At present, the interrelation and mutual influence of feelings and reason, emotional and rational, are of increasing interest. Knowing the world around, the child in a certain way refers to what he knows. Great psychologist, our fellow countryman L.S. Vygotsky wrote that the characteristic feature of human development is the "unity of affect and intellect." The question arises, what is more important in the development of the child: feelings, emotions or cognitive sphere? How many people, so many opinions. Some parents pay special attention to the development of the child's abilities, others to his emotional world. The meaning of emotions in the development of the child will be discussed in this article.
When answering the question about the importance of emotions in a child's life, one can draw an analogy regarding the definition of the area of a rectangle. What is the main thing in this case: length or width? You will smile and say that this is a stupid question. So the question of priorities in development (intellect or emotion) causes a smile in the psychologist. Paying attention to the importance of the emotional sphere in the development of the child, we should highlight the most sensitive period - the preschool age. At this time there is a change in the content of affect, manifested primarily in the emergence of empathy for other people.
Grandmother does not feel well, and this affects the mood of the grandson. He is ready to help, heal, take care of his beloved grandmother. At this age, the place of emotions in the structure of activity also changes. Emotions begin to anticipate the progress of any action of the child. Such emotional anticipation gives the opportunity to experience the results of their work and their behavior. It is not by chance that the child, after feeling the joy after the parents praised, seeks to experience this emotional state again and again, which encourages him to succeed. Praise causes positive emotions and a desire to behave well. Encouragement should be used when the child is anxious, insecure. The very concept of "anxiety" is a feature that manifests itself in the child's inclination to constant and very deep feelings of anxiety. At preschool children and younger schoolchildren, anxiety is still unsustainable and with the joint efforts of parents, educators, teachers it is easily reversible.
To the child felt comfortable and evaluated himself positively, parents need:
1. Provide psychological support, showing sincere care for the child;
2. As often as possible, give a positive assessment of the actions and actions of the baby;
3. Praise him in the presence of other children and adults;
4. Exclude the comparison of children.
Numerous researches of scientists testify that difficulties in comprehension and definition of their feelings and emotions, misunderstanding of feelings and emotions of others increase the risk of occurrence of mental diseases both in children and in adults.
Emotions accompany us all life. Any phenomenon of nature is neutral, and we paint it with colors of our perception. For example, do we enjoy the rain or not? One person will be delighted with the rain, and the other, frowning, will grunt: "Again this slush!" People with negative emotions are not able to think about the good, see the positive in others and respect themselves. The task of parents is to teach the child to think positively. Simply put, to be an optimist, to accept life is easy and joyful. And if it is more or less easy for young children, more adults often need the help of close and loving people whom he trusts.
Some European institutions have studied the problems of the interconnection of emotions and intellect, as well as their influence on achieving success. It was proved that the level of development of "emotional intelligence" (EQ) determines about 80% of success in social and personal spheres of life, and the known IQ-coefficient of intelligence, which measures the degree of a person's mental abilities, is only 20%.
The study of "emotional intelligence" is a new direction of research in psychology. Thinking is in direct dependence of emotions. Thanks to the thinking and imagination, the child keeps in memory various images of the past and future, as well as the emotional experiences associated with them. "Emotional intelligence" combines the ability to exercise, understand the emotions of other people and manage their own. Its value can not be overestimated. Without emotions, without the ability to show them in this or that situation, a person turns into a robot. You do not want to see your child like that, do you? Emotional intelligence has certain structural components: self-esteem, empathy, emotional stability, optimism, the ability to adapt one's emotions to changing situations.
Prevention of abnormalities in the emotional development of the child:
• Removing emotional clamps. This is facilitated by mobile games, dances, plastic, physical exercises;
• playing various situations for learning to own one's own emotions. In this direction, the role of role play provides a wide range of possibilities. Plots for such games should be chosen difficult situations, suggesting a vivid manifestation of emotions, feelings. For example: "At the birthday of a friend", "At a doctor's reception", "Daughters-mothers", etc .;
• in working with young children - junior and middle preschool age - the most effective use of games with dolls. The child himself chooses "bold" and "cowardly", "good" and "evil" dolls. Roles should be distributed as follows: for a "brave" doll says an adult, for a "cowardly" - a child. Then they change roles, which will allow the child to look at the situation from different points of view and show different emotions;
• openly talk with the child about the feelings that have a negative impact on the existing image of "I". This is not always possible at once, the child often does not want to talk about it out loud. But if he trusts you, he can express his negative words. When pronouncing out loud feelings are weakened and no longer have such destructive effects on the psyche.