Ministry of Transport of the Russian Federation FGBOU VPO "Far East State University ways and messages

DEPARTMENT OF PSYCHOLOGY

TEST

discipline: General psychology

Theme: Emotions and feelings

Completed:

Guseva Irina Viktorovna

Code K 08-PGS-235

IV year students

Checked:

Khabarovsk 2012

Introduction

Concepts about emotions

The value of emotions in human life

The main functions of emotions: communicative, regulatory, signaling, motivational, evaluative, stimulating, protective

Differences between emotions and feelings

Classification and types of emotions: own emotions, mood, affect, passion, stress

Psychological theories of emotion

Emotions and personality

Relationship between emotions and human needs

Individual identity of emotions and feelings

The development of the emotional and personal sphere in a person

Conclusion

Literature

function emotion feeling mood

Introduction

In recent years, we have had to deal with a variety of points of view on the nature and meaning of emotions. Some researchers consider emotions as short-term, transient states, while others are convinced that people are constantly under the influence of one or another emotion, that behavior and affect are inseparable (Schachtel, 1959). Some scientists believe that emotions destroy and disorganize human behavior, that they are the main source of psychosomatic diseases (Arnold, 1960; Lazarus, 1968; Yong, 1961). Others, on the contrary, believe that emotions play a positive role in organizing, motivating, and reinforcing behavior (Izard, 1971,1972; Leeper, 1948; Rapaport, 1942; Tomkins, 1962, 1963).

Some scientists proceed from the fact that emotions should be subordinated to cognitive processes (and reason), they consider the violation of this subordination as a sign of trouble. Others believe that emotions act as triggers for cognitive processes, that they generate and direct them (that is, they control the mind). There is an opinion that a person can avoid psychopathological disorders, solve many personal problems, simply by abandoning inadequate emotional reactions, that is, by subordinating emotions to strict control of consciousness. At the same time, according to other ideas, the best remedy in these cases is the release of emotions for their natural interaction with homeostatic processes, drives, cognitive processes and motor acts. Drives we will call physiological needs, or needs, which form the basis of all animal life. These include hunger, thirst, the need to remove waste products from the body, the need for safety (avoidance of pain), and sexual desire. Sometimes these needs are called "needs that ensure survival", since the very life of the individual depends on their satisfaction. Drives inform the individual about the dangers registered by automatic systems for the regulation of homeostasis, systems for controlling blood circulation, respiration, and body temperature. The joint work of drives and homeostatic processes provides the basis for the life of the organism, but can they be considered as the basis and source of motivation that affects a person in everyday life? In favorable conditions environment When satisfaction of needs is not difficult, drives do not manifest themselves as motives.

Now that science has proven how important emotions are for communication and accommodation social life of a person, in particular in the process of forming attachment between mother and child, we should understand that human behavior is determined not only by the action of elementary needs. In order to understand such concepts as value, purpose, courage, devotion, empathy, altruism, pity, pride, compassion, and love, we must accept the existence of exclusively human emotions.

The purpose of my work is to determine the relationship of emotions with a person's personality. The task is to characterize and classify emotions, in the course of work to get acquainted with the studies of famous psychologists who put forward theories of the origin of emotions.

1. Concepts about emotions

An emotion is something that is experienced as a feeling that motivates, organizes, and directs perception, thought, and action. Emotion motivates. It mobilizes energy, and this energy is in some cases felt by the subject as a tendency to take action. Emotion directs the mental and physical activity of the individual, directs it in a certain direction. If a person is seized with anger, he will not rush to his heels, and if he is frightened, then he is unlikely to decide on aggression. Emotion regulates or filters our perception. Happiness makes a person be touched by the most ordinary things, to walk through life with a light gait.

Any manifestations of human activity are accompanied by emotional experiences. In humans, the main function is that thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better prepare for joint activities and communication. Remarkable is the fact that people belonging to different cultures, are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states like joy, anger, sadness, fear, disgust, surprise. This applies in particular to those peoples who have never been in contact with each other at all.

This fact not only convincingly proves the innate nature of the main emotions and their expression on the face, but also the presence of a genotypically determined ability to understand them in living beings. It is well known that higher animals and humans are capable of perceiving and evaluating each other's emotional states by facial expressions.

Relatively recent studies have shown that anthropoids, just like humans, are able not only to “read” the emotional states of their relatives in the face, but also to empathize with them, while experiencing similar emotions. In one experiment that tested this hypothesis, a great ape was forced to watch another monkey being punished before her eyes, who was experiencing an outwardly pronounced state of neurosis. Subsequently, it turned out that similar physiological functional changes were found in the body of the "observer". However, not all emotionally expressive expressions are innate. Some of them are acquired in vivo as a result of training and education. First of all, these are gestures - a way of culturally determined external expression of emotional states and affective attitudes of a person to something. Life without emotions is just as impossible as life without sensations. In psychology, emotional phenomena are understood as subjective experiences by a person, his attitude to objects, phenomena, events, and other people. The word "emotion" itself comes from the Latin "emovere", which means to excite, excite, shock. Psychology has relatively recently turned to a serious study of the problem of emotions. Emotions appeared in humans in the process of evolution. Each emotion performed certain adaptive functions. Emotion arises as a result of neurophysiological processes, which in turn can be caused by both internal and external factors. Emotions are closely related to needs, because, as a rule, when needs are met, a person experiences positive emotions, and if it is impossible to get what you want - negative. The influence of emotions on a person is generalized, but each emotion affects him in his own way. The experience of emotion changes the level of electrical activity of the brain, dictates which muscles of the face and body should be tense or relaxed, controls the endocrine, circulatory and respiratory systems of the body. Depending on the individual height of the emotional threshold, some more often, while others less often experience and show this or that emotion, and this largely determines their relationship with people around them.

2. The meaning of emotions in human life

People, as individuals, emotionally differ from each other in many ways: emotional excitability, duration and stability of their emotional experiences, dominance of positive (sthenic) or negative (asthenic) emotions. But most of all, the emotional sphere of developed personalities differs in the strength and depth of feelings, as well as in their content and subject relatedness. This is exactly what psychologists use when designing tests designed to study personality. By the nature of the emotions that the situations and objects presented in the tests, events and people evoke in a person, their personal qualities are judged.

Emotions play extremely important role in people's lives. Today, no one denies the connection of emotions with the characteristics of the vital activity of the body. It is well known that under the influence of emotions the activity of the organs of blood circulation, respiration, digestion, glands of internal and external secretion and other organs changes. Excessive intensity and duration of experiences can cause disturbances in the body. M.I. Astvatsaturov wrote that the heart is more often affected by fear, the liver by anger, and the stomach by apathy and depression. The emergence of these processes is based on changes occurring in the external world, but affects the activity of the whole organism. For example, during emotional experiences, blood circulation changes: the heartbeat quickens or slows down, the tone of blood vessels changes, blood pressure rises or falls, and so on. As a result, with some emotional experiences, a person blushes, with others, he turns pale. The heart reacts so sensitively to all changes in emotional life that among the people it was considered the receptacle of the soul, the sense organ, despite the fact that changes occur simultaneously in the respiratory, digestive, and secretory systems. Under the influence of negative emotions in a person, the formation of prerequisites for the development of various diseases can occur. Conversely, there are many examples where the healing process is accelerated under the influence of an emotional state. In this case, there is a verbal impact on the emotional state of the patient. This is the regulatory function of emotions and feelings.

In addition to regulating the state of the body, emotions and feelings perform the function of regulating human behavior as a whole. This follows from the fact that human feelings and emotions have a long history of phylogenetic development, during which they began to perform a number of specific functions that are unique to them. These functions include the reflective function of feelings, which is expressed in a generalized assessment of events. Due to the fact that the senses cover the whole organism, they make it possible to determine the usefulness and harmfulness of the factors affecting them and to react before the harmful effect itself is determined. An emotional assessment of events can be formed not only on the basis of a person’s personal experience, but also as a result of empathy that arises in the process of communicating with other people. Due to the reflective function of emotions and feelings, a person can navigate in the surrounding reality, evaluate objects and phenomena from the point of view of their desirability, that is, feelings also perform a pre-information, or signal, function. Emerging experiences signal to a person how the process of satisfying his needs is going on, what obstacles he encounters on his way, what should be paid attention to in the first place. The reflective function of emotions and feelings is directly related to the stimulating or stimulating function. For example, a person crossing the road, experiencing fear of an approaching car, accelerates its movement.

S.L. Rubinstein pointed out that "... emotion in itself contains attraction, desire, aspiration directed towards or away from an object." Thus, emotions and feelings contribute to determining the direction of the search, as a result of which the satisfaction of the need that has arisen is achieved or the task facing the person is solved.

The next, specifically human function of the senses is that the senses are directly involved in learning, that is, they perform a reinforcing function. Significant events that evoke a strong emotional reaction are quickly and permanently imprinted in memory. Emotions of success - failure have the ability to instill love or extinguish it forever in relation to the type of activity that a person is engaged in. In other words, emotions affect the nature of a person's motivation in relation to the activity he performs.

The switching function of emotions is manifested in the competition of motives, as a result of which the dominant need is determined. The attractiveness of the motive, its closeness to personal attitudes, directs a person's activity in one direction or another. Adaptive - another function of emotions and feelings. According to Charles Darwin, emotions arose as a means by which living beings establish the significance of certain conditions to meet their actual needs. Thanks to the feeling that has arisen in time, the body has the ability to effectively adapt to environmental conditions. It is mimic and pantomimic movements that are a means of transmitting information about the attitude to the phenomena of the surrounding reality. Studies have shown that not all manifestations of feelings are equally easy to recognize. Horror is the easiest to recognize (57% of the subjects), then disgust (48%) and surprise (34%). If we compare emotions in different people caused by the same object, we can find a certain similarity, while other emotional manifestations in people are strictly individual. The variety of emotional manifestations is expressed, first of all, in the prevailing mood. Under the influence of living conditions and depending on the attitude towards them, some people are dominated by an elevated, cheerful, cheerful mood, while others are depressed, depressed, sad. The third is capricious, irritable. Significant individual differences are also observed in the emotional excitability of people. There are people who are emotionally a little sensitive, in whom only some extraordinary events evoke pronounced emotions. Such people, having got into this or that life situation, do not so much feel as they realize it with their mind. There is another category of people - emotionally excitable, in whom the slightest trifle can cause strong emotions. Between people there are significant differences in the depth and stability of feelings. Some feelings capture the whole, leaving a deep mark after themselves. In other people, feelings are superficial, flow easily, hardly noticeable, pass quickly and completely without a trace. The manifestations of affects and passions also differ in people.

Here we can single out people who are unbalanced, who easily lose control over themselves with their behavior, and easily succumb to affects and passions, such as anger, panic, excitement, and so on. Other people, on the contrary, are always balanced, completely in control of themselves, consciously controlling their behavior. One of the most significant differences between people lies in how feelings and emotions are reflected in their activities. For some people, feelings are effective in nature, they encourage action, for others everything is limited to the feeling itself, which does not cause any changes in behavior.

In the most striking form, the passivity of feelings is expressed in the sentimentality of a person. Such people are prone to emotional experiences, but the feelings they have do not affect their behavior. From the foregoing, we can conclude that the existing differences in the manifestation of emotions and feelings largely determine the uniqueness of a particular person, in other words, determine his individuality.

3. The main functions of emotions: communicative, regulatory, signaling, motivational, evaluative, stimulating, protective

1) indication, or assessment (emotions - an operational generalized assessment of current situations - favorable or unfavorable, dangerous);

) the formation of an experience, the accumulation of emotional experience in emotional (affective) memory (emotions as one of the ways of representing reality, connecting reality with an image);

) association, synthesis (the emotional background allows you to combine individual relationships, images, sensory material, synthesizes, generalizes individual experiences);

) anticipation of a future event;

) activation (emotions are able to activate the work of the body, mobilize its resources, if necessary in a particular situation);

) motivation (emotions induce activity because they are associated with a motive; emotions as an expression of a motive);

) regulation - an organizing function (but sometimes emotional affect is capable of disorganizing activity);

) connection with cognitive processes (emotions accompany all cognitive processes: sensations, perception, memory, thinking, imagination, creativity);

) expression (emotional states of a person are expressed in facial expressions, intonation, etc., which allows people to better understand each other, promotes communication);

) a symbol of personal problems (the stronger the emotion, the more significant the problem; therefore, it is important to understand the cause of an undesirable emotional state, find a solution to the problem that generates negative emotions, and thereby contribute to the positive development of the personality).

4. Differences between emotions and sensations and feelings

1. Independence from the situation, that is, feelings act as a generalization of emotions.

Feelings are associated with the leading motives of a person, but emotions are not, so feelings and emotions may not coincide in relation to the same object.

Feelings can be nurtured, shaped and evoked. Depending on the direction of the feeling are divided:

on moral (experience by a person of his relationship to other people);

intellectual (associated with cognitive activity);

aesthetic (a sense of beauty when perceiving the phenomena of art and nature);

practical (related to human activities).

5. Classification and types of emotions: own emotions, mood, affect, passion, stress

Each emotion is unique in its sources, experiences, external manifestations and methods of regulation. Man is the most emotional living being, he possesses in the highest degree differentiated means of external expression of emotions and a wide variety of internal experiences. There are many classifications of emotions. In addition to the fact that they are divided into positive and negative, using the criterion of mobilization of the body's resources, sthenic and asthenic emotions (from the Greek "stenos"). Sthenic emotions increase activity, causing a surge of energy and uplift, while asthenic emotions act in the opposite way. According to needs, the lower emotions associated with the satisfaction of organic needs, the so-called general sensations (hunger, thirst, etc.) are distinguished from higher emotions (feelings), socially conditioned, associated with social relations. According to the strength and duration of manifestations, several types of emotions are distinguished: affects, passions, emotions proper, moods, feelings and stress.

K. Izard singled out the main, “fundamental emotions”. Interest (as an emotion) is a positive state that promotes the development of skills and abilities, the acquisition of knowledge, motivating learning.

Joy is a positive emotional state associated with the ability to fully satisfy an urgent need, the probability of which up to this point was not great.

Surprise is an emotional reaction to sudden circumstances. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.

Suffering is a negative emotional state associated with the information received about the impossibility of satisfying the most important vital needs, which until that time seemed more or less likely. Most often occurs in the form of emotional stress.

Disgust is a negative emotional state caused by objects, contact with which comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject.

Contempt is a negative emotional state that occurs in interpersonal relationships and is generated by the inconsistency of life positions, attitudes and behavior with the positions of the object of feelings.

Fear is a negative emotion that appears when the subject receives information about a possible threat to his life well-being, about a real or imagined danger.

Shame is a negative emotional state, expressed in the awareness of the inconsistency of one's own thoughts, actions and appearance not only with the expectations of others, but also with one's own ideas about appropriate behavior and appearance.

From the combination of fundamental emotions arise such complex emotional states as, for example, anxiety, which can combine fear, anger, guilt and interest. Each of these emotions underlies a whole range of states that differ in degree of expression (for example, joy, satisfaction, delight, exultation, ecstasy, and so on). Emotional experiences are ambiguous. The same object can cause inconsistent, conflicting emotional relationships. This phenomenon is called ambivalence (duality) of feelings. Usually, ambivalence is caused by the fact that individual features of a complex object affect the needs and values ​​​​of a person in different ways (for example, you can respect someone for their ability to work and at the same time condemn them for their temper). Ambivalence can also be generated by a contradiction between stable feelings towards an object and situational emotions developing from them (for example, love and hate are combined in jealousy).

Affect is the most powerful emotional reaction that completely captures the human psyche. This emotion usually occurs in extreme conditions when a person cannot cope with the situation. Distinctive features: situational, generalized, short duration and high intensity. There is a mobilization of the body, movements are impulsive. Affect is practically uncontrollable and is not subject to volitional control. Distinctive feature affect - weakening of conscious control, narrowness of consciousness. The affect is accompanied by a strong and erratic motor activity, there is a kind of discharge in action. In an affect, a person, as it were, loses his head, his actions are not reasonable, they are performed without taking into account the situation. Extremely strong excitation, having crossed the limit of the efficiency of nerve cells, is replaced by unconditional inhibition, and an emotional shock occurs. As a result, the affect ends with a breakdown, fatigue, and even stupor. Impaired consciousness can lead to an inability to later recall individual episodes and even complete amnesia for events. Passion is a strong, persistent, long-lasting feeling that captures a person and owns him. In strength it approaches affect, and in duration it is closer to feelings. A person can become an object of passion. S.L. Rubinstein wrote that “passion is always expressed in concentration, concentration of thoughts and forces, their focus on a single goal ... Passion means impulse, passion, orientation of all aspirations and forces of the individual in a single direction, focusing them on a single goal.” Actually, emotions are situational in nature, express an evaluative attitude to emerging or possible situations, and may be weakly manifested in external behavior, especially if a person skillfully hides his emotions. Feelings are the most stable emotional states. They are objective in nature: it is always a feeling for something or for someone. They are sometimes referred to as "higher" emotions because they arise from the satisfaction of higher order needs. In the individual development of a person, feelings play an important socializing role. On the basis of positive emotional experiences such as feelings, the needs and interests of a person appear and are fixed. Feelings, one might say, are a product of the cultural and historical development of man. They are associated with certain objects, activities and people surrounding a person. In relation to the surrounding world, a person seeks to act in such a way as to reinforce and strengthen his positive feelings. They are always associated with the work of consciousness, they can be arbitrarily regulated. Feelings are experiences different form relationship of man to objects and phenomena of reality. Human feelings are a positive value. Human life unbearable without experiences, many feelings are attractive in themselves, and if a person is deprived of the opportunity to experience feelings, then the so-called “emotional hunger” sets in, which he seeks to satisfy by listening to his favorite music, reading an action-packed book, and so on. Moreover, emotional saturation requires not only positive feelings, but also feelings associated with suffering. Mood is a state that colors our feelings, the general emotional state for a significant amount of time. Unlike emotions and feelings, mood is not objective, but personal; it is not situational, but extended over time. Mood is an emotional reaction not to the immediate consequences of certain events, but to their implications for a person's life in the context of his general life plans, interests and expectations. Noting the peculiarities of mood, S.L. Rubinshtein pointed out, firstly, that it is not objective, but personal, and, secondly, this is not a special experience dedicated to some particular event, but a diffuse, general state.

The mood significantly depends on the general state of health, on the work of the endocrine glands, and especially on the tone of the nervous system. The reasons for this or that mood are not always clear to the person experiencing them, and even more so to the people around him. No wonder they talk about unaccountable sadness, causeless joy, and in this sense, mood is an unconscious assessment by a person of how favorable circumstances are for her. This cause can be the surrounding nature, events, activities performed, and of course, people.

Moods can vary in duration. The stability of mood depends on many reasons: the age of a person, the individual characteristics of his character and temperament, willpower, the level of development of the leading motives of behavior. Mood stimulates or inhibits human activity. One and the same work in different moods can seem either easy and pleasant, or hard and depressing. A person works well when he is alert, calm, cheerful, and much worse when he is alarmed, irritated, dissatisfied. A person must control his behavior, and for this you can use images and situations that are pleasant to a person. With the dominance of a positive, cheerful mood, a person easily experiences temporary failures and grief. In addition to changes occurring in the nervous, endocrine and other systems of the body, and conscious subjective experiences, emotions are expressed in the expressive behavior of a person. Emotions are manifested in the so-called expressive movements of the face - facial expressions, expressive movements of the whole body - pantomime, and "vocal facial expressions" - the expression of emotions in the intonation and timbre of the voice. To date, it is customary to distinguish several basic functions of emotions: regulatory, reflective, signaling, stimulating, reinforcing, switching, adaptive and communicative. Emotions reflect the significance and evaluation of different situations by a person, so the same stimuli can cause the most dissimilar reactions in different people. It is in emotional manifestations that the depth is expressed. inner life person. Personality is largely formed under the influence of lived experiences. Emotional reactions, in turn, are due to individual features emotional sphere of a person. One of the most important is the communicative function of emotions, since it is difficult to imagine the interaction between people without emotional manifestations. By expressing his emotions, a person shows his attitude to reality and, above all, to other people. Mimic and pantomimic expressive movements allow a person to convey their experiences to other people, to inform them about their attitude towards something or someone. Facial expressions, gestures, postures, expressive sighs, changes in intonation are the "language" of human feelings, a means of communicating not so much thoughts as emotions. Purchasing with early childhood a certain experience of communicating with people, each person can, with varying degrees of certainty, determine the emotional states of others by their expressive movements and, above all, by facial expressions. During a person's life, a certain system of standards is formed, with the help of which he evaluates other people. Recent studies in the field of emotion recognition have shown that a number of factors affect a person’s ability to understand others: gender, age, personality, professional features, as well as a person's belonging to a particular culture. A number of professions require a person to be able to manage his emotions and adequately determine the expressive movements of the people around him. Understanding other people's reactions and responding appropriately to them joint activities- an integral part of success in many professions. Failure to agree, understand another person, enter into his position can lead to complete professional incompetence. This quality is especially important for people in whose professions communication occupies an important place. The ability to understand the numerous nuances of emotional manifestations and reproduce them is necessary for people who have devoted themselves to art. Understanding and the ability to reproduce is the most important stage in teaching actors the art of intonation, facial expressions, and gestures.

Referring to the psychological studies of various authors, and even to our own observations, we can say that most of the information in the process of communication, a person receives through non-verbal means of communication. With the help of a verbal or verbal component, a person transmits a small percentage of information, the main load in the transfer of meaning lies with the so-called "extralinguistic" means of communication.

6. Psychological theories of emotions

In the XVIII - XIX centuries. there was no single point of view on the origin of emotions, but the most common was the intellectualistic position: “bodily” manifestations of emotions are the result of mental phenomena (Gebart)

. "Peripheral" theory of emotions by James-Lange. The emergence of emotions is due to external influences that lead to physiological changes in the body. Physiological and bodily peripheral changes, which are considered as a consequence of emotions, have become their cause. Each emotion has its own set of physiological manifestations.

. "Thalamic" Cannon-Bard's Theory of Emotions. Emotions and their corresponding activation signals of autonomic functions arise in the thalamus. Psych. experience and physiological reactions occur simultaneously.

The circle of Papes and the theory of activation. Emotion is not a function of individual centers, but the result of the activity of a complex network of the brain, called the “Circle of Papes”.

Cognitive theories of emotions. They discover the nature of emotions through the mechanisms of thought.

The theory of cognitive dissonance L. Festinger. In emotions big role play cognitive-psychological factors. Positive emotions arise when a person's expectations are confirmed, that is, when the real results of the Activity are consistent with the planned plan.

Information theory of emotions P.V. Simonov. In a symbolic form, a set of functions that affect the emergence and nature of emotions is presented:

Emotion \u003d P x (In - Is). P - actual need. (In - Is) - probability assessment.

There are different schools, which determines the difference in definitions and classifications.

James Lange. Psychoorganic concept of the essence and origin of emotions. He put physiological states at the basis of emotional manifestations. They are primary, and emotions accompany them. Under the influence of external stimuli, the body changes, emotions arise through the system feedback. “We are upset because we cry, not weep because we are upset.” This is the central theory for all psychology until today.

Psychoanalysis. Reactions are associated with drives. The reason for the occurrence is the mismatch of the desired situation with the actual one.

Behaviorism. concomitant response to a particular stimulus. Ideas about emotions are depleted in that the central link is not considered, but reinforcements are considered. They can be positive and negative, respectively, emotions are also both positive and negative. They are not perceived as internal experiences (grief from longing is no different).

Cognitive psychology is a normal experimental base.

Schechter. 2 factor theory of emotions (development of the James-Lange theory). Emotions arise as a cognitive evaluation of a physiological shift. Two factors influence: cognitive, psychol.

Lazarus. 3-component theory. The following components influence: cognitive, psychological, behavioral. Not only the physiological shift is evaluated, but also the possibility of behavior in a given situation, the ability to interpret: emotions arise if we perceive everything as really happening. If you subject everything to rational analysis, there are no emotions.

Rubinstein. Emotion is something associated with a certain excitation of certain areas in the subcortical structures - a reaction to a stimulus, feelings - before the stimulus, something that can be verbalized, or already verbalized, once verbalized, then realized. Emotions and needs. Emotions are a mental reflection of the current state of human needs. Emotions are a specific form of the existence of a need, as a result, there is a desire for something that will lead to the satisfaction of the need (object), but then the object delivers or does not deliver satisfaction, and we have a feeling in relation to it. Emotions differ in polarity - "+" or "-".

Leontiev. The theory of emotions is built on Activity. It states that behavior, general activity is motivated and directed by a motive. An activity consists of a series of certain actions that correspond to a goal. The goal is always conscious, such a unit of activity as an action occurs only in a person, the goal is that which represents the result of the action. A motive is an object of need. Emotion arises as an assessment of the discrepancy between goal and motive. Emotion allows you to evaluate the approach to the subject of need with the help of a certain action.

7. EMOTIONS AND PERSONALITY

Emotions, no matter how different they may seem, are inseparable from personality. "What pleases a person, what interests him, plunges him into despondency, worries, what seems ridiculous to him, most of all characterizes his essence, his character, individuality"

S.L. Rubinshtein believed that three spheres can be distinguished in the emotional manifestations of a personality: its organic life, its material interests and its spiritual, moral needs. He designated them respectively as organic (affective-emotional) sensitivity, objective feelings and generalized ideological feelings. In his opinion, elementary pleasures and displeasures, mainly associated with the satisfaction of organic needs, belong to affective-emotional sensitivity. Object feelings are associated with the possession of certain objects and the pursuit of certain types of activity. These feelings, according to their objects, are divided into material, intellectual and aesthetic. They manifest themselves in admiration for some objects, people and activities and in disgust for others. Worldview feelings are associated with morality and human relations to the world, people, social events, moral categories and values.

Human emotions are primarily related to his needs. They reflect the state, process and result of meeting the need. This idea has been repeatedly emphasized by almost without exception researchers of emotions, regardless of what theories they adhere to. By emotions, they believed, one can definitely judge that in this moment time worries a person, i.e. about what needs and interests are relevant to him.

People as individuals emotionally differ from each other in many ways: emotional excitability, duration and stability of their emotional experiences, dominance of positive (sthenic) or negative (asthenic) emotions. But most of all, the emotional sphere of developed personalities differs in the strength and depth of feelings, as well as in their content and subject relatedness. This circumstance, in particular, is used by psychologists when designing tests designed to study personality. By the nature of the emotions that the situations and objects presented in the tests, events and people evoke in a person, their personal qualities are judged.

Experimentally, it was found that emerging emotions are greatly influenced not only by the accompanying vegetative reactions, but also by suggestion - a biased, subjective interpretation of the likely consequences of the impact on emotions of a given stimulus. Through the psychological attitude, the cognitive factor turned out to be possible to manipulate the emotional states of people in a wide range. This underlies the various systems of psychotherapeutic influences that have spread in our country in recent years (unfortunately, most of them are not scientifically substantiated and have not been verified from a medical point of view).

The question of the connection between emotions and motivation (emotional experiences and the system of actual human needs) is not as simple as it might seem at first glance. On the one hand, the simplest types of emotional experiences are unlikely to have a pronounced motivating power for a person. They either do not directly affect behavior, do not make it purposeful, or completely disorganize it (affects and stresses). On the other hand, emotions such as feelings, moods, passions motivate behavior, not only activating it, but guiding and supporting it. Emotion, expressed in a feeling, desire, attraction or passion, undoubtedly contains an impulse to activity.

The second significant point related to the personal aspect of emotions is that the system itself and the dynamics of typical emotions characterize a person as a person. Of particular importance for such a characteristic is the description of feelings typical of a person. Feelings simultaneously contain and express the attitude and motivation of a person, and both are usually merged in a deep human feeling. Higher feelings, in addition, carry a moral principle.

One of these feelings is conscience. It is associated with the moral stability of a person, his acceptance of moral obligations to other people and strict adherence to them. A conscientious person is always consistent and stable in his behavior, always correlates his actions and decisions with spiritual goals and values, deeply experiencing cases of deviation from them not only in his own behavior, but also in the actions of other people. Such a person is usually ashamed of other people if they behave dishonorably. Alas, the situation in our country, when this textbook was created, is such that the lack of spirituality of real human relations due to many years of deviations in morality associated with differences in the dominant ideology and the real behavior of those who propagandized it has become the norm of everyday life.

Human emotions are manifested in all types of human activity and especially in artistic creation. The artist's own emotional sphere is reflected in the choice of subjects, in the manner of writing, in the way of developing selected themes and subjects. All this taken together makes up the individual originality of the artist.

Emotions are included in many psychologically complex states of a person, acting as their organic part. Such complex states, including thinking, attitude and emotions, are humor, irony, satire and sarcasm, which can also be interpreted as types of creativity if they take on an artistic form. Humor is an emotional manifestation of such an attitude towards something or someone, which carries a combination of funny and kind. This is a laugh at what you love, a way of showing sympathy, attracting attention, creating a good mood.

Irony is a combination of laughter and disrespect, most often dismissive. Such an attitude, however, cannot yet be called unkind or evil. Satire is a denunciation that specifically contains a condemnation of the object. In satire, he is usually presented in an unattractive way. Evil, evil is most of all manifested in sarcasm, which is a direct mockery, mockery of the object.

In addition to the listed complex states and feelings, tragedy should also be mentioned. This is an emotional state that occurs when the forces of good and evil clash and the victory of evil over good.

Many interesting observations, colorfully and truthfully revealing the role of emotions in human personal relationships, were made by the famous philosopher B. Spinoza. One can argue with some of his generalizations, rejecting their generality, but there is no doubt that they reflect the real intimate life of people well. Here is what Spinoza wrote in his time (we will give exact quotations from his works, since they perfectly express the idea inherent in them):

“For the most part, the nature of people is such that they feel compassion for those who feel bad, and for those who feel good, they envy and ... treat with all the more hatred, the more they love something that they imagine in the possession of another .. ." <#"justify">“If someone imagines that an object he loves is with someone in the same or even closer relationship of friendship that he owned him alone, then he is seized by hatred for the object he loves and envy of this other ...” “This hatred the greater the pleasure that the jealous person usually received from the mutual love of the beloved object, and also the stronger was the affect that he had for what, according to his imagination, enters into connection with the beloved object ... "

"If someone began to hate the object he loved, so that love is completely destroyed, then ... he will have a greater hatred for him than if he had never loved him, and the more, the more his former love was ..."

"If anyone imagines that the one he loves harbors hatred towards him, he will at the same time hate and love him..."

"If someone imagines that someone loves him, and at the same time does not think that he himself gave any reason for this ... then he, for his part, will love him ..."

"Hatred increases as a result of mutual hatred and, conversely, can be destroyed by love ..."

“Hatred, completely conquered by love, passes into love, and this love will be stronger as a result than if hatred had not preceded it at all ...”

The last special human feeling that characterizes him as a person is love. F. Frankl spoke well about the meaning of this feeling in its highest, spiritual understanding. True love, in his opinion, is the entry into a relationship with another person as a spiritual being. Love is an entry into a direct relationship with the personality of the beloved, with his originality and originality. <#"justify">.

A person who truly loves, least of all thinks about some kind of mental or physical characteristics beloved. He thinks mainly about what this person is for him in his individual uniqueness. This person for a lover cannot be replaced by anyone, no matter how perfect this "duplicate" may be in itself.

True love is the spiritual connection of one person with another similar being. It is not limited to physical sexuality and psychological sensuality. For someone who truly loves, psycho-organic connections remain only a form of expression of the spiritual principle, a form of expression of precisely love with human dignity inherent in man.

Do emotions and feelings develop during a person's life? There are two different points of view on this issue. One argues that emotions cannot develop because they are related to the functioning of the organism and to its characteristics 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.

In fact, these positions are quite compatible with each other and there are no insoluble contradictions between them. In order to be convinced of this, it is enough to connect each of the presented points of view with different classes of emotional phenomena. Elementary emotions, acting as subjective manifestations of organic states, really 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. An affect, for example, can be suppressed by a conscious effort of the will, its energy can be switched to another, more useful thing.

The improvement of higher emotions and feelings means the personal development of their owner. This development can go in several directions. Firstly, in the direction associated with the inclusion of new objects, objects, events, people into the sphere of human emotional experiences. Secondly, along the line of increasing the level of conscious, volitional control and control of one's feelings by a person. Thirdly, in the direction of gradual inclusion in the moral regulation of higher values ​​and norms: conscience, decency, duty, responsibility, etc.

8. Connection of emotions and human needs

Emotions, no matter how different they may seem, are inseparable from personality. F. Kruger wrote: “What pleases a person, what interests him, plunges him into despondency, worries, what seems funny to him, most of all characterizes his essence, his character, individuality.” S.L. Rubinshtein, that in the emotional manifestations of a personality, three spheres can be distinguished: its organic life, its interests of a material order, and its spiritual, moral needs. He designated them respectively as organic (affective-emotional) sensitivity, objective feelings and generalized ideological feelings. To affective-emotional sensitivity include, in his opinion, elementary pleasures and displeasures, mainly associated with the satisfaction of organic needs. Object feelings are associated with the possession of certain objects and the pursuit of certain types of activity. These feelings, according to their objects, are divided into material, intellectual and aesthetic. They manifest themselves in admiration for some objects, people and activities and in disgust for others. Worldview feelings are associated with morality and human relations to the world, people, social events, moral categories and values. Emotions of a person, first of all, are connected with his needs. They reflect the state, process and result of meeting the need. By emotions, one can judge what a person is concerned about at a given moment in time, that is, what needs and interests are relevant to him. Emotional processes acquire a positive or negative character depending on whether the action that the individual performs and the impact to which he is exposed is in a positive or negative relation to his needs, interests, attitudes.

The relationship between emotions and needs is far from unambiguous. In an animal that has only organic needs, one and the same phenomenon can have a positive and a negative meaning due to the variety of organic needs: the satisfaction of one may go to the detriment of the other. Therefore, the same course of life activity can cause both positive and negative emotional reactions. Even less clear is the relationship in humans. Human needs are no longer reduced to mere organic needs; he has a whole hierarchy of different needs, interests, attitudes. Due to the variety of needs, interests, attitudes of the individual, the same action or phenomenon in relation to different needs can acquire a different and even opposite - both positive and negative - emotional meaning. The same event can be both positive and negative. Hence often the inconsistency, the bifurcation of human feelings, their ambivalence.

9. Individual originality of emotions and feelings

In the individual development of a person, feelings play an important socializing role. They act as a significant factor in the formation of personality, especially its motivational sphere. On the basis of positive emotional experiences such as feelings, the needs and interests of a person appear and are fixed.

Feelings play a motivating role in the life and activities of a person, in his communication with other people. In relation to the world around him, a person seeks to act in such a way as to reinforce and strengthen his positive feelings. They are always associated with the work of consciousness, they can be arbitrarily regulated.

Emotions influence the expression of a person's feelings. At the same time, the mood is determined by the emotional reaction not to the mediocre consequences of certain events, but to their significance for a person in his general life plans. The mood of most people fluctuates between moderate despondency and moderate joy. People differ greatly in the speed of transition from a joyful mood to a dull one and vice versa.

Emotions also affect the sphere of perception: memory, thinking, imagination. Negative emotions give rise to a feeling of sadness, grief, despondency, envy, anger, moreover, often repeated, they can cause psychogenic skin diseases: eczema, neurodermatitis, secretory and trophic skin changes - hair loss or graying.

Acute emotional stress can be manifested by a variety of painful sensations - excessive sweating, nausea, loss of appetite in some, or a feeling of insatiable hunger, thirst in others.

Such functional changes in the well-being and activity of internal organs are due to deviations in the autonomic nervous system.

Emotions and thinking and thinking are interconnected and therefore there is a connection between the nature of the thoughts that come to mind and the mood. So, a pleasant thought has a beneficial effect on overall well-being, contributing to the solution of any complex problem.

Emotional interpersonal relationships have their own specific dynamics. They can reach the greatest tension and gradually fade away or critically collapse or resolve. Time itself erases the tragic in memory, the experienced sufferings are forgotten, past insults and sorrows become less significant. Emotions that turn into affects in the unsuccessful struggle of reason with passions are difficult to correct understanding. At the same time, neither intellect nor good will are often able to normalize the mental balance of a person. Under the influence of emotions, he becomes, as it were, blind in the face of facts, unable to control his actions. At the same time, people explain their actions something like this: “I didn’t want to scream, hit the table, insult you, but I was out of my mind, I couldn’t help myself.”

We can observe abnormally prolonged affects in persons with an epileptoid temperament, who are congenitally feeble-minded, and who are easily aroused by a petty nuisance for several days.

Emotions perform the function of evaluation, being a kind of system of signals through which the subject learns about the significance of what is happening. Grot (1879-1880) pointed to this in his works, as well as a number of contemporaries.

The ability of a person to restrain his feelings, postponing their manifestation until a more appropriate moment, depends on the efficiency of the brain. Some people are rational, others are impulsive. It is reasonable to develop patience in yourself, learn to restrain your tongue so as not to aggravate relationships with relatives and friends. A well-built brain is worth more than a well-filled brain.

From good man warmth always emanates, he is more emotional than a rational, mentally cold person. Mentally cold people can neither sympathize with someone else's grief, nor rejoice in the success, good luck of a loved one. Typical coldness was presented by I.S. Turgenev as Bazarov in Fathers and Sons.

In some forms of neurosis, the patient may also experience a "feeling of loss of feeling", i.e. painful insensibility, painful emotional devastation, irretrievable loss, the ability to rejoice and suffer. In patients with schizophrenia, for example, perception is not identified with real images and is not projected outward. Patients “hear” voices that sound in the head, see with the “inner eye”, talk about smells coming from the head, but in reality all this does not exist.

A person often experiences a sense of his own inferiority, most often it happens in childhood and leaves an imprint on the formation and development of personality. Overcoming the feeling of one's own inferiority proceeds more harmoniously at a young age, when the body and its nervous system adapt more easily to changes. At the same age, especially in old age, attempts to overcompensate are more painful.

Compensation for the feeling of one's own inferiority can be useful for the individual and for society if he is activated in studies, some hobbies, social life. But it happens that a person tries to find spiritual comfort through alcohol, smoking, medicinal drugs, etc. This only exacerbates the problems.

Alekseeva L.V. indicates that the influence of emotions on a person is much more significant than needs. A person easily refuses to satisfy a need if it is associated with negative experiences, or seeks to enjoy, realizing that it is impossible or harmful.

A person is at the mercy of emotion, even if it is not very strong. He is practically defenseless when he cries or laughs!

So, emotions can be a direct signal, an assessment, a stimulus for action or inaction, and underlie the energy of the individual himself.

10. Development of the emotional and personal sphere in a person

Many interesting observations colorfully and truthfully revealing the role of emotions in human personal relationships were made by the famous philosopher B. Spinoza.

One can argue with some of his generalizations, rejecting their generality, but there is no doubt that they reflect the real intimate life of people well. Here is what Spinoza wrote at one time: “For the most part, the nature of people is such that they feel compassion for those who feel bad, and for those who feel good, they envy and ... treat them with more hatred, the more they love something, what is imagined in the possession of another ... ".

“If someone imagines that an object he loves is with someone in the same or even closer relationship of friendship that he owned him alone, then he is seized by hatred for the object he loves and envy of this other ...”

“This hatred for the beloved object will be the greater, the greater was the pleasure that the jealous person usually received from the mutual love of the object he loved, and also the stronger was this effect that he had on what, in his imagination, enters into connection with the beloved object. ... "

“Hatred increases as a result of mutual hatred, and vice versa, can be destroyed by love ...”

“Hatred, completely defeated by love, turns into love, and this love will, as a result, be stronger than if hatred had not preceded it at all ...” The last special human feeling that characterizes him as a person is love. F. Frankl spoke well about the meaning of this feeling in its highest, spiritual understanding. True love, in his opinion, is an entry into a relationship with another person, as with a spiritual being. Love is an entry into a direct relationship with the personality of the beloved, with his originality and uniqueness. A person who truly loves, least of all, thinks about some mental or physical characteristics of a loved one. He thinks mainly about what this person is for him in his individual uniqueness. This person for a lover cannot be replaced by anyone, no matter how perfect this “duplicate” may be in itself. True love is the spiritual connection of one person with another similar being. It is not limited to physical sexuality and psychological sensuality. For someone who truly loves, psycho-organic connections remain only a form of expression of the spiritual principle, a form of expression of precisely love with human dignity inherent in man.

Conclusion

We have described the main types of qualitatively unique emotional processes and states that play a different role in the regulation of human activity and communication with other people. Each of the described types of emotions has subspecies within itself, and they, in turn, can be evaluated according to different parameters - for example, according to the following: intensity, duration, depth, awareness, origin, conditions for the emergence and disappearance, effects on the body, development dynamics, direction (on oneself, on others, on the world, on the past, present or future), according to the way they are expressed in external behavior (expression) and according to the neurophysiological basis. According to the effect on the body, emotions are divided into sthenic and asthenic. The first activate the body, and the second - relax, suppress. In addition, emotions are divided into lower and higher, as well as according to the objects with which they are associated (objects, events, people). The improvement of higher emotions and feelings means the personal development of their owner. This development can go in several directions. Firstly, in the direction associated with the inclusion of new objects, objects, events, people into the sphere of human emotional experiences. Secondly, along the line of increasing the level of conscious, volitional control and control of one's feelings by a person. Thirdly, in the direction of gradual inclusion in the moral regulation of higher values ​​and norms: conscience, decency, duty, responsibility. The experience of emotions, by definition, cannot be unconscious; it is always a more or less conscious experience. Due to the fact that the sensory component belongs to the sphere of conscious experience and is the most accessible aspect of the emotional process and plays a direct role in the organization of cognitive (cognitive) processes and human behavior. The totality of human feelings is, in essence, the totality of a person's relationship to the world and, above all, to other people in a living and direct form of personal experience.

Thus, in its term paper referring to the psychological studies of various authors and to her own observations, she came to the conclusion that emotions are closely related to personality, to human needs. They affect the life of the organism. They appear in all kinds of human activity. The existing differences in the manifestation of emotions largely determine the uniqueness of a particular person, in other words, determine his individuality.

Literature

1. Krylov A. Psychology. - Textbook. M.: Prospekt, 1999

Burns D. Mystery of Mood. - M: Ripol classic, 1997

Rogov E. General psychology. - M.: Vlados, 2004

Kruger F. Essence of emotional experiences//Psychology of emotions: Texts. - M.; 1984 - S 108

Rubinshtein S.L. Fundamentals of General Psychology. - Peter, 2003

Milner P. Physiological psychology. -Trans. from English. - M: Mir 1973

Nemov R. Psychology: in 3 volumes, M .: Vlados, 2002

Izard K. Psychology of emotions: translation from English, Peter, 1999

Maklakov A. General psychology. Peter, 2004

Godfroy J. What is psychology: in 2 volumes - M .: Mir, 1996

Emotions(in translation - I excite, I shake) is a psychological process of subjective reflection of the most general attitude of a person to objects and phenomena of reality, to other people, to himself regarding the satisfaction or dissatisfaction of his needs, goals and intentions.

Emotions are one of the forms of reflection by consciousness of the real world. However, emotions reflect objects and phenomena not by themselves, but in their relation to the subject, their significance. Emotions are conditioned, on the one hand, by internal needs and motives, and, on the other hand, by the peculiarities of the external situation.

Properties of emotions

Subjective nature of emotions (the same event causes different emotions in different people).

Polarity of emotions (emotions have positive and negative signs: satisfaction - dissatisfaction, sadness - fun ...).

The phases of the emotional nature of emotions in their dynamics from the quantitative side. Within the same emotional state (of the same modality), fluctuations in its intensity are clearly detected according to the type of tension - discharge and excitation - sedation.

Classification of emotions

In the emotional sphere, there are 5 groups emotional experience: affects, actual emotions, feelings, mood, stress.

Affect- a strong, violent, but relatively short-term emotional reaction to an external stimulus that completely captures the human psyche (rage, anger, horror, etc.).

Emotions- this is a direct, temporary emotional experience of a person's attitude to various external or internal events.

Emotion arises as a reaction to a situation, unlike affect, it is longer and less intense, this is emotional excitement. Emotion as a reaction arises not only to real events, but also to probable or remembered ones. Emotions are more biased towards the beginning of the action and anticipate its outcome. All emotions can be classified according to modality, that is, the quality of experience.

The senses(higher emotions) - special psychol. states that are manifested by socially conditioned experiences that express a person’s long-term and stable emotional attitude to real and imaginary objects. They are often called secondary emotions, as they were formed as a kind of generalization of the corresponding simple emotions. Feelings are always subjective. Therefore, they are often classified depending on the subject area:

Moral (moral and ethical).

Intelligent, practical.

Psychological theories of emotion

In the XVIII - XIX centuries. there was no single point of view on the origin of emotions, but the most common was the intellectualistic position: “bodily” manifestations of emotions are the result of mental phenomena (Gebart)

"Peripheral" theory of emotions by James-Lange. The emergence of emotions is due to external influences that lead to physiological changes in the body. Physiological and bodily peripheral changes, which are considered as a consequence of emotions, have become their cause. Each emotion has its own set of physiological manifestations.

"Thalamic" Cannon-Bard's Theory of Emotions. Emotions and their corresponding activation signals of autonomic functions arise in the thalamus. Psych. experience and physiological reactions occur simultaneously.

The Papes Circle and Activation Theories. Emotion is not the function of individual centers, but the result of the activity of a complex network of the brain, called the “Circle of Papes”.

Cognitive theories of emotion. They discover the nature of emotions through the mechanisms of thought.

The theory of cognitive dissonance L. Festinger. Cognitive-psychological factors play an important role in emotions. Positive emotions arise when a person's expectations are confirmed, that is, when the real results of the Activity are consistent with the planned plan.

Information theory of emotions P.V. Simonov. In a symbolic form, a set of functions that affect the emergence and nature of emotions is presented:

Emotion \u003d P x (Ying - Is). P - actual need. (In - Is) - probability estimate.

There are different schools, which determines the difference in definitions and classifications.

James Lange. Psychoorganic concept of the essence and origin of emotions. He put physiological states at the basis of emotional manifestations. They are primary, and emotions accompany them. Under the influence of external stimuli, the body changes, emotions arise through a feedback system. “We are upset because we cry, not weep because we are upset.” This is the central theory for all psychology until today.

Psychoanalysis. Reactions are associated with drives. The reason for the occurrence is the mismatch of the desired situation with the actual one.

Behaviorism. concomitant response to a particular stimulus. Ideas about emotions are depleted in that the central link is not considered, but reinforcements are considered. They can be positive and negative, respectively, emotions are also both positive and negative. They are not perceived as internal experiences (grief from longing is no different).

cognitive psychology– there is a normal experimental base.

Schechter. 2 factor theory of emotions (development of the James-Lange theory). Emotions arise as a cognitive evaluation of a physiological shift. Two factors influence: cognitive, psychol.

Lazarus. 3-component theory. The following components influence: cognitive, psychological, behavioral. Not only the physiological shift is evaluated, but also the possibility of behavior in a given situation, the ability to interpret: emotions arise if we perceive everything as really happening. If you subject everything to rational analysis, there are no emotions.

Rubinstein. Emotion is something associated with a certain excitation of certain areas in the subcortical structures - a reaction to a stimulus, feelings - before the stimulus, something that can be verbalized, or already verbalized, once verbalized, it means conscious. Emotions and needs. Emotions are a mental reflection of the current state of human needs. Emotions are a specific form of the existence of a need, as a result, there is a desire for something that will lead to the satisfaction of the need (object), but then the object delivers or does not deliver satisfaction, and we have a feeling in relation to it. Emotions differ in polarity - "+" or "-".

Leontiev. The theory of emotions is built on Activity. It states that behavior, general activity is motivated and directed by a motive. An activity consists of a series of certain actions that correspond to a goal. The goal is always conscious, such a unit of activity as an action occurs only in a person, the goal is that which represents the result of the action. A motive is an object of need. Emotion arises as an assessment of the discrepancy between goal and motive. Emotion allows you to evaluate the approach to the subject of need with the help of a certain action.

Psychophysiological mechanisms

In the process of evolution of the animal world, a special form of manifestation of the reflective function of the brain appeared - emotions (from Latin I excite, excite). They reflect the personal significance of external and internal stimuli, situations, events for a person, that is, what worries him, and is expressed in the form of experiences. In psychology, emotions are defined as a person's experience at the moment of his attitude to something. In addition to this narrow understanding, the concept of "emotion" is also used in a broad sense, when it means a holistic emotional reaction of the Personality, including not only the psychological component - experience, but also specific physiological changes in the body that accompany this experience. In this case, we can talk about the emotional state of a person.

The worldly understanding of the word “feelings” is so broad that it loses its specific content. This is a designation of sensations (pain), the return of consciousness after a faint ("come to life"), etc. Emotions are often referred to as feelings. In fact, strictly scientific use of this term is limited only to cases when a person expresses his positive or negative, i.e. evaluative attitude to any objects. At the same time, unlike emotions that reflect short-term experiences, feelings are long-term and can sometimes remain for life.

Feelings are expressed through certain emotions, depending on the situation in which the object appears, in relation to which this person shows feelings. For example, a mother, loving her child, will experience different emotions during his examination session, depending on what the result of the exams will be. When the child goes to the exam, the mother will have anxiety, when he reports that he has successfully passed the exam - joy, and if he fails - disappointment, annoyance, anger. This and similar examples show that emotions and feelings are not the same thing.

Thus, there is no direct correspondence between feelings and emotions: the same emotion can express different feelings, and the same feeling can be expressed in different emotions. Evidence of their non-identity is the later appearance of feelings in ontogeny compared to emotions.

Both of them can be positive and negative.

Emotions- a special class of mental phenomena, manifested in the form of a direct, biased experience by the subject of the life meaning of these phenomena, objects and situations to satisfy their needs. (dictionary)

1. Ch. Darwin(1872 Expression of emotions in animals and man). He proved that the evolutionary approach is applicable not only to the biophysical, but also to the psychological and behavioral development of the living, that there is no impassable abyss between the behavior of an animal and a person. Darwin showed that in the outward expression of different emotional states, in expressive bodily movements, there is much in common between anthropoids and newborns. These observations formed the basis of the theory of emotions, which is called evolutionary. Emotions appeared in the process of evolution of living beings as vital adaptive mechanisms that contribute to the adaptation of the organism to the conditions and situations of its life. The bodily changes that accompany various emotional states are nothing but the vestiges of the organism's adaptive reactions.

2. W. James K. Lame. James believed that certain physical states are characteristic of developed emotions - curiosity, delight, fear, anger and excitement. Corresponding bodily changes were called organic manifestations of emotions. According to the James-Lame theory, it is the organic changes that are the root causes of emotions. Being reflected in a person's head through a feedback system, they generate an emotional experience of the corresponding modality. First, under the influence of external stimuli, changes characteristic of emotions occur, the emotion itself arises.

3. W. Kennon. noted that the bodily changes observed during the occurrence of various emotional states are very similar to each other and lack in variety .... in order to explain the quality of difference in higher emotional experiences. The internal organs are rather insensitive structures that very slowly come into a state of excitation. Emotions arise and develop quickly enough.

P. Bard showed that in fact both bodily changes and emotional experiences - one hell of a... associated with them occur almost simultaneously.

4. Lindsay-Hubb activation theory– Bubba . Emotional states are determined by the influence of the reticular formation of the lower part of the brain stem. Key points: The EEG picture of the cerebral cortex that occurs during emotions is an expression of the so-called "activation complex" associated with the action of the reticular formation. Pointless but beautiful... The work of the reticular formation determines many dynamic parameters of emotional states - their strength, duration, variability.

5. L. Festinger's theory of conitive dissonance. positive emotional experiences arise in a person when his expectations are confirmed, and cognitive ideas are realized, that is, when the real results of the activity correspond to the intended ones, are consistent with them. Negative emotions arise and intensify in those cases when there is a significant difference, discrepancy, dissonance between the expected and the actual. Subjectively, the state of cognitive dissonance is experienced by a person as discomfort - he seeks to get rid of it - a double way out: to change cognitive expectations so that they correspond to the result. Or try to get a new result that would still match the expectations.

6. S.Shekhter - cognitive-physiological theory. In addition to the perceived stimuli and the bodily changes generated by them, the emergence of emotional states is influenced by a person’s past experience and assessment of the situation from the point of view of interests and concepts that are relevant to him.

The senses - highest form emotional attitude of people. to the subject and phenomena of reality, excellent. relative stability, generalization, compliance with the needs and values ​​formed in personal development.

The senses differ from emotions in depth, stability, constancy. Emotions usually follow the actualization of the motive and up to a rational assessment of the adequacy of the subject's activity to it. They are direct reflection, the experience of reflection. Feelings, on the other hand, are of an objective nature, they are associated with a representation or idea about some object. Another feature of feelings is that they improve, develop, form a number of levels from direct feelings to higher feelings related to spiritual values ​​and ideals. Feelings are a product of the cultural and historical development of man. They are associated with certain objects, activities and people. Feelings play a motivating role in the life and activities of a person, in individual development a socializing role. Common between emotions and feelings is a regulative function that orients a person, supports activity. They support the process aimed at meeting the needs, have an ideological character and are, as it were, at the beginning of it. They are perceived by a person as his inner experiences, transmitted to other people, empathize. Emotions and feelings are personal formations, they characterize a person socially and psychologically.

Definition, classification and function of emotions

Emotions - a form of adaptation to reality so that one can act in it. Internal regulation of activity.

Connection of emotions with needs (Rubinstein)

Emotion is a mental representation, a reflection of the current state needs. The needs of the body are directly expressed in emotions. Personal needs - indirectly.

The globality of emotions in relation to the world, knowledge is secondary. The unity of the affective and the intellectual.

Properties of emotions :

1. expresses the state of sat and its relation to the object

   polarity (related to antiquity)

   subjectivity

   participation in stimulating activity

Connection of emotion with activity (Leontiev)

Emotion is a mental representation or reflection meanings, generated by the motive. Emotions are the way to the knowledge of motives:

natural meanings (useful / harmful)

social

personal - formed by the leading motive (true / false for personality development at this stage)

Emotional development of children preschool age one of the most important areas professional activity teacher. Emotions are the "central link" in the mental life of a person, and above all a child (L. Vygotsky).

Emotions

• perform regulatory and protective functions (for example, prevent the implementation of any activity out of fear or disgust);
• contribute to the disclosure of potential creative abilities;
• encourage certain actions, color behavior in general;
• help to adapt to the situation;
• accompany communication (choice of a partner, affection, etc.) and all types of activities;
• are an indicator of the general condition of the child, his physical and mental well-being.

In recent years, there are more and more children with psycho-emotional development disorders, which include emotional instability, hostility, aggressiveness, anxiety, which leads to difficulties in relationships with others. Moreover, against the background of such violations, so-called secondary deviations arise, which manifest themselves, for example, in persistently negative behavior, etc. Appropriately organized work (classes, joint activities, independent activities) on the emotional development of children can not only enrich the emotional experience of the child, but also mitigate and even completely eliminate the problems noted above.

The opportunities for joint activities for the development of the emotional sphere of children are not bound by strict time frames, they are more relaxed in communication, free to choose whether or not to participate in this event, game, etc. Joint activities, as a rule, take place in a relaxed atmosphere free from rigid regulations. Setting on the game, entertaining forms of communication create a favorable background for contacts, management of emotional expression, productive creative self-realization.

It is important to build pedagogical work taking into account the following provisions:

1. The systemic organization of the child's psyche, from which it follows that the development of the emotional sphere is possible by influencing other mental processes (sensations, thinking, imagination, etc.) and their regulation. So, in early and younger preschool age, there is a close connection between the emotional and sensory spheres. The development of visual, auditory, olfactory, tactile, gustatory, vestibular analyzers contributes to the emotional manifestations of the baby. This is convincingly shown in the works of L.S. Vygotsky, A.V. Zaporozhets and others. In the older preschool age, emotions are associated with imagination, which helps children build their own unique picture of the world, significantly expand the means of external design of emotions.

1. Reliance on age-related opportunities and sensitive periods of preschool childhood. The practical implementation of this principle is facilitated by taking into account the interests of children, determined by their age (fairy tales, games, entertaining tasks, expressive self-expression).
2. The stages of pedagogical work. While recognizing the important role of each activity, I would like to emphasize the importance of the game. It is known that it naturally fits into the lives of children and, as a leading activity (D.B. Elkonin), is able to carry out positive changes in the sensory, emotional, volitional and other spheres of the personality, to form new forms of behavior. The game creates a favorable environment for emotional manifestations, creative self-realization. In the process of role-playing transformations, performing game tasks, the child involuntarily enriches himself with ways of expressing emotions, adequately designing expressive actions.

An important place belongs to sensory games, which, in addition to fulfilling their main task, activate the mechanisms of emotional response, indirectly activate the emotional sphere as a whole. These games do not require much preliminary preparation and are very attractive for children of early and younger preschool age.

It should also be noted games for the development of emotional expression, or emotionally expressive games. They are aimed at the development of facial, pantomimic, speech motor skills, gestural expressiveness - in other words, the "language" of emotions; create a favorable background for the manifestation of individuality, the development of emotional sensitivity, etc. They are used in joint activities, starting from the middle group; By the age of four, children develop a certain emotional and sensory experience, and they are able to act from a certain person, focus on the attitudes of an adult, etc.

In working with children, it is desirable to use the works of children's writers and poets, folklore. They are a special form of understanding the surrounding reality, the formation of an emotional attitude to the world. Fairy tales, stories, nursery rhymes, etc. enrich the vocabulary of emotional vocabulary, develop a figurative worldview, responsiveness, serve as an excellent occasion for a meaningful dialogue between the teacher and children.

We will reveal the tasks and options for practical activities for each age group.

Second junior group

The main tasks at this age stage are:

• encouraging children to emotional response through the targeted supply of sensory information through the channels of visual, auditory, vestibular, olfactory, tactile and taste analyzers;
• maintenance of expressive manifestations of babies (facial, gestural, speech) in the process of interaction with sensory stimuli, different in modality, intensity, duration.

"Travelers"

The teacher offers to walk barefoot on different surfaces (soft, smooth, ribbed, etc.),

water games

• Launch boats.
• Bathe toys.

Fill plastic containers, rubber toys (pears) with water and pour it out.

• Immerse plastic balls, toys to the bottom.
• "It's raining" (pour water from a watering can into basins).
• “Who will hold the water longer” (they draw water in their palms, trying to keep it as long as possible).
• “The sea is worried” (hands depict sea waves).

Note. Water games are best organized in the summer on

walk or in the washroom. Water can be colored.

"Breeze"

The teacher holds a sultan in his hand, to which light ribbons are attached, and pronounces the following words:

Wind, blow harder

Break the ribbons quickly.

Wei, wei, breeze,

Get him, buddy!

Then he begins to move quickly, waving the sultan. Children try to catch the "breeze".

The plot basis of such games can be the works of children's writers, poets, folklore.

"Bears"

The teacher reads P. Voronko's poems, inviting the children to move.

The bear cubs lived in the thicket, twisting their heads. Like this! (Step from foot to foot, shake head)

The cubs were looking for honey, they shook the bush together. Like this! (Imitate the swinging of the bushes)

Waddled around and drank water from the river. Like this! (Walking, awkwardly, then bending down, "drinking water")

And then they danced, raised their paws higher. (Dance with knees high)

In the second junior group it is also necessary to introduce children to vocabulary that reflects the most vivid, visually easily identifiable emotional states: joy (joyful, joyful), fun (cheerful, fun, etc.), sadness (sad, sad, etc.), sadness ( sad, sad, etc.), fear (to be frightened, frightened), anger (angry, angry), etc.

Literature and folklore play the main role in solving this problem. Reading fairy tales, stories, etc., the teacher focuses the attention of children on words that characterize certain emotional states. At the same time, it is possible to demonstrate the manifestation of emotions in facial expressions, gestures, intonation, to encourage children to determine emotional states, using the questions: “Why did the bear run away when he heard the fox’s song?”, “Do you think the goat has always been cheerful? What else was she? etc.

Children of this age must also learn to see and reproduce the characteristic features of the design of emotional states (joy, sadness, fear, anger). For this, it is appropriate to use illustrative material, theatrical activities, etc. For example, using a series of plot pictures and sets of cards depicting the main character in different emotional states, the teacher invites children to choose a card for each plot picture that matches the mood of the hero

middle group

At this age stage, it is necessary to solve much more problems related to the emotional development of children. First of all, this is the expansion of the experience of emotional response through the introduction of various sensory stimuli, often of a complex nature (visual-vestibular, visual-auditory-tactile, etc.). To do this, we can recommend the following games.

"Who lives in the house"

The teacher prepares several cardboard boxes with holes. Puts objects of various qualities into them: hard, soft, smooth, prickly (such as a massage brush), etc. Children, feeling an object (toy), express (by facial expressions, movements) their impressions of “visiting” one or another house.

"Tasty-tasteless"

The teacher offers to close your eyes and express your taste sensations with facial expressions. Gives you a taste of pieces of various vegetables and fruits: banana, lemon, apple, carrot, potato, pickle, radish, beet, etc.

"So many smells around"

The teacher offers to close your eyes and show with facial expressions whether the children inhaled a pleasant or unpleasant smell. Then he gives a sniff of perfume, orange peel, fragrant geranium leaf, garlic clove, etc.

For the development of emotional expression, its mechanisms: non-verbal (mimic, pantomime, gesticulation) and verbal (words, sounds, phrases), as well as the formation of the foundations for the expressiveness of external emotional manifestations, it is advisable to use emotionally expressive games (the embodiment of various situations from the life of animals, their habits by children). ; transmission of emotional states fairytale heroes by personification, etc.). Given the age characteristics of children, the emotional-playing context is specific, prompting and guiding.

"Cat and Kittens"

The essence of the game is the repetition by the "kittens" of various actions shown by the "cat". For example, a “cat” teaches “kittens” to meow, hunt (quietly sneak up, stretch out their paws), run away and hide from various dangers, etc.

"Pass with movements"

In middle preschool age, it is also important to replenish the “emotional” dictionary with words denoting various moods, states (surprised, surprised, scary, scared, angry, angry, grief, grieve, cowardly, offended, dreary, mischievous, etc.);

phrases that reflect shades of mood (not very angry, not at all scary, very sad, etc.); learn to select synonyms (joyful - cheerful, sad - sad, dreary); find words specifying emotional states: angry (unpleasant, rude, angry); cheerful (pleased, laughing), etc.; understand

emotional characteristics presented in the form of phraseological units: Masha the confused girl, picky girl, kind doctor Aibolit, etc.

To make it easier for children to master the emotional vocabulary, to develop the ability to analyze emotions with the help of words, one should first of all turn to fiction. It is also desirable to use visual models - a series of paintings reflecting episodes of fairy tales and stories. Showing this or that image, the educator offers to remember the mood of the hero, to give him a generalized emotional description.

You can make a cardboard circle with a moving arrow and with the image of animals, people in different emotional states. Pointing to one of them, the teacher asks the children to name this mood, pick up synonyms (sad hare, what else?).

Introducing phraseological units, it is good to use riddles (author Yu. Kireeva):

The fastidious girl was looking for Brother.

Rechenka offended:

Milk did not drink.

bulk apple

I didn't eat from the apple tree.

I didn't want a rye pie from the oven.

Who is the heroine of this story?

Guess without a clue.

(Girl picky)

This girl was going to the garden,

I tried to find my things.

It is difficult for a girl to look for things.

In the evening, everything was scattered again.

Who is that girl? Who is confused?

Do you know her? Her name is ... (Masha).

Heals young children

Heals birds and animals.

Looking through his glasses

Good doctor... (Aibolit).

To continue a meaningful dialogue with children will allow turning to other types of activities: visual (the teacher, together with the children, draw Masha the confused, the good doctor Aibolit, etc.), musical (select musical accompaniment to fairy tales), etc.

It is advisable to teach children to identify and differentiate emotional states (joy, sadness, fear, surprise, anger) by external signs, to notice changes (transitions) in mood, and also to reveal to children the meaning of such forms of behavior as offended, surprised, frightened, caring, benevolent etc., to develop emotional identification.

To solve these problems, you can conduct conversations using pictograms, games, such as "Confusion".

The teacher puts a large sheet of thick paper in front of the children, on which people, animals, various objects, natural phenomena, etc. are drawn, connected to each other by winding lines of different colors. Offers to figure out who (or what) the puppy, mouse, bird, etc. are afraid of; who (or what) upset the girl; who (or what) cheered up the boy, etc. Then he offers his own options for correction negative experiences. For example, how to calm a puppy, how to help a girl overcome sadness, etc.

It is advisable to introduce children to the "Book of Moods". It is created by the teacher. To do this, you need to bend in half five or six landscape

sheets and fasten them in the middle. Even pages are symbolic images of various moods (pictograms), and odd pages reflect life situations, episodes of fairy tales, cartoons, objects, phenomena that can cause a particular emotional state. Considering the "Book of Moods", it is advisable to encourage children to supplement its content with their own life experiences (name what (who) gives you joy; what can lead a person to a state of sadness, which means to be offended, etc.).

You can complete tasks in the "Rainbow of Moods" albums that require the transfer of emotions in color. For example.

• The teacher depicts the faces of girls in a state of joy and sadness, asks to draw a dress, bows, shoes that fit each of them.
• The teacher draws pictograms and a few circles around them. Invites children to depict objects, events, etc. in circles that can cause a particular mood.
• Depicts episodes from fairy tales (merry and sad animals around Aibolit, guests at the birthday party of the White-sided Magpie, etc.), offering to color each character according to his emotional state.

senior preschool age

The tasks of this age group include the following:

• to improve the experience of the external design of emotions, to encourage the transfer of subtle shades of mood, demonstrating a variety of components of emotional expression: mimic, pantomime, gesticulation, speech;
• stimulate the manifestation of an individually unique style of play behavior, the originality of emotional response.

"Signal interpreters"

The teacher offers to tell fairy tales to people who do not hear anything, but they understand sign language, facial expressions and pantomimics well. Emphasizes that when translating, it is important to monitor the expressiveness of movements. It is advisable to start with simple fairy tales: “Ryaba Hen”, “Gingerbread Man”, “Mitten”, etc. You can use poems, songs, riddles.

"Live Pictures"

To conduct this game, it is desirable to arrange a curtain and an elevation such as a theater stage. The teacher suggests preparing for the display of "live pictures", namely, to think over the plot, postures, gestures, facial expressions, clothes, jewelry, etc. Provides assistance as needed. During the game, children sit on chairs. The curtain opens only when the child is completely ready for the show. Spectators, considering the "living pictures", try to determine their name.

Note. Children can bring clothes and jewelry from home. "Little people" The content of the game is a poem by D. Kharms. The educator suggests considering what emotional state they will demonstrate. Then he reads the text, the children alternately depict small sketches that reflect certain moods.

T ra-ta-ta-tra-ta-ta,

The gates opened

And from there, from the gate,

The little people came out.

One uncle - like this,

Another uncle - like this,

The third uncle is like this,

And the fourth is like this.

One aunt - like this,

And the second one is like this

The third aunt is like this,

And the fourth one is...

Note. The text can be supplemented with “One boy is like this ...”, “One girl is like this ...”, etc.

Older children continue to be taught to understand, differentiate the emotional state by external signs (facial expressions, gestures, postures, voice intonations), determine the causes of a particular mood by analyzing circumstances, events, etc.; develop their ability to respond to the emotional state of another person, to show sympathy, rejoicing, assistance.

In the implementation of these tasks, fiction, especially landscape poetry, is of great help, which conveys various moods, connections between human experiences and the state of nature. An important place is given to conversations, games.

"Let's talk about mood"

The teacher draws the attention of the children to the fact that very different facial expressions can be seen in the store, bus, park, etc. Asks to name emotional states known to them. Then he shows pictures of people cut out of magazines. Children choose the appropriate pictogram for each picture. Offers tasks such as "Collect little men: cheerful, offended, evil." In conclusion, he proposes to work in the albums "Rainbow of Moods": create two or three drawings on the topics: "Happy mood", "I'm sad", "What surprises me", etc."One, two, three, find the right place"

The teacher sets pictograms in different places. Reading short excerpts from works of art, invites the children to take a place near the symbol that, in their opinion, corresponds to the described mood.

As homework, you can invite children to create their own books. To do this, they are given pre-prepared manuals - books,

the pages of which have a slot in the form of a square (circle). A disc with pictograms (five to seven symbolic images) is attached to the back. Each pictogram must be clearly visible in the slots. Children are offered to give the name of the book and fill all the pages with plot drawings that convey the various emotional states of the characters. By exchanging such books, preschoolers learn to select pictograms (by rotating the disk) that correspond to the plot of a particular page.

Using problem situations, visual material, one can dwell on such points as the causes that cause certain emotional experiences, ways to change negative experiences.

In the future, it is recommended to bring the children to the thought: the mood of a person largely depends on his view of the world, relations between people, etc. For this purpose, it is recommended to use the following works: V. Danko (“Dangerous Glasses”), E. Moshkovskaya (“Sour Poems”), etc.

Let's talk about this in more detail using the example of M. Shchelovanov's poem "Morning".

What is this morning?

Today is a bad morning

This is a boring morning

And it looks like it's going to rain.

Why bad morning!

Today is a good morning!

Today is a fun morning

And the clouds go away.

Will there be no sun today?

Today there will be no sun

Today will be gloomy

Gray cloudy day.

Why won't there be sun?

There will probably be sun

There will definitely be sun

And a cool, blue shadow.

When re-reading the poem, the teacher invites the children to look at reproductions (landscapes) through multi-colored pieces of glass. When reading the first and third quatrains, children use glasses of dark, dull tones, while reading the second and fourth - bright, light glasses.

The teacher emphasizes: a gloomy mood often does everything

the environment (nature, objects, etc.) is bleak, dull, uninteresting. And vice versa, a benevolent bright mood makes it possible to see the beautiful, surprising, pleasant around.

In the course of joint activities, work continues to enrich the vocabulary of emotional vocabulary (indifferent, miserable, greedy, capricious,

lazy, offended, ashamed, boring, tired, etc.), while it is important to encourage children not only to name emotional states, but also to select synonyms, highlight shades of moods, and trace associative links with color. Reading excerpts from works of art, the educator suggests characterizing the features of the external expression of a particular state (for example, what does tired mean); reproduce this state with movements, choose the color that matches it.

In communication, it is important to pay attention to the figurativeness of the stylistic forms of children's speech.

Children are also taught to understand emotional characteristics in the form of phraseological units, to use them adequately (Princess-Nesmeyana, Vovka-kind soul, ugly duck etc.). To do this, it is necessary to introduce children to works containing such collective images: A. Barto (“Vovka-kind soul”, “Girl-revushka”), G.Kh. Andersen ("The Ugly Duckling", "Thumbelina"), The Brothers Grimm ("Cinderella"), S. Marshak ("That's how absent-minded"), Y. Akim ("Numeyka"), S. Mikhalkov ("Thomas"), fairy tale "Tiny-Havroshechka", etc.

You can create an album “They live among us” (each drawing is thoroughly thought out together with the children: background, pose, facial expression, surrounding objects, etc.).

It is recommended to hold conversations, entertainment evenings, for example, "Journey to the Land of Familiar Heroes." The teacher prepares in advance the silhouette images of the Princess-Nesmeyana, the Ugly Duckling, the Scattered from Basseynaya Street, etc. Offers to go to an amazing country where they will meet interesting characters.

Shows the image of the Princess-Nesmeyana, accompanying the show with a comic poem.

Oh trouble, oh trouble

Swan in the garden.

I Princess Nesmeyana,

I won't stop crying.

I won't laugh at anything

I'll just tear up more.

He asks the children to answer why the princess was called that, is it possible to call someone else by that name, etc. Offers to pick up words that characterize people similar to the Princess-Nesmeyana. In case of difficulty, he calls them himself (wailing, capricious, sad). You can organize the game "Laugh Nesmeyana": children show comic sketches, trying to make her laugh.

Then the Ugly Duckling appears. The teacher offers to remember what fairy tale he is from, to name the characters of other fairy tales, who were also outwardly unattractive at first (Cinderella, Tiny-Havroshechka, etc.); pick up words that characterize them (modest, inconspicuous, etc.).

Demonstrates the transformation of the Ugly Duckling into a beautiful swan (turns over the card).

Then he shows the children the image of the Scattered from Basseynaya Street, reading excerpts from S. Marshak's poem "That's how absent-minded." Playing the role of this hero, the educator can say goodbye to the children instead of saying hello, etc. Then he offers to characterize a person who can be called "Scattered from Basseinaya Street."

In conclusion, he encourages children to reproduce the characteristic features of the characters with movements: the boys portray the Absent-minded Man from Basseinaya Street, and the girls - the Princess-Nesmeyana.

Organization: Kindergarten No. 116

Location: St. Petersburg city.

Age Group: Middle Preschool

Project type: practice-oriented

Project theme: Multi-colored world of emotions

Project duration: medium-term 02.02.2015-23.02.2015

Project stages

1. Diagnostic
2. Basic
3. Analytical

Relevance of the topic

“Why has a one-sided view of the human personality developed in our society and why does everyone understand giftedness and talent in relation only to the intellect? But one can not only think talentedly, but also feel talentedly. Love can become as much talent and even genius as the discovery of differential calculus. And here and there human behavior takes on exceptional and grandiose forms ... "

This idea belongs to the outstanding psychologist Lev Semyonovich Vygotsky. The life of a scientist, as you know, was cut short in 1934. Has the "one-sided" view of the human personality changed since then? Practice shows: the mental development of the child began to pay attention and in kindergarten and in the family. The main emphasis, as a rule, is placed on intellectual and volitional qualities, however, the emotional sphere of the child is often given insufficient attention.

Is it necessary to develop emotional responsiveness in modern society? Of course, it is necessary, because emotional responsiveness at all times has been and will be the starting point for the development of humane feelings, relations between people. The terrible deficit of our time is the deficit of kindness! This phenomenon is directly related to the most significant problem - the psychological health of children. It's no secret that when close adults love a child, treat him well, recognize his rights, are constantly attentive to him, he experiences emotional well-being - a sense of confidence, security. In such conditions, a cheerful, active, mentally healthy child develops. But, unfortunately, in our progressive age, we adults have less and less time to communicate with children, and the child remains not protected from the whole variety of experiences that he directly arises in everyday communication with adults and peers. As a result, the number of emotionally dysfunctional children which require special attention from teachers. Education of sympathy, responsiveness, humanity are an integral part of moral education. A child who understands the feelings of another, actively responds to the experiences of the people around him, and seeks to help another person who finds himself in a difficult situation, will not show hostility and aggressiveness.

. Emotional responsiveness- one of the most important abilities given to man. It is associated with the development of emotional responsiveness in life, with the development of such personal qualities as kindness, the ability to sympathize with another person and all living things that surround us.

preschool age- this is the period when sensual knowledge of the world prevails. It is at this age that it is necessary to teach a child: to empathize with another person, his feelings, thoughts, moods. Despite the fact that preschoolers have little experience with ideas about human feelings that exist in real life, the task of teachers is to develop the emotional sphere of the child

• Objective of the project- develop the ability to communicate, understand the feelings of other people, sympathize with them, respond adequately in difficult situations, find a way out of the conflict, i.e. teach children how to manage their own behavior.

Tasks:

• introduce children to the basic emotions: interest, joy, surprise, sadness, anger, fear, shame;
• to give children the concept of the division of emotions into positive and negative;
• enrich the vocabulary of children with words denoting various emotions, feelings, moods;
• to teach to correlate emotions with color, phenomena, objects and express them by artistic means.

• learn to determine the emotional state of others by facial expressions and pantomime
• develop the ability to share their experiences, describe their emotions;
• develop the ability to control their emotional reactions
• learn to listen to another person, to understand his thoughts, feelings and moods
• learn to cooperate in the performance of joint tasks

Diagnostic methods for preliminary diagnosis of the ability to understand and recognize emotions, empathize with people around:

• pick an emotion
• recognize emotion;
• talking about emotional situations;

Example: Conversation aboutemotional situations

Target: Reveal the presence of formed knowledge about social emotions.

Conducting research: first observed the children in different types activities. The child was then asked the following questions:

Can you laugh if your friend has fallen? Why?
Is it okay to hurt animals? Why?
Do I need to share toys with other children? Why?
If you broke a toy, and the teacher thought of another child, is it necessary to say that it is your fault? Why?
Is it okay to make noise when others are resting? Why?
Can you fight if another child takes your toy away from you? Why?

Questionnaire : "What are the first traits you try to nurture in your child?".

Qualitative analysis of the obtained data

The results of the analysis of the obtained data showed that children have insufficiently formed knowledge about social emotions.

At the same time, the results of the survey of parents indicate a high interest of parents in educating children in such qualities as responsiveness, kindness, decency, politeness, patience, and sociability.

main stage

At the main stage, a number of methods were applied:

Game exercises for the development of facial expressions

“Ate sour lemon” (children wince).

“Angry at the fighter” (brows move).

“Met a familiar girl” (smile).

“Afraid of the bully” (raise eyebrows, open eyes wide, open mouth).

“Surprised” (raise eyebrows, open eyes wide).

“offended” (lower the corners of the lips).

“We know how to dissemble” (blink right eye, then left).

Game exercises for the development of pantomime

"Blossomed like flowers."

"Withered like grass."

"Let's fly like birds."

"A bear is walking through the forest."

"A wolf is chasing a hare."

"Ducks are swimming."

"Penguins are coming."

"The beetle rolled over on its back."

“The horses are jumping” (“trotting”, “galloping”).

"Deer running"

"Training emotions"

Frown how:

autumn cloud,

angry man,

Evil sorceress.

smile like:

cat in the sun

The sun itself

Like Pinocchio,

Like a cunning fox

Like a joyful child

It's like you've seen a miracle.

piss like:

The child who was robbed of ice cream

Two sheep on the bridge

Like a person who has been hit.

get scared like:

A child lost in the forest

The hare who saw the wolf

A kitten being barked by a dog.

get tired like:

dad after work

Ant lifting a heavy load

rest like:

A tourist who took off a heavy backpack,

The child who worked hard but helped his mother,

Like a tired warrior after a victory.

Games for the development of the emotional sphere of the child

• Relaxation exercise.

Purpose: teaching methods of self-regulation, relieving psycho-emotional stress.

Joyful mood helps relaxation.

Sit comfortably. Stretch out and relax. Close your eyes, pat yourself on the head and say to yourself: "I am very good" or "I am very good."

Imagine a wonderful sunny morning. You are near a quiet beautiful lake. You can barely hear your breathing. Inhale-exhale. The sun is shining brightly and you feel better and better. You feel the sun's rays warm you. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still. You feel calm and happy. You enjoy peace and sunshine. You are resting… Inhale-exhale. Now open your eyes. They stretched, smiled and woke up. You have a good rest, you are in a cheerful and cheerful mood, and pleasant sensations will not leave you throughout the day.

• Art therapy exercise "Wonderful land"

Purpose: expression of feelings and emotions through joint visual activity, rallying the children's team.

Now let's get together

Let's draw a wonderful edge.

Children are invited to complete a joint drawing on a large sheet of paper, which is spread directly on the floor. The theme of the drawing is "Wonderful Land". Previously, details and small lines are drawn on the sheet. Children draw unfinished images, "turn" them into anything. Joint drawing is accompanied by the sounds of nature.

"Loved-unloved». You call the child some action, and the child must portray the attitude to this action: if he likes to do it, portray joy; if he does not love - sadness, sadness, chagrin; if you have never performed this action - doubt, indecision (for example: eating ice cream, sweeping, walking with friends, reading, watching football, embroidering, thinking, reading, helping parents, etc.).

"Live Objects"». Invite the child to carefully look at all the objects in the room (kitchen, hallway). Let him imagine that the objects came to life, began to feel, and say which of them is best of all, who has the most good mood and why, who has the most Bad mood and why.

Mirror
Players in pairs sit opposite each other. One only depicts some kind of feeling with his face, the other repeats the facial expressions of the partner and calls the guessed feeling aloud. Then they switch roles. Another option - one partner asks the other to portray an emotion with his face and then he offers his own option.

From seed to tree
The host (gardener) offers to turn into a small wrinkled seed (squeeze into a ball on the floor, remove your head, close it with your hands). The "gardener" treats the "seeds" very carefully, waters them (strokes the head and body), takes care of them. With a warm spring sun, the “seed” begins to slowly grow (everyone rises). His leaves open (hands stretch up), the stem grows (the body stretches), branches with buds appear (hands to the sides, fingers clenched). A joyful moment comes, the buds burst (the fists open sharply), and the sprout turns into a beautiful strong flower. Summer is coming, the flower is getting prettier, admiring itself (examine itself), smiling at other flowers (smiling at the neighbors), bowing to them, lightly touching them with its petals. But then the wind blew, autumn comes. The flower sways in different directions, struggles with bad weather (swinging with arms, head, body). The wind rips off the petals and leaves (the head and hands fall), the flower bends, leans towards the ground and lies on it. He is sad. But then came the winter snow. The flower again turned into a small seed (curled up on the floor). The snow wrapped the seed, it is warm and calm. Soon spring will come again and it will come to life.

Builders
Participants line up in one line. The facilitator suggests imagining various movements with the body and face, as the first one passes to the neighbor, etc.:
heavy bucket of hay; light brush; brick; a huge heavy board; carnation; a hammer.
The presenter makes sure that the posture, the degree of tension in the muscles of the body and the expression on the faces of the “builders” correspond to the severity and volume of the transmitted materials.

Games and pedagogical situations for the development of emotional responsiveness

"It's me, get to know me"

Removal of emotional stress, aggression, development of empathy, tactile perception, creation of a positive emotional climate in the group.

It is desirable that each child be in the role of a leader.

• Game "Joyful song"

Purpose: a positive attitude, the development of a sense of unity

I have a ball in my hands. I will now wrap the thread around my finger and pass the ball to my neighbor on the right Dima and sing a song about how glad I am to see him - “I am very glad that Dima is in the group ...”.

Whoever receives the ball wraps the thread around his finger and passes it to the next child sitting to his right, and together (everyone who has the thread in his hands) sing him a joyful song. And so on, until the ball returns to me. Excellent!

The glomerulus returned to me, it ran in a circle and connected us all. Our friendship has become even stronger, and our mood has improved.

"Try to guess"

The development of empathy, the ability to measure one's movements, the development of speech, the development of communication skills, group cohesion.

One, two, three, four, five, try to guess.

I'm right here with you. Tell me what's my name.

The driving child tries to guess who stroked him. If the driver cannot guess correctly in any way, he turns to face the players, and they show him who stroked him, and he simply tries to remember and name this child by name.

"Give a treat"

Development of tactile sensitivity, kind attitude towards peers.

• Let's dance together

Purpose: changing the emotional state by musical means, emotional release, bringing children together, developing attention, interhemispheric interaction.

Musical movements lift the mood.

There is no time for us to lose heart - we will dance together.

The song "Dance of the little ducklings" sounds

During the chorus, you need to find a mate for yourself and, clasping your hands, spin around.

"Blind Dancer"

Relaxation, muscular liberation of children, their awareness of their body and the formation of freedom of movement. Establishing contact with peers.

• "Help a peer"

Target: To develop the ability of a child to notice the emotional distress of a peer and provide him with all possible assistance

Description of the technique. Two children, of which only one child was the subject, were asked to perform different tasks. The subject's task was easier than the task of his peer. The fact that the tasks have different degrees of difficulty was not reported to the children. From the outside, these tasks were perceived by the children with approximately the same degree of complexity.

It turned out how the children understood the meaning of what they had to do, and in conclusion they added: “Finish the work - you can play with toys,” and pointed to the play corner located in the same room.

It should be emphasized that the peculiarity of the implementation of this activity was that, due to the different difficulty of the proposed tasks, the children were in an unequal position in relation to the opportunity to “play with toys”. As he completed his easier task, the subject not only approached the opportunity to start performing another activity - the game. But at the same time, imperceptibly for himself, he seemed to be drawn into a situation of choice: having completed a practical task, start playing, or, having suppressed the temptation to play, to help a peer who continues to solve a more difficult task.

After the children began to complete the tasks, and one of them found significant difficulties in the activity, they monitored whether the child turned to a peer (subject) for help and how he responded to his request. If the subject did not help his peer, then he was encouraged to do so by putting appropriate questions before him.

By constructing the experiment in this way, it was natural to expect that its key points would be the analysis of the behavior of the subject after completing the practical task, the nature of his decision. At the same time, it should be recognized that the completion of a task is, as a rule, the result of the action of the corresponding needs, motives, and underlying emotions that have already developed in the child. Therefore, it was important to establish what motives and emotions conditioned the child's adoption of this and not another decision.

• "Who can find good good words for..." (child, teacher, doll, book, etc.).

Reading, discussion, dramatization of works of art

Tasks:

• Development of the ability to hear, see, feel and experience various emotional states proposed in literary works
• Skill development put yourself in the shoes of the characters
• Developing the ability to assess the situation and the behavior of characters from a moral point of view
• learn to think through various options for the behavior of heroes and find the best for a given situation

Valentina Oseeva. Stories for children

1. BLUE LEAVES
2. POORLY
3. WHAT IS NOT, THAT IS NOT
4. GRANDMA AND GRANDDUCH
5. WATCHMAN
6. COOKIE
7. OFFENDERS
8. MEDICINE
9. WHO PUNISHED HIM?
10. WHO IS THE OWNER?

Vladimir Grigorievich Suteev.

Tales and stories

1. CAT-FISHING
2. UNDER THE MUSHROOM
3. APPLE

Working with parents

Consultation for parents "The role of the family in raising the emotional responsiveness of a preschooler"

A significant role in the development and upbringing of emotions of empathy and sympathy in a preschool child belongs to the family.

In the conditions of a family, an emotional and moral experience inherent only to it develops: beliefs and ideals, attitudes towards people around them and activities. Preferring one or another system of assessments and values ​​(material and spiritual), the family determines the level and content of the child's emotional development.

The experience of a preschooler, as a rule, is complete for a child from a large and friendly family, where parents and children are connected by a deep relationship of responsibility and mutual dependence.

The experience acquired in the family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in those conditions when family members are preoccupied with the development of certain qualities that seem exceptionally significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time, significant attention is not paid to other qualities necessary for the child.

The emotional experience of a child can be heterogeneous and even contradictory. This situation occurs when value orientations parents are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities a relic and “cultivates” only strength in the child.

There are parents who are convinced that our time is a time of scientific and technological achievements and progress, therefore, someone brings up such qualities in a child as the ability to stand up for themselves, not to be offended, to give back (“You were pushed, and what are you , you can’t answer the same). In contrast to kindness and sensitivity, the ability to thoughtlessly use force, to resolve conflicts that have arisen through the manifestation of another, a dismissive attitude towards other people, is often brought up.

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A Quick Guide for Parents "Simple Words Have Deep Meanings..."

Talk more with your child about everything - about love, about life and death, about strength and weakness, about friendship and betrayal.

Answer children's questions, don't brush them off.

Always do what you would like your child to do. Even if at this moment the baby does not see you.

Read books with your child, teach kindness and mercy.

Teach your child to care for someone and enjoy it.

Get a pet and take care of it all the time with your baby.

Review your relationship with your parents, teach your child respectful attitude to them.

Every day there are many situations when you need to make a decision how to behave. You can teach your child to show kindness and responsiveness every day, and you should always remember this.

Conversation “Education of emotional responsiveness in childrenin family"

Emotional microclimate, determined by the nature of the relationship of family members. With negative relationships, the discord of the parents causes great harm to the mood of the child, his performance, relationships with peers.

Parents' ideas about the ideal qualities that they would like to see in their child in the future. The ideal majority of parents consider those qualities of the child that are associated with intellectual development; perseverance, concentration, independence. You can rarely hear about such ideal qualities as kindness, attention to other people.

Intimate experiences of parents about certain qualities found in each child. What parents like, what pleases in the child and what upsets, worries in him. That is, parents create the need to educate in a child not one quality, but a system of qualities that are interconnected: intellectual and physical, intellectual and moral.

Involve the child in the daily activities of the family: cleaning the apartment, cooking, washing, etc. It is necessary to constantly pay attention to the fact that by encouraging the child even to a small extent for help, emphasizing his involvement, parents thereby evoke positive emotions in the child, strengthen his faith in his own strength.

To understand to parents the role of their own participation in joint activities with the child. By distributing actions with the child, alternating them, including him in the performance of feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to another, the ability to listen and understand the other, respond to his requests, state.

Children should constantly feel that parents are not only worried about their success in acquiring various skills and abilities. Sustained parental attention personal qualities and the properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations, strengthens in the minds of preschoolers the social significance and importance of this special area - the sphere of emotional development.

Expected Results

end result work should be a model of a child who understands the feelings of another, actively responds to the experiences of other people and living beings, seeking to help

caught in a difficult situation, not showing hostility and aggressiveness towards others.

Literature:

1. Vygotsky L.S. The problem of age/Coll. Op. in 6 vol. M. 1984. V.4.
2. Ezhova N. The development of emotions in a joint activity with a teacher // Preschool education. 2003. No. 8.
3. Kosheleva A.D., Pereguda V.I., Shagraeva O.A. Emotional development of preschoolers. - M., 2002.
4. Psychological dictionary. / Ed. V.P. Zinchenko, B.G. Meshcheryakova.- M., 1996.
5. Shirokova G.A. The development of emotions and feelings in preschool children.- Rostov n / D: Phoenix

6. Belopolskaya N.A. etc. "ABC of Mood". Developing emotional and communicative game.

7. Dyachenko O.M., Ageeva E.L. "What in the world does not happen?" - M.: Enlightenment, 1991

8. Kalinina R.R. "Visiting Cinderella" Pskov, 1997

9. Klyueva I.V., Kasatkina Yu.V. "Teaching children to communicate." - Yaroslavl: Academy of Development, 1996

10. Panfilova M.A. "Game therapy of communication: tests and corrective games". - M .: Publishing house GNOM and D, 2001

11. Khukhlaeva O. V. "Ladder of joy" - M.: Publishing house "Perfection", 1998.

12. Chistyakova M.I. "Psycho-gymnastics" - M .: Education VLADOS, 1995

Have there been situations in your life when you could not cope with emotions? Or could not even understand what feelings you are experiencing, why do you react this way? Maybe you do not always understand the feelings of others and it is difficult for you to build harmonious relationships?

Meanwhile, the ability to understand and manage your emotions is a key reference point on the path to success, career, popularity, and even a happy family life.

Scientists have proven that anyone can learn to manage emotions. A matter of practice. And it's not difficult at all. The most important thing - as in sports - training!

The success of a person does not always depend on his IQ. Every day we see situations where smart and bright people cannot build a career. While those with clearly lower intelligence thrive without much effort. The answer to the question of why this happens is often related to EQ - emotional intelligence.

Degrees and certificates are not guaranteed. successful career and happy life. The ability to manage oneself is much more important than regalia and achievements.

This relatively new concept was founded in 1995 by Harvard Ph.D. science journalist Daniel Goleman. His book "Emotional Intelligence", one might say, shocked his contemporaries. Goleman gave many examples and proved that it is through the ability to recognize and control their emotions, as well as the emotions of others, that people achieve what they want in life.

Unfortunately, it is very rare for children to be taught how to manage anger or resolve conflict constructively. And growing up, a person does not automatically get a high EQ factor. But we are able to correct this situation. Unlike IQ, indicators of emotional intelligence can (and should!) be trained and developed.

There are four basic EQ skills that go into concepts intrapersonal and interpersonal competencies.

Intrapersonal Competence It is the ability to understand your emotions and manage your behavior. This includes emotional self-perception: how we are aware of our emotions and reactions at any given moment. This is a fundamental skill: if its level is high, then it is much easier to use all other EQ skills.

It follows logically self-management. This skill is manifested when a person acts or refrains from acting. It is the ability to use the knowledge of one's emotions to effectively manage one's behavior and emotional responses to people and events.

Simply put, self-perception says, “I feel angry!” Self-management helps contain this anger. Or vice versa, if the level of this competence is low, a person will think something like this: “I feel angry, but I can’t do anything about it!”.

Warren Buffett believes that his success does not depend on high level IQ, but from the ability to manage your emotions during a transaction. One has only to succumb to an emotional impulse for a moment - and you can lose millions of dollars. .

Interpersonal Competence- is the ability to understand and capture the mood, behavior and motives of other people in order to improve the quality of relationships. Here you can talk about empathy- the ability to accurately capture the emotions of others and understand what is actually happening to them now.

And the final chord - relationship management: This skill includes the previous three. A person who scores high in this competence is able to perceive emotions (both his own and the emotions of other people) in order to build effective interaction.

In order to convey your message to a person and be correctly understood, it is necessary to develop all four skills. Relationship management improves the quality of interaction with people in all areas of life.

EQ boost strategy

1. You need to start with emotional self-perception. This is the foundation for improving all other indicators.
2. The human mind is only able to focus on one EQ skill at a time. Therefore, after improving the first skill, move on to the second one in “order of turn”, acting from intrapersonal competencies to interpersonal ones.
3. Choose a strategy to improve one skill and keep working on it for 21 days (that's how long it takes your brain to adjust to a new habit).
4. After 21 days, move on to the next skill.

At first, training will be unusual and, perhaps, difficult for someone ... After all, we have never “rocked” emotions. But the further you go, the more results you will see. Most importantly, keep going no matter what!

How to improve intrapersonal competencies

There are several techniques that will help you reach a new level of emotional intelligence.

Freewriting, or "morning pages"

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