Consultation for parents “Emotional well-being of a child in the family”
municipal budgetary preschool educational institution kindergarten No. 24 of the village of Kavkazskaya municipal formation Kavkazsky district.
Consultation for parents.
“Emotional well-being of a child in the family”
Educator: Podlesnova EU.
Art. Caucasian
2021 – 2022 academic year.
Rules of emotional education or some tips for parents.
In the modern world, where parents are too busy with work and children spend too much time at the computer, emotional education and the development of the emotional sphere in children are of particular importance. Emotional sphere
- one of the most important components of human personality. Fear and delight, sadness and joy, melancholy and inspiration form the basis of our life. Negative emotions make a person suffer. Trying to get rid of them, parents instill in their children incorrect response patterns. But it is negative emotions that warn us of danger, force us to be attentive, and promote self-improvement. To succeed in life, to become an adequate person, you need to learn to correctly understand emotional signals and act consciously. Positive emotions, on the contrary, inspire you. Some adults strive too much for pleasure and make it the meaning of their lives. Such rules of upbringing turn offspring into demanding and capricious tyrants. Most people perceive fun as something rare, possible only “on holidays” and on a special occasion. They grow up children who, having matured, do not know how to rejoice just like that. People are not born optimists or pessimists. If parents tend to see, first of all, the good in any event, then their children will inherit an optimistic worldview. Parents who often punish their children and strictly monitor their mistakes provoke the formation of pessimism and uncertainty. Emotional education is teaching a child to a certain type of response. The ability to cope with emotions, control over difficult experiences and empathy are what all parents should teach their children. Without this, a happy and psychologically healthy life is impossible.
Talking about feelings
The first thing you should teach your child is to label emotions with words. Even the youngest children need this. When you tell your baby, “I know you're sad,” you're letting him know that he's understood and that he now knows what to call what he's feeling. According to research, labeling an emotion has a calming effect on the nervous system and helps children recover faster from unpleasant incidents. The moment we talk about an emotion, the left lobe of the brain, where the centers of language and logic are located, is activated, which helps us concentrate and calm down. Recommendation for parents:
Teach children to describe their feelings, help them choose the right words. To do this, you need to expand your child’s vocabulary. Remember: an expressed emotion is much easier to experience.
MAGAZINE Preschooler.RF
EMOTIONAL STATE AND WELL-BEING OF A CHILD IN A MODERN FAMILYPereslegina I.V. teacher, MBDOU "Kindergarten "Umka" Abakan
Abstract: the article is devoted to the consideration of the emotional state and well-being of preschool children in a modern family. It is determined that parent-child relationships, being one of the important factors in the emotional well-being of preschool children, have a direct impact on the development of their behavioral habits and criteria for assessing what is happening.
Key words: family, child, emotional state, emotional well-being, psychological climate of the family.
The emotional sphere is the leading one in the mental development of a preschool child and therefore is the basis for the child’s self-awareness. The emotional development of a preschooler is associated, first of all, with the emergence of new interests, motives and needs. The education of emotions remains of leading importance throughout childhood.
Emotion is a complex psychological mechanism that is formed during the child’s lifetime and is an important regulator of behavior and activity in accordance with the needs and interests of the child’s personality. One of the main functions of emotions is that they help to navigate the surrounding reality, evaluate objects and phenomena from the point of view of their desirability, usefulness or harmfulness.
A child’s emotions are diverse, open and often changeable, mobile, impulsive, and unconscious. They are associated with the expression of their capabilities. They are situational and largely depend on the processes of excitation, which prevail over the processes of inhibition.
The concept of “emotional state” is defined as a special state of consciousness, a state of subjective emotional comfort-discomfort ( “I feel good” , I feel bad”), acting as integral sensations of well-being and ill-being in certain subsystems of the body or the whole organism as a whole. HELL. Kosheleva notes that this concept is comparable to the concept of “mood,” which she interprets as a conscious mental state to varying degrees, as a positive or negative emotional background of an individual’s mental life [4]. It is also comparable with the concept of “emotional well-being,” which is defined as a child’s feeling or experience of emotional comfort-discomfort associated with various significant aspects of his life.
The positive emotional background of the child, from the point of view of O.I. Badulina, finds the manifestation of the self in high spirits, a smile and gestures that express openness and relaxation. He easily enters into the process of communication and play, showing interest. The negative emotional background of a preschooler is characterized by depression, bad mood, confusion, and a sad facial expression [2].
In a study of the emotional state of preschool children conducted by D.D. Akbaeva, the basic one is considered to be a stable constructive, comfortable emotional state of the individual, which affects intra-family relationships, the development of the cognitive sphere, emotional-volitional structure, strategy of behavior in stressful situations, relationships with peers [1]. In general, this state is presented by the author as a feeling of emotional well-being, in which three main levels are distinguished: high, medium and low, varying depending on the nature of parent-child interaction. For example, a high level manifests itself in a family where the supportive type of interaction dominates.
A favorable psychological climate of the family leads to family cohesion, the possibility of comprehensive development of the personality of each member, high goodwill and demandingness of family members towards each other, a sense of security and emotional well-being.
E.G. Klachkova characterizes emotional well-being as a stable-positive, comfortable-emotional state of the child, which is the basis of the child’s attitude to the world and influences the characteristics of experiences, the cognitive sphere, emotional-volitional, style of experiencing stressful situations, relationships with peers [3]. Emotional well-being is formed under the influence of upbringing and training, during the acquisition of individual life experience. In this regard, the formation of emotions in children cannot be separated from the problems of education.
The family not only provides the child with optimal opportunities for the formation of his personality, but also naturally introduces him into ever-expanding social relationships and helps create the preconditions for his socialization. The child undergoes the process of forming emotional behavior in relation to himself and other family members, he learns to react emotionally to constantly changing interaction situations. Deep contacts with parents create a stable state of life in children, a feeling of confidence and reliability, and form the prerequisites for emotional well-being. Children who grow up in an atmosphere of love and understanding have fewer problems related to health and communication with peers. Violation of parent-child relationships often becomes a source of various psychological problems.
Unfortunately, modern parents, not realizing the full responsibility for the development of the child’s personality, underestimate the role of parent-child relationships. In such a situation, the child can uncritically assimilate the norms and patterns of behavior presented to him. Parents need to remember that the foundation of positive self-perception laid in preschool age will ensure favorable personal development. Parental position is one of the important factors influencing the formation of “I” . A rejected and rejected preschooler feels unwanted, superfluous, relegated to the background in the family. Accordingly, he will develop a negative “I” “I am bad” ).
A child feels just as superfluous when his parents avoid communicating with him, do not participate in games, hardly notice him, and are constantly busy with their own affairs. The reduced emotional tone of the father and mother, the inflexibility of the relationship with the child, emotional “deafness,” and concentration on one’s own experiences also have a destructive impact. This creates in the child feelings of distrust of adults, his own uselessness, and forms a conflict type of personality.
It is worth emphasizing that the emotional atmosphere of the family, having a significant impact on the formation of the child’s health, consists of the pedagogical competence of family members and the quality of their relationships. The family today experiences a lack of competence regarding the formation of positive social attitudes in children. In this regard, it is necessary to help the family acquire pedagogical competence - this is one of the areas of work of teachers to support children’s health.
Thus, the family undoubtedly plays a huge role in the process of personality development of a preschooler. Parents are obliged to ensure the emotional well-being of each child, preserve and strengthen his emotional health, and contribute to the formation of a positive self ; to form basic personality qualities that ensure the successful socialization of the child; develop an understanding of one’s role in the immediate sociocultural space.
Bibliography
- Akbaeva, D.D. Psychological features of the emotional well-being of a child in the family / D.D. Akbaeva // Problems of modern pedagogical education. – 2022. – No. 55-3. – P. 299 – 306.
- Badulina, O.I. Pedagogical foundations of the emotional well-being of preschool children: abstract. dis…. Ph.D. ped. Sci. – M., 1998. – 22 p.
- Klachkova, E.G. Emotional health of preschool children as the basis of social and communicative development / E.G. Klachkova // Methodist. – 2015. – No. 9. – P. 66 – 68.
- Kosheleva, A.D. Emotional development of preschool children / A.D. Kosheleva, V.I Pereguda, O.A. Shagraeva. – M.: Academy, 2003. – 176 p.
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"Child's emotional well-being"
What do you think a child's emotional well-being means?
In preschool childhood, respect for the child’s right to health care is of particular importance. After all, health depends on the emotional state of both the person and the child.
According to scientists, preschool age is considered to be the so-called critical periods in a child’s life. At this age, there is a rapid increase in the strength and mobility of nervous processes, and higher nervous activity is formed. Therefore, emotional overstrain can turn into a state of neurotic reactions, or, more simply, children develop neuroses and neurasthenia. How is it shown? Let's think about it?
Children become capricious, their mood often changes, sometimes they are whiny, sometimes aggressive, children get tired quickly, have difficulty falling asleep, have restless sleep, often the child walks aimlessly around the group room, cannot find something to do, bites their nails, twists their hair. Twitching of the shoulders, night and daytime urinary incontinence, which was not previously observed, playing with the genitals and many other disorders of a neurotic nature.
What reasons do you think can interfere with a child’s emotional well-being?
1. Violation of the daily routine.
2. Inconsistency of requirements for the child.
3. The desire of parents to teach their child knowledge that does not correspond to his age.
4. Abundance of unnecessary information.
5. Parents wish to stay with their child for a long time in crowded places.
6.Excessive severity of parents or adults, punishment, fear of the child to do something wrong.
7. Unfavorable state in the family.
For a modern child, everything that is everyday life for an adult becomes a stressful situation. All this does not pass without a trace and children develop such “adult” diseases as insomnia, ulcers, colitis, migraines.
Famous psychologist L.S. Vygotsky o (lack of feelings), which he observed in his contemporaries and which is associated with “education aimed, as a rule, at intellectualized behavior.” Unfortunately, this phenomenon is still relevant today.
Think and decide honestly for yourself whether at least one of these reasons exists in your family that violate the emotional well-being of the child. How can we make sure that our children's emotional breakdown is at least a little lessened?
Parental love and affection is needed not only by infants, but also by older children. And not only for gentle girls, but also for courageous boys. The main character of Marcel Proust's story "Towards Swann" is a six-year-old boy who waits every day before going to bed for the opportunity to kiss his mother.
For him, this is the result of today, a bridge to the future. A kiss is something that shows love and care, relieves pain and restores integrity. That’s why we kiss the child’s wound so that it heals faster. But parental affection should not be limited to kisses and hugs. There are many other ways to express it.
Tips for parents “Moments of tenderness”
1. Dance with your baby, holding him close to you. You will be in close contact, and the rhythmic swaying to the music will calm him down.
2. Hug your child by the shoulders, gently stroke his hair or cheek - he needs simple movements so much, he needs them all the time.
3. Draw on the child’s back with your fingers, and let him guess what you are depicting.
4. Use evening hours or after bedtime for calm, gentle play. The calm atmosphere of the bedroom is conducive to games that will help you express your feelings. Invite your child to hide a soft toy under the blanket, and you try to find it. After finding the toy, be sure to kiss the owner.
5. Climb under the blanket with your baby and chat about something, snuggling up to each other.
6. Confidentially touch the hand or shoulder of a child going to kindergarten - and this will give him confidence in his own abilities. Playfully ruffle the hair of your sad baby - and he will cheer up.
“What you need to know about the emotional development of a preschooler”
4 years
Behaves “well” for a longer period of time:
- capable of cooperation with peers;
- able to learn the rules of turn-taking;
- can show concern for a younger person or animal and sympathy for the offended.
Normal "bad" behavior:
- resembles the behavior of a younger child (Relieved by the affection and tolerance of adults for temporary regression in behavior).
5 years
Behaves “well” during the entire stay in the preschool educational institution:
- Follows the daily routine. Orients oneself in time by the clock;
- better understands the desire of adults for order and neatness and is able to to some extent help them in this.
Normal "bad" behavior:
- exposes any deviation in the behavior of adults from the rules they declare;
- reacts violently to lies adults make in conversations with each other.
6 years
The spontaneity in behavior is lost, “good” behavior becomes a self-supported norm:
- is able to subordinate emotions to his not very distant goals;
- maintains the assumed role until the end of the game or achievement of the goal;
- begins to realize his experiences;
- begins to actively take an interest in the attitude of others towards himself, to form his own self-esteem.
Normal "bad" behavior:
- lying as a form of avoiding compliance with the norm;
- increased physical activity;
- sneaking;
- negligence in performing monotonous operations.
Test to assess the level of anxiety and
identifying signs of mental stress according to A. I. Zakharov
Read these statements carefully and evaluate how typical they are for your child. If this manifestation is pronounced, give 2 points; if it occurs periodically – 1 point; if absent – 0 points.
- Easily upset, worries a lot.
- He often cries, whines, and cannot calm down for a long time.
- He is capricious and irritated over trifles.
- He is often offended, sulking, and cannot tolerate any comments.
- There are fits of anger.
- Stutters.
- He bites his nails.
- Sucking his finger.
- Has poor appetite.
- Too picky about food.
- Has difficulty falling asleep.
- Sleeps restlessly.
- He gets up reluctantly.
- Blinks frequently.
- He twitches his arm, his shoulder, and fiddles with his clothes.
- Can't concentrate and gets distracted easily.
- Tries to be quiet.
- Afraid of the dark.
- Afraid of loneliness.
- Afraid of failure, unsure of himself, indecisive.
- Experiences a feeling of inferiority.
Processing the results
28-42 points – neurosis, high degree of psycho-emotional stress.
20-27 points – neurosis has occurred or will occur in the near future.
14-19 points – nervous disorder, average degree of psycho-emotional stress.
7-13 points – a high degree of psycho-emotional stress, the child needs attention.
Less than 7 points – deviations are insignificant and are an expression of age-related characteristics.
Love your children
spend more time with them, and then
they will grow up to be healthy, balanced and reasonable people!
