and secondary school students are gradually expanding their understanding of the world of professions. There is a steady interest in certain types professional activity: seller, artist, racer. Children consciously choose circles and sections, a hobby appears. An important role at this age is played by familiar adults who can captivate and interest the child in their profession. Also, with age, peers and their hobbies become more important.

Students in grades 8-9 are already faced with the problem of professional self-determination, since after grade 9 they are forced to choose a profile and level of further education. They begin to show interest in professional educational institutions, choose preparatory courses, are interested in their professional suitability: “What profession am I suitable for?” At this age, they begin to pay attention to the value-semantic aspects of professional work.

Students in grades 10-11 are already starting to choose vocational training institutions and preparatory courses. They are interested in the value-semantic and moral aspects of the future working life. At this age, the help of adults is very important: teachers, psychologists, who gradually form an internal readiness to independently and consciously plan and implement the prospects for their professional and personal development.

School graduates can choose either temporary work or further education in institutions of secondary or higher professional education. At the same time, they either try to get away from the final decision on choosing a profession, or make the final choice. Some want to continue their education only to delay the decision to choose a profession.

Students may have one or more professional identity crises. Often the decision to choose a profession depends on the place of internship or the choice of the topic of a term paper or a thesis.

According to N. S. Pryazhnikov, the choice of professional and subject matter largely depends on the qualities of subjectivity. The subject of mental activity is understood as a “regulatory and developing center” at all levels of the mental. The subject of professional self-determination inevitably goes through crises, which are helped to overcome not so much by the intellect as by the moral and volitional side of the personality. When achieving professional and life goals, the subject must independently decide what is the main thing for his self-realization, while focusing on social, socio-economic processes.

N. S. Pryazhnikov distinguishes three forms (types) of activation of the process of professional self-determination:

• 1) motivational-emotional;
• 2) cognitive-intellectual;
• 3) practice-behavioral.

First, emotional activity (interest) is formed, on the basis of which motivational readiness to solve specific professional problems is formed. At the same time, an adult (psychologist or educator) should help in setting goals and discussing plans for their implementation.

Cognitive-intellectual activation involves discussion of the situation of professional choice, assistance in the analysis of the life situation. At the same time, they try to arouse in adolescents the need for a hint from the outside, for which they show the complexity of the situation of professional choice, the seriousness of the consequences in case of an erroneous decision.

Practice-behavioral activity means that adolescents gradually take responsibility and initiative in choosing a profession. At the same time, the subject of professional choice should have a sense of self-confidence, faith in the ability to solve their problems on their own. To increase confidence, the practice of using business games is proposed, in which examples of situations close to the life situations of the psychologist's clients, successful examples of self-determination of other people are discussed (see:).

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Introduction

Chapter I

The concept of ZPR. Classifications

Chapter II. Diagnosis of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities

Conditions for the ascertaining experiment

Methodology for diagnosing the emotional-volitional sphere of older preschoolers with mental retardation (stating experiment)

The results of diagnostics of the emotional-volitional sphere of older preschoolers with mental retardation

Chapter III. Development of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities

Conditions of the forming experiment

A complex of games and game exercises for the correction of the emotional-volitional sphere of preschoolers with mental retardation, taking into account an individually differentiated approach

The results of approbation of the complex of games

Conclusion

Bibliography

INTRODUCTION

The relevance of the research topic is associated with the increased role of the emotional-volitional sphere in human life. The emotional-volitional sphere (EVS) is the qualities of a person that characterize the content, quality and dynamics of his feelings and emotions. Features of the emotional-volitional sphere in preschoolers are noted by many authors (G.E. Sukhareva, V.V. Kovalev). They include the following characteristics of preschool children with mental retardation: emotional instability, mood swings, impaired self-control in all types of activities, high fatigue, aggressive behavior, problems in adapting to the children's team.

Others (O.P. Gavrilushkina, I.Yu. Kulagina) say that the sphere of social emotions is especially affected, children are not ready for emotionally “warm” relationships with other people, therefore, emotional contacts with close adults may also be disrupted. , there may be difficulties in the development of the moral and ethical sphere. All these features significantly reduce the effectiveness of corrective work with such children, creating additional difficulties that appear in the way of correcting an already "impaired" development.

L.S. Vygotsky in his works wrote about the game as the main condition for the upbringing and adjustment of the "social dislocation" of the child, in which he can demonstrate all his abilities and create for himself an area of ​​proximal development. Only a full-fledged gaming activity can help him in this. If the leading activity is not formed, then it will not be able to contribute to the development of the mental properties and qualities of the child, the acquisition of knowledge, skills and abilities. This also applies to the development of the emotional-volitional sphere of older preschoolers with mental retardation during the game.

The main role of the game for normally developing children is that, first of all, the game calls the preschooler to action in the internal, so-called imaginary plan, thereby the child begins to develop a plan of ideas. External substitution actions (for example, substitute game items, generalized actions, taking on roles) will act as the initial material form in the formation of an internal action plan. An important point is that the game itself in its expanded form requires the child to see objects in accordance with the role assumed and to coordinate his point of view with the opinions of other players. In children with mental retardation, there is a significant heterogeneity of disturbed and intact parts of play activity. Significantly violated are those links that relate to the emotional-volitional sphere. This means that participation in role-playing games has a positive effect on the correction of their emotional and volitional state (L.V. Kuznetsova, L.B. Baryaeva, etc.).

This predetermines the formulation of the problem and the definition of the topic of the final qualifying work: "Development of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities."

Object of study: the development of the emotional-volitional sphere of older preschoolers with mental retardation.

The subject of the study is the development of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities.

The purpose of this work is to identify effective conditions development of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities.

To achieve our goal, it is necessary to solve the following tasks:

1. To study the theoretical foundations for the development of the emotional-volitional sphere of older preschoolers with mental retardation.

2. To select methods for determining the level of development of the emotional-volitional sphere in older preschoolers with mental retardation.

3. To study the results of diagnostics and develop a set of games aimed at developing the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities.

Hypothesis: if, when organizing games with children with mental retardation, take into account the peculiarities of their emotional and volitional sphere, and include motivational and regulatory components in the structure of the lesson, this will affect its stability, reduce anxiety and aggressiveness of pupils.

The following methods were used in the study:

1. Theoretical: analysis and generalization of psychological, pedagogical, speech therapy, methodological literature on the research topic.

2. Empirical: The study of medical and pedagogical documentation of children. observation. Ascertaining experiment. Formative experiment.

3. Methods for quantitative and qualitative processing of research results.

The main stages of the study:

The first stage (November - December 2015) is theoretical. The study of psychological and pedagogical literature on the research problem, its generalization and analysis. Registration of the first chapter of the diploma.

The second stage (February - March 2016) is experimental. Diagnostics. Development of diagnostics of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities and the selection of a complex of games for correction.

The third stage (March - April 2016) - generalizing. Analysis and generalization of the results of the study, design of research materials.

Theoretical base of the research.

In child special psychology today, there are quite a few studies that are devoted not only to the peculiar features of individual mental processes, but also to the personality of older preschoolers with mental retardation as a whole. All these studies were made by famous domestic and foreign specialists: T.A. Vlasova, N.L. Belopolskaya, L.S. Vygotsky, M.S. Pevzner, O.P. Gavrilushkina, I.Yu. Kulagina, A.R. .Luriya, N.Yu. Boryakova, V.I. Lubovsky, U. V. Ul'enkova and many others.

The theoretical study carried out outlined a range of problems that are relevant in modern special pedagogy related to the development and correction of the emotional-volitional sphere of preschoolers with mental retardation (according to the results of studies by N.L. Belopolskaya, L.N. Blinova, T.N. Pavliy and others. ). At the same time, the role of game means of correction was noted.

L.V. Kuznetsova, V.I. Lubovsky, K.S. Lebedinskaya, M.S. Pevzner, N.A. Dypina spoke about the influence of the game on the development of the personality and the emotional-volitional sphere of preschool children with mental retardation.

Practical base of research

An experimental study on the development of the emotional-volitional sphere of older preschoolers with mental retardation through play activities was carried out on the basis of the State Budgetary Educational Institution

"Educational Center on Vernadsky Avenue" of the structural unit No. 675 of Moscow, in the 3rd preparatory group.

The pilot study involved 10 children of senior preschool age. at the age of 5 to 7 years, educators and teachers of group No. 3 also took part in the experiment.

The theoretical significance lies in the generalization of psychological and pedagogical studies that testify to the influence of the game on the development of the personality and the emotional-volitional sphere of preschoolers with mental retardation, in the theoretical substantiation of the structure of the game-lesson that develops the emotional-volitional sphere of the game-lesson for children of senior preschool age with mental retardation.

The practical significance of the study lies in the fact that the study presents a set of games aimed at developing the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities.

The reliability and validity of the results obtained is provided by the methodological basis of the study; its complexity, the adequacy of research methods to the goals and objectives, as well as a combination of quantitative and qualitative analysis of the research results; approbation and efficient use modern methods in the process of pedagogical work in the system of complex correctional influence in the conditions of preschool educational institutions.

Work structure. The presented work consists of content, introduction, 3 chapters, conclusion, list of used literature. The 1st chapter provides a theoretical description of the foundations for the development of the emotional-volitional sphere of older preschoolers with mental retardation. The 2nd chapter describes the diagnostics of the emotional-volitional sphere of older preschoolers with mental retardation by means of gaming activities. The 3rd chapter presents the methods, means and results of the pilot study. In conclusion, general conclusions are provided.

CHAPTER I

The concept of ZPR. Classifications

Mental retardation (MPD) is a thesis that was formed in Russian psychology in the 60s of the XX century. Fulfilling a government order, in 1967 the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR began to conduct regular medical, psychological and pedagogical examinations of a comparative nature, which were aimed at studying the general and specific development of children with severe and persistent learning problems (this work was headed by a Russian psychologist, defectologist, doctor of psychological sciences V. I. Lubovsky). Initial summaries of these data and general recommendations on corrective work with such children were presented in 1971 in the book by M.S. Pevzner and T.A. Vlasova "About children with developmental disabilities".

It has been confirmed that mental retardation (MPD) is considered a reversible defect and occupies an intermediate state between the psychological norm and mental retardation.

The results of modern research show that children with mental retardation, despite significant variability, can be characterized by a number of features that will make it possible to distinguish this condition from both pedagogical neglect and oligophrenia: children do not have impairments to individual analyzers and are not mentally retarded, they have abstract thinking is formed, they are characterized by a relatively high learning ability, however, without specific corrective work, they do not have time in kindergartens and mass schools due to polymorphic clinical symptoms - immaturity complex shapes behavior, reduced efficiency, awareness of purposeful activity against the background of rapid exhaustion.

In most cases, the cause of RDD can be:

Severe infectious diseases of the mother during pregnancy, chronic fetal hypoxia due to placental insufficiency, trauma during pregnancy or childbirth, pregnancy toxicosis;

Asphyxia;

neuroinfections;

genetic factors;

Injuries to the brain of a child received at an early age;

Chronic somatic diseases that the child suffered in early childhood;

Severe emotional disorders of a neurotic nature, which are usually associated with extremely unfavorable conditions for early development;

Prolonged socio-cultural insufficiency (this may be associated with living in a "children's home" or a pre-school orphanage).

All of the above conditions can lead to the appearance of functional insufficiency of the central nervous system (Ovcharova O.V. Practical psychology in primary school. - M.: Sphere, 1998 - S. 177).

The leading cause of mental retardation is minor organic damage to the brain of a child received in utero, prenatal or in the early periods of his life, as well as birth defects. Unfavorable social conditions can greatly exacerbate developmental delays, but they are not the only or main cause of CRAs. For example, one of the characteristic qualities of the ZPR is the uneven development of different aspects of the child's mental activity. Such children are characterized by insufficient differentiation of emotions, underdevelopment of cognitive interests, and monotony of play activity.

It is generally established that all children with mental retardation are characterized by a decrease in attention and working capacity. With all this, in some children, the maximum tension of attention is observed precisely at the initial stage of any activity, and then it certainly decreases. For many, the concentration of attention is noted only after they have done some part of the task.

In this category of children, memory is characteristically reduced, both long-term and short-term, there is also a decrease in voluntary and involuntary memorization, poor development of mediated memorization, a decrease in intellectual activity during its implementation, low productivity and insufficient memory stability (this is especially pronounced with a significant load ).

It was revealed that children with mental retardation need more time than their normally developing peers, both for receiving sensory information and for e? processing. This is due to the peculiarities of their perception. After all, the relationship between the ratio of perception methods and the personal organization of a child with mental retardation has long been proven. Increased emotionality of children with mental infantilism, lack of focus, all this can negatively affect the effectiveness of the perception of objects. I.I. Mamaichuk (2000) wrote: “The vast majority of children with mental retardation have noticeable difficulties in the synthesis of perceived objects, which is due to impaired intersensory and sensorimotor integration and coordination” . L.I. Peresleni in 1984 in her studies showed that: “... in children with mental retardation of cerebral-organic origin, pronounced disturbances in the pace of perception are distinguished. This can be seen in the slowness of the processes of reception and processing of sensory information ... ".

The study of the characteristics of the mental activity of children with mental retardation suggests that children have great difficulties in performing tasks that require verbal-logical thinking. Visual-figurative thinking suffers to a greater extent, and visual-effective thinking is disturbed to a lesser extent, the reason for this is the lack of mobility of images-representations. Verbally formulated tasks belonging to situations that are close to children with mental retardation are solved by them at a fairly high level. Simple tasks, which are based on visual material, but absent in the child's life experience, can cause them great difficulties.

A significant manifestation of mental retardation is considered to be a very low level of activity in all spheres of mental activity, in all its types. This can be traced in perception, in mental activity, in constructive activity, and even in play.

A low level of activity serves as a kind of semi-permeable obstacle in relation to the influences of the surrounding world and is one of the reasons why in the mental development of children in this category a regularity is very clearly manifested, common to all types of impaired development - a decline, compared with the norm, speed and reduction in the volume of receiving and processing information. To a large extent, as a result of this, their ideas, concepts, various skills and abilities are formed at a slow pace.

Different researchers assess differently the overall structure of cognitive impairment in a group of children with mental retardation. Some suggest that cerebral-organic infantilism is more often combined with a more pronounced defect in intellectual functions, tending to need to be considered within the framework of mental retardation (S.S. Mnukhin, 1961; E.S. Ivanov, 1967; D.N. Isaev, 1976, 1982 and others). Others, on the other hand, start from the fact that the same type of emotional disorders can be combined with intellectual disorders that are different in structure.

In some foreign studies, children are described who are not grossly behind in development; in such children, one can trace a certain connection between intellectual insufficiency and emotional disorders that do not include a component of infantilism. These include such deviations as clinical concepts (excitability, lethargy, dysphoria, emotional lability, etc.), and psychological (lack of independence, impressionability, egoism, indifference, etc.), as well as purely phenomenological (laziness, disobedience, impudence, stubbornness, pugnacity, etc.). Often attempts were made to combine them into separate syndromes of disturbed behavior: "aggressive", "inhibited", "hyperactive", "hyperkinetic", "hypoactive".

These features in development are manifested in different ways in the types of ZPR. To date, there are several options for classifying mental retardation. The first clinical classification was proposed by T.A. Vlasova and M.S. Pevsner in 1967:

1) ZPR due to psychophysical and mental infantilism;

2) ZPR, due to prolonged asthenic conditions that arose in the early stages of the child's development.

In practice, the classification of K.S. Lebedinskaya, which was developed by her in 1980 on the basis of the etiopathogenetic approach.

In accordance with this classification, there are four main variants of the ZPR:

Group No. 1 is a mental retardation of constitutional origin (in total, about 3% of children with mental retardation belong to this group). This is a harmonic mental and psychophysical infantilism. The children of this group are distinguished by outward signs, they are more slender, their face retains the features of an earlier age, even when they already become schoolchildren, mostly their growth is below average. In these children, the lag in the development of the emotional sphere is especially pronounced. They are, as it were, at an earlier stage of development in comparison with their chronological age. They have a greater severity of emotional manifestations, the brightness of emotions and at the same time their instability and mobility, they often have easy transitions from laughter to tears and vice versa. The children of this group have very pronounced play interests, which prevail even at school age.

Harmonic infantilism is a uniform manifestation of infantilism in all spheres. Emotions lag behind in development, delayed speech development also lags behind in the development of the intellectual and volitional spheres. In some cases, the physical lag may not be expressed - only mental is observed, and sometimes there is also a psychophysical lag as a whole. Psychophysical infantilism sometimes has a hereditary nature. In some families, it is noted that parents in childhood had the corresponding traits.

Group No. 2 - CRA of somatogenic genesis, which is associated with long-term severe somatic diseases at an early age (in total, about 9% of children with CRA belong to this group). It can be severe allergic diseases, diseases of the digestive system. A prolonged illness during the first year of life inevitably leads to a developmental delay. Chronic inflammation of the lungs, cardiovascular insufficiency, kidney disease are quite common in the anamnesis of children with somatogenic dysrhythmias.

It is obvious that a bad somatic condition cannot but affect the development of the central nervous system, delaying its maturation. Children

of this group are in hospitals for a long time, which, of course, creates conditions for sensory deprivation and also does not contribute to their development.

Group No. 3 - mental retardation of psychogenic origin (in total, about 17% of children with mental retardation belong to this group). It should be noted that such episodes are recorded quite infrequently, as well as mental retardation of somatogenic origin. The conditions in which the child is located must be extremely unfavorable, somatic or macrosocial, in order to cause a delay in the mental development of these two forms. Much more often we note a combination of organic insufficiency of the central nervous system with somatic weakening or with the influence of unfavorable conditions of family upbringing.

ZPR of psychogenic origin is associated with unfavorable conditions of education, which cause a violation of the formation of the child's personality. These conditions can be homelessness, often combined with cruelty on the part of parents, or, conversely, overprotection, which is also an extremely unfavorable situation of upbringing in early childhood. Homelessness leads to impulsiveness, mental instability, lack of initiative, explosiveness and, of course, to a lag in intellectual development. Overprotection leads to the formation of a distorted, weakened personality, such children usually manifest selfishness, lack of independence in activities, lack of focus, and inability to exert volition.

In the absence of organic or pronounced functional insufficiency of the central nervous system, the lag in the development of children belonging to the three forms listed can in many cases be overcome in the conditions of an ordinary school (especially if the teacher takes an individual approach to such children and provides them with differentiated assistance in accordance with their characteristics and needs).

Group No. 4 is the most massive group - CRP of cerebral-organic origin (in total, more than 71% of children with CRP belong to this group). E? the causes are various pathological situations of pregnancy and childbirth: it can be birth trauma, asphyxia, infections during pregnancy, intoxication, injuries and diseases of the central nervous system in the first months and years of a child's life. Especially dangerous for a child is the period up to 2 years.

Illness and injury to the central nervous system can lead to what is called organic infantilism, in contrast to harmonic and psychophysical infantilism, the causes of which are not always clear.

I.F. Markovskaya (1993) distinguishes two categories of children with a delay in cerebral-organic genesis:

Group A - dominated by signs of immaturity of the emotional sphere according to the type of organic infantilism, more precisely, the psychological structure combines the awareness of the emotional-volitional sphere and cognitive activity, mild neurological symptoms are detected.

Group B - signs of damage prevail: partial disturbances of cortical functions, persistent encephalopathic disorders are detected, intellectual impairments predominate in the structure of the defect.

In these two cases, the functions of regulation of mental activity suffer: in group A, the control link suffers to a greater extent, in group B, the control link and the programming link, which characterizes the low level of children's mastery of all types of activities (subject-manipulative, playful, productive, educational, speech). Children do not show persistent interest and the activity is not purposeful enough, the behavior is impulsive.

Thus, organic infantilism is infantilism associated with organic damage to the central nervous system, the brain. In the following presentation, we will mainly talk about this form of mental retardation, because children with organic or functional brain deficiency need special conditions for upbringing and education, and it is they who make up the main composition of special kindergartens (groups), schools and classes for children with a delay. mental development.

Characteristics of the emotional-volitional sphere of preschoolers with mental retardation

Preschool childhood is a rather short stage in the life of every person, it lasts only the first seven years, as A.N. wrote. Leontiev: this is “the period of the initial actual make-up of the personality”1. Just at this time, the formation of the main personal mechanisms and formations takes place. In this initial stage, where the emotional and motivational spheres directly related to each other are formed, human self-consciousness is formed. In this period, the formation is going on faster than ever and very quickly. From an absolutely defenseless, unable to do anything baby, the child turns into a more or less independent and active person.

With the formation of the emotional-volitional sphere in a preschooler, his feelings become more rational.

How does the emotional-volitional sphere of a preschooler develop? How does the very understanding of the emotional states of an adult or a peer occur, in what way do they manifest themselves?

From the point of view of the formation of a child as a person, the entire preschool age can be divided into three main parts:

The first part has to do with the age of 3-4 years and it mainly combined with the strengthening of emotional self-regulation,

The second part covers the age from 4 to 5 years and refers to moral self-regulation,

The third part of the preschool age of 6 years, it includes the formation of business personal qualities of the child.

Each of these stages is characterized by a certain level of neuropsychic response of the individual to various impacts social environment. In each of the levels, behavioral, characterological and also emotional features are manifested, which are characteristic of a particular age. All these characteristic features reflect manifestations of normal age development.

Age from 0 to 3 years (early childhood) - the somatovegetative type of response will prevail here. A small child has absolutely no control over his emotions. His feelings can quickly arise and just as quickly disappear. In children with mental retardation, there is a lag in the development of emotions and pronounced manifestations of this are emotional instability, frequent changes in mood and contrasting manifestations of emotions. Any insignificant occasion can cause emotional arousal in a child and even an inadequate reaction. These children can sometimes show goodwill towards others, then suddenly become angry and aggressive. In this case, aggression will be directed not at the action of the personality, but at the personality itself. The state of discomfort or malaise in a child under 3 years old is manifested in general vegetative and increased emotional excitability, therefore, gastrointestinal disorders, impaired appetite and sleep may occur.

Age from 3 to 7 years (preschool age) - the psychomotor type of response prevails. A preschooler begins to learn to understand their own feelings and the mood of other people. He begins to distinguish emotional states by their external manifestation, with the help of facial expressions and pantomimics. The child has the opportunity to empathize, show different emotional states in a role-playing game, act out, express sympathy for a literary hero. At the same time, the child learns moral and ethical standards and correlates his own with them. behavior. At this age, preschoolers with mental retardation differ from normally developing children in that they practically do not need interaction with their peers. They usually play alone. They do not have a pronounced attachment to anyone, friends do not stand out, interpersonal relationships in such children are unstable. The interaction is rather situational. Children communicate more with adults or with children who are an order of magnitude older than them, but even in these cases they do not show significant activity. At the same time, it is necessary to note the peculiarity of manifestations of the regulatory role of emotions in the activities of preschoolers with mental retardation. The problems encountered by the child when performing tasks often cause them to have sharp emotional reactions, the so-called emotional outbursts. Such reactions arise not only in response to real difficulties, but also due to the expectation of difficulties, fear of failure, which significantly reduces the productivity of children in solving intellectual problems and leads to the formation of low self-esteem in them (N.L. Belopolskaya).

The underdevelopment of the emotional-volitional sphere is manifested, in comparison with normally developing children, in a lack of understanding of emotions, both one's own and those of others. Children with mental retardation only recognize specific emotions. They understand their simplest emotional states poorly, but it should be noted that children with mental retardation quite successfully identify in the pictures the causes of the characters' emotional states, which is inaccessible to mentally retarded preschoolers. It can be assumed that these manifestations of difficulties in understanding emotions may be associated with the incomplete formation of the corresponding images-representations.

So typical features in emotional development for preschoolers with mental retardation are:

1) the appearance of emotional disorders: children experience fear, anxiety, are prone to affective actions;

2) instability of the emotional-volitional sphere, which manifests itself in the inability to concentrate on purposeful activity for a long time. The emotions of children with mental retardation are superficial and unstable, as a result of which children are suggestible and tend to imitate. The psychological reason for this is the low level of voluntary mental activity;

3) manifestation of negative characteristics of crisis development, difficulties in establishing communicative contacts;

At the same time, for this age, the child may experience an increase in general emotional excitability, the development of various reactions of fear and fright, manifestations of opposition, negativism, and emotional and behavioral reactions may be the result of various factors, primarily psychological. At the same time, the age of 7 years will be accompanied by the most profound awareness of one's inner experiences on the basis of the fact that the experience of social communication is being formed. At this stage, the child is consolidating emotional reactions, both positive and negative. These can be various reactions of fear, lack of confidence in one's abilities, etc. In a similar way, by the senior preschool age, the child develops the main personal characteristics.

At the age of 6-7 years, the child can already remember himself in the past, understands the present and begins to imagine himself in the future: “when I grow up big”, “when I was little”.

Such a complication of the emotional and motivational sphere can lead to the emergence of the inner life of the child. Despite the fact that external events, emerging situations and relationships constitute the essence of experiences, they are refracted in the mind in a special way, which leads to the formation of emotional representations that depend on the logic of the child’s feelings, on his level of expectations, claims, and so on.

Violations of the emotional-volitional sphere in preschool children are most manifested by increased emotional excitability and are often combined with increased exhaustion of the nervous system, pronounced instability of autonomic functions, and general hyperesthesia. In older preschool age, children are characterized by excessive impressionability, irritability, motor disinhibition, while others, on the contrary, are timid, shy, and prone to fear.

It is not uncommon to note combinations of increased emotional lability with inertia of emotional reactions, in some cases with elements of violence. It happens that a child, starting to cry or laugh, cannot stop, and emotions begin to become violent. High emotional excitability is often combined with tearfulness, capriciousness, irritability, a state of complete indifference, indifference, indifference, or vice versa, reactions of protest and refusal.

Other emotional and volitional disorders are also likely: lack of independence, increased suggestibility, weakness of volitional effort, the occurrence of tragic reactions in so-called frustration situations.

Attention should be paid to the three most pronounced groups of "difficult" children who have difficulties in the emotional sphere (in the literature they are often correlated with the manifestation of impaired social behavior in children with mental retardation):

Anxious children (such children are embarrassed to express their emotions in all hearing, they quietly experience their problems alone, fearing to draw attention to themselves).

Emotionally - disinhibited children (those children who react to everything too violently: if this is delight, then as a result of their expressive behavior they start a whole group, if they suffer, their sobs, moans, crying will be unnecessarily loud and defiant).

Aggressive children (without any doubt, in the life of any child there are cases when he expresses aggression, but in this group, you need to pay attention to the degree of manifestation of an aggressive reaction, its duration and the nature of possible causes, which are sometimes completely incomprehensible and cause emotional behavior).

In the development of the emotional-volitional sphere, three groups of disorders are distinguished:

mood disorders;

Conduct disorders;

Psychomotor disorders.

Signs of psychomotor disorders can be represented by agitation (hyperkinesia), difficulty, slowing down the performance of motor acts (hypokinesia) and complete immobility (akinesia).

The state of passive submission of the child characterizes the fact that when the position of his body, posture, position of the limbs changes, the child does not experience resistance,

Negativism, characterized by unmotivated resistance of the child to the actions and requests of others. Allocate passive negativism, which is characterized by the fact that the child does not fulfill the request addressed to him; with active negativism, the child performs the opposite of the required actions. Negativism can manifest itself not only in motor acts, but also in speech. So the child may say:

Today is not Wednesday, not the first of October. I'm not in the garden, I'm not playing...?. Negativistic children are difficult to make contact, may not answer questions at all and not talk at all. During a conversation, they sit, turning away to the other side, looking only at the floor, not raising their eyes to the speaker, clenching their teeth, trying to get away from any conversation. Negativism can be generalized and elective, selective. In the full (generalized) version, negativism extends to everyone around and to all sorts of situations. Elective (selective) negativism is expressed in relations with individuals and is associated with a relatively narrow range of situations. Negativism, as mentioned, may be not only to external influences, but also to internal impulses. Normally, negativism is observed in children aged 3-4 years - physiological negativism. Negativism is characteristic of immature individuals, coexisting with increased suggestibility, accompanies various painful conditions.

Mood disorders can be divided into 2 types: with a decrease in emotionality and its intensification.

The first group includes such states as emotional dullness and apathy.

The second group includes - euphoria, dysphoria, anxiety, fears, depression.

Emotional dullness is the flattening of emotions, primarily the loss of subtle humane feelings while maintaining elementary forms of emotional response.

Apathy is an indifferent attitude to everything that happens around, it is combined with a sharp drop in initiative. Such a child can be characterized as lethargic, passive, indifferent.

Euphoria - high spirits, which may not be associated with external life circumstances. A child in a state of euphoria is characterized as impulsive, striving for dominance, impatient.

Dysphoria is a mood disorder dominated by a gloomy-dissatisfied, angry-dreary mood, with general irritability and aggressiveness. Children in a state of dysphoria can be described as sharp, uncompromising, sullen, angry.

Anxiety syndrome is being in a state of unreasonable concern, accompanied by restlessness, nervous tension. Anxious children are characterized as tense, constrained and unsure of themselves and their actions.

Fear is an emotional state that arises in case of understanding of impending danger. A fearful child appears timid, withdrawn, frightened.

Depression - is an affective state and is characterized by a negative emotional background and general passivity of behavior. Children with low mood are characterized as unhappy, pessimistic and gloomy.

In children with mental retardation, studies show that the impact of anxiety on the development of personality, behavior and activities of a child with mental retardation is purely negative. The reason for the appearance of anxiety is always the internal contradiction of the child, the inconsistency of his drives, when one of his strong desires contradicts another, his disagreement with himself, as a result of one need interferes with another.

Children with mental retardation are characterized by frequent manifestations of anxiety and restlessness, as well as large quantity fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Also, children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding that the children are not able to perform. Anxious children are particularly impressionable, sensitive, suspicious.

Among other things, behavioral disorders include hyperactivity and aggressive behavior: normative-instrumental aggression and passive-aggressive behavior, defensive aggression, infantile aggressiveness, demonstrative aggression, purposefully hostile aggression.

Hyperactivity - believe that this is a combination of general motor restlessness and impaired concentration, impulsive actions, restlessness, emotional lability. Hyperactive children are restless, do not complete any business they have begun, their mood quickly changes. So, children with ADHD with attention deficit hyperactivity disorder (ADHD) is a neurobehavioral disorder that is usually characterized by the following symptoms:

distraction;

Distractibility;

Impulsiveness;

Hyperactivity.

Symptoms of attention deficit hyperactivity disorder in children:

Hyperactivity. The term "hyperactive child" is often misleading because for some it suggests that the child is in constant, non-stop motion. Meanwhile, boys with ADHD, while playing a game, may have the same level of activity as children without the syndrome. But when a child is given increased attention, his brain increases motor activity. In a crowded environment - in a classroom or in a crowded store - children with ADHD are often distracted and react violently to everything. They can take goods from the shelves without asking a parent, beat people - in a word, everything gets out of control with them, resulting in unstable and strange behavior.

Impulsivity and hysteria. Tantrums, which are normal in young children, are typically exaggerated in children with ADHD and are not necessarily associated with a specific negative event.

Attention and concentration. Children with Attention Deficit Hyperactivity Disorder tend to become distracted and inattentive to their environment. In addition, they are inattentive when the atmosphere is calm or boring. On the contrary, they may have a kind of "over-concentration" with high stimulating activity (for example, a video game or very unusual interests). Such children may even become overly attentive - they are so absorbed in what is interesting for them that they cannot change the direction of their attention at all.

Violation of short-term memory. The main feature in attention deficit hyperactivity disorder, including in learning, is a violation of working (or short-term) memory. Children with ADHD cannot hold groups of sentences and images in their minds long enough to generate clear, coherent thoughts. They are not necessarily careless. A child with ADHD may not be able to remember a full explanation or be unable to complete tasks

that require sequential memorization. Children with ADHD are often attracted to activities (television, computer games) that do not overload working memory or produce distractions. Children with ADHD do not differ from other children in long-term memory.

Inability to manage time. Children with Attention Deficit Hyperactivity Disorder (ADHD) may have difficulty being everywhere on time and scheduling the right time for certain tasks (which may coincide with short-term memory problems).

Lack of adaptability. Children with Attention Deficit Hyperactivity Disorder (ADHD) often find it very difficult to adjust to even minor changes in routines, such as getting up in the morning, putting on shoes, eating new foods, or changing sleep patterns. Any situation with a change in something can cause them a strong and noisy negative reaction. Even when they are in good mood, they may suddenly become hysterical if they encounter an unexpected change or disappointment. These children can focus their attention directly on remarks in a particular place, but have difficulty shifting their attention to something else.

Hypersensitivity and sleep problems. Children with ADHD are often hypersensitive to objects, sounds, and touch. They may complain of excessive stimuli that seem insignificant or mild to others. Many children with ADHD often have trouble sleeping during the night.

An aggressive child behaves defiantly, he demands the subordination of others, he is pugnacious, restless, never admits guilt, often acts as an initiator. His aggressive actions are a means to achieve specific goals, as a result of which

positive emotions are experienced by him only after achieving the desired result, and not at the moment of the aggressive actions themselves.

This kind of children's aggression, as normative-instrumental aggression, is the kind of children's aggressiveness, where aggression is used mainly as a norm of behavior in communication with peers.

Defensive aggression (an adequate response to external influences is normal) is a type of aggressive behavior that can manifest itself both in normal and in a hypertrophied form, if aggression occurs in response to any influences.

The appearance of hypertrophied aggression is possibly associated with problems in decoding the communicative actions of others.

Infantile aggressiveness in a child is manifested in frequent quarrels with peers, the desire to offend others, disobedience, making demands on parents.

The behavior of a passive-aggressive child is characterized by the desire to subjugate others, unwillingness to maintain discipline, whims, and stubbornness.

In the structure of aggressive manifestations in children with mental retardation, the immaturity of the emotional-volitional sphere with vaguely expressed intellectual impairments, as well as the slow development of intellectual processes, come to the fore. The underdevelopment of the emotional-volitional sphere manifests itself in disorganization, inadequacy of self-esteem.

In this study, it is noted that the clinical and psychological structure of each variant of mental retardation is distinguished by a peculiar ratio of intellectual and emotional-volitional disorders:

ZPR of constitutional origin is a form of ZPR observed in children with psychophysical and mental infantilism.

Their emotional-volitional sphere is characterized by immaturity, childishness, emotions are distinguished by brightness, liveliness. It is noted:

The predominance of gaming interests;

Lack of independence;

The predominance of emotional reactions in behavior;

Increased suggestibility.

Complicated infantilism differs from simple infantilism by a combination of signs of mental immaturity, with certain pathological character traits, such as:

conflict;

affective excitability;

Egocentrism;

Previously acquired or late acquired pathological character traits:

At the beginning of the second year of life: in the form of stubbornness, emotional instability;

At preschool age: reactions of protest, the desire to insist on one's own, to offend other children.

In the somatogenic form of mental retardation, the cause of emotional immaturity is long-term chronic diseases that contribute to the development of such personal characteristics as: self-doubt and self-doubt, timidity, timidity. This form is characterized by a decrease in mental and physical tone - asthenia.

Asthenia has 4 components:

1.vegetative disorders (for example, sweaty palms), 2.irritability, 3.weakness, 4.sleep disorder.

It is combined with emotional-volitional disorders of this type, such as mental retardation of psychogenic origin. This form is associated with unfavorable conditions for raising a child, it mainly develops in homeless children and orphans. From the point of view of the characteristics of the emotional-volitional sphere, children are noted at a younger age (2-3 years): lack of initiative, emotional inexpressiveness, lack of speech, lack of independence, fearfulness, insecurity, timidity, decreased volitional components, apathy.

At preschool age (4-5 years): children reach for emotional contact with adults, they experience a desire for attention and goodwill from adults.

ZPR of cerebral-organic genesis is characterized by a high severity of violations of higher cortical functions. Intellectual deficiency is associated with a violation of intellectual activity and the prerequisites for intelligence, due to residual effects of organic brain damage due to brain infections or injuries.

This form says:

Violation of the development of cognitive processes, which manifests itself in the deficiency of the "preconditions" of the intellect, namely memory, attention, spatial genesis, praxis, speech.

Violation of the emotional-volitional sphere.

As a result, in children with mental retardation of cerebral-organic origin with cerebral asthenia, there is an increased exhaustion of the nervous system and neurosis-like phenomena: increased psychomotor excitability, emotional mood disorders, apathetic-dynamic disorder, general lethargy, motor disinhibition.

Depending on the prevailing emotional background in cerebral-organic infantilism, two main clinical variants can be distinguished:

1) inhibited - with neurosis-like disorders in the form of self-doubt, fearfulness, low activity;

2) unstable - with a euphoric shade of mood, psychomotor disinhibition.

Focusing on research on children with mental retardation, L.N. Blinova reports that the features of the originality of their emotional-volitional sphere were revealed:

The adaptive mechanisms of a child with mental retardation are also peculiar: he does not have developed intellectual and emotional-volitional capabilities for the independent and productive elimination of shortcomings;

The disinhibition of mental processes, increased excitability leads to the fact that impulsive behavior most often turns into a chain of reactions and inadequate ways to get out of conflicts;

Most children with mental retardation are mentally unstable, their behavior is inconsistent, often illogical, conflicting, unpredictable;

General immaturity leads children to dependence on more strong-willed members of the team, subordination to them;

Children do not have developed self-esteem, stability and criticality;

The emotional immaturity of children with mental retardation leads to the emotional surface of contacts, which are fleeting, unstable;

Methods of psychological protection for children with violation of the emotional-volitional sphere are: avoidance of any situations, conflicts that do not require long-term volitional effort. The desire to achieve praise from such children is satisfied by boasting, deceit. Such forms cause an extremely negative reaction from others, which contributes to the inhibition of the child's socialization.

Influence on the emotional-volitional sphere and correction of emotional disorders in the game activity of preschoolers

The game acts as the leading activity of the child in preschool age: it concentrates the most significant manifestations of mental activity for this period. For this reason, the peculiarities of the play of children with mental retardation provide important material for characterizing this condition. After all, gaming activity affects the formation of arbitrariness of behavior and absolutely all mental processes - from primitive to the most complex.

Games are of great importance for the development of all mental processes, as well as for the personality of the child as a whole, it is this activity that is leading in preschool age. Game activity provokes the formation of voluntary mental processes: voluntary attention and memory, promotes the development of mental activity, imagination, sign functions of speech, improvement of motor and emotional-volitional spheres.

In addition, other activities of the child are formed in the game, which then acquire independent significance. Such productive activities (sculpting, drawing, designing) are initially closely merged with the game. Drawing, the child plays a particular plot. By the senior preschool age, the result of productive activity acquires independent significance, and she is freed from play.

Of greatest interest is the analysis of the features of the role-playing game, because it is quite clearly manifested in it: understanding the relationship of people and their actions; the ability to apply the accumulated knowledge in the conditions of the game; children's knowledge about the world around them (in the relevant area), including knowledge about the activities of adults; the ability to build and regulate their own behavior in accordance with the content of the game, the ability to interact with partners in the game, taking into account their role and their roles. In the game, among other things, the emotional attitude of children to their own activities and to the actions of partners is manifested.

Communication between preschoolers and peers unfolds in the process of playing together, because when playing together, children begin to take into account the desires and actions of each other, defend their point of view, build and implement joint plans and ideas. Therefore, the game has a tremendous impact on the development of children's communication during this period.

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