Tatiana Bodyakshina
Development of the child’s social and communicative competencies preschool age.
Social and communicative competencies include 2 directions concepts: socialization and communication. Social competence child is a process of personality formation in certain social conditions. The child learns the norms of behavior, moral standards, values and guidelines that are accepted in a given society. In junior preschool age socialization occurs gradually, first the child adapts to the society in which he lives, then begins to assimilate new knowledge by imitating the teacher. Gradually, the child develops knowledge and skills, and develops a manner of behavior in accordance with the place and situation.
Communicative competence– is the ability to establish and maintain necessary contacts with other people (child - child, child - adult). In order for them to be effective, and for the child to master high-quality communication skills, he must master the following skills:
Level model of communicative child development.
(according to E.V. Rybak)
Level External manifestations Assimilation of norms and rules of communication Interaction, cooperation with adults and peers Attitude towards others
IV – high Lively interest, restraint, calm, richness of emotions Creativity, independence, reasonable diligence Activity, co-creation, trust, understanding, agreement, mutual control Humane; sensitivity, generosity, devotion, love, respect
III – above average Interest, activity, positive emotions, calmness Restraint, politeness, diligence, self-control Cooperation, desire to help, activity, ability to take into account other people’s opinions Tolerance, caring, respect, attentiveness
II – average Indifference, passivity, indifference, weakness, lethargy of emotions, familiarity Execution (formally under control, knowledge, but not execution, uncompromisingness, authoritarianism Passivity, fulfilling instructions on demand; neutrality towards others, automatism, lack of initiative Lack of interest, inattention, indifference, secrecy, formalism
I – low Rudeness, disrespect, negative emotions, impulsiveness, antics, violent reactions, excessive
activity (passivity, loudness) Lack of knowledge; inability to comply with rules and norms of behavior; challenge, lack of control Selfishness, inability to take into account other people’s opinions, conflict (pugnacity) Open - hidden negativism, deception, suspicion, ingratiation and false modesty
The effectiveness of introducing a child to social the world depends on the means that the teacher uses. It is important to select and reflect in the pedagogical process those phenomena and events that will be understandable to the child and will be able to affect him for "live". Knowledge of objects and phenomena of the surrounding world occurs through communication with the teacher. The teacher tells, shows and explains - the child adopts the style of behavior and social experience. Fiction of various types should be included in the child’s life. genres: fairy tales, poems, stories. For example, the cockerels started to fly, but did not dare to fight. If you cock a lot, you can lose feathers. If you lose your feathers, you will have nothing to fly with.
Games and exercises that promote development spheres of communication of the child, in which the following are decided tasks:
1. Overcoming protective barriers, group cohesion.
2. Development of social observation, the ability to give a positive assessment to a peer.
3. Development group interaction skills, ability to negotiate and find compromise.
Thus, development communication skills will contribute to the child’s ability to communicate, behave correctly in society, establish friendly connections between peers, which will lead to quality development of social and communicative competence of a preschooler.
Publications on the topic:
Consultation for educators “The influence of communicative games on the development of social confidence in preschool children” Methodological development “The influence of communicative games on the development of social confidence in preschool children” Introduce the child into the world.
Brain-ring for teachers “Development of communication skills in preschool children” Brain - ring for educators on the topic: “Development of communication skills in preschool children.” Purpose of the event: level up.
Games for the development of social and communicative qualities in children 5–6 years old Games for the development of social and communicative qualities in children 5-6 years old. Contents: 1. “Zoo” 2. “Living Picture” 3. “Film” 4. “Box.
Program “Formation of social and communication skills in children of senior preschool age through pantomime” Municipal budgetary preschool educational institution, kindergarten of combined type No. 144 of the city of Irkutsk. Working programm.
The formation of communication is an important condition for the normal psychological development of a child. And also one of the main tasks of preparation.
Development of communication skills of preschool children using LEGO construction Currently, the basic principles of preschool education are being revised. Children strive to understand the reality around them.
Excellent material (theoretical). Can be used in working with children, for self-education, and for preparing consultations for teachers.
1. Emotional and social development of a preschooler. Scientific basis for solving the problem of identifying and developing social competencies.
2. Social and emotional competencies.
3. The structure of social competence of a preschooler.
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Social and emotional competencies.
What are social and personal competencies?
Respectful attention and understanding (1); fair assessment (2) and the establishment of unconditional acceptance and recognition of the value of the child’s personality (3) are the three conditions without which personality development and healthy self-worth do not occur. Only an adult can provide these conditions. So that an adult can tune in to Child's world and it is better to see what is happening with children; in the history of psychology and pedagogy, contents have been isolated that have become social and emotional competencies. At their core, they represent typical social situations from the life of a child or situations in which the child turns to himself (we can divide two spheres of life according to this criterion: public/social and intimate/related to the inner world, according to the same criterion we were dividedsocial and emotional intelligence). Competent behavior describes how a child of a given age would behave in this situation if he had healthy self-worth.Thus, the list of social and emotional competencies– this is a list of special cases of manifestations of successful developing personality. Here are some examples. Uability to get involved in the gamerequires persistence and flexibility; reflects the ability to stand up for one’s interests, as well asthe ability to ask an adult for help, skill. U The ability to express sympathy to another childis based on the feeling “I don’t need to defend myself now, I can pay attention to you, and I like you” - that is, it describes a person experiencing a harmonious state in the inner world and an open, friendly attitude towards the outer world.
It is necessary to distinguish between “competence” and “competence”. Competence is a culturally accepted pattern of behavior; when it is adopted by a child, the child acquires competence.
The question arises: where did certain competencies appear in culture? If we turn to the history of pedagogy, we will see that in every era there was an idea of certain contents that were set by the values of the social stratum, the values of the era. Nobleideas of honorcommoner intelligence, Soviet concept“a cultured, educated person” -all this could give rise to most interesting systems competencies.Intergenerational transmission of experience and values has always been carried out using patterns of behavior in situations.Only in post-war period In the United States, the topic of social competencies has become a scientific problem. Social psychology and personality psychology took up this issue, trying to answer a sore question through experiment: how did fascism spread in civilized, cultural Europe, why did people find themselves unable to resist the manipulation of the totalitarian system? Today, even non-psychologists are well aware of the experiments of S. Asch, G. Milgram, Zimbardo. They have proven that there are psychological mechanisms, which underlie conformism - inability to resist pressure in certain situations. Experiment participants ordinary people from the street, under pressure from experimenters, they committed acts that were incompatible with their personality, and subsequently could not understand how they were manipulated. Social consciousness was shocked: fascism could arise in America! And then it was in the secondary school that the first programs for teaching skills to resist manipulation appeared. They included the following competencies:like the ability to refuse(how to say no without feeling guilty),the ability to insist on one's own, ability to deflect unacceptable offers. Very quickly, the list of skills was expanded to include the ability to resist aggression directed at you and skills that are alternative to aggression. When the humanistic movement entered the history of psychology in the United States in the late 1960s, the skills of understanding, empathy, listening, encouragement, and encouragement were added and taught to both children and adults. So social and emotional competencies did not appear today or in America. The set of skills we have identified is generally recognized in the education systems of developed countries (see Social and Emotional Education. An International Analysis, 2008). It corresponds to the accepted doctrine of the superiority of the importance of emotional intelligence over rational intelligence. Researchers have proven that adult satisfaction own life has a 20% correlation with IQ, while with EQ it is 80%. Therefore, the introduction of programs for the development of social competencies in preschool educational institutions is not only the most important link in preparing children for school, but also for life.
List and brief description of social competencies
We emphasize that most of these skills cannot be developed directly. The structure of social competence is given so that an adult observer can compare the behavior of a particular child with the standard behavior of a socially competent preschooler.
1. Listening skills
a) the child listens to the teacher’s explanations during the lesson;
b) the child listens to a peer’s story about an interesting event.
When the skill is not formed
The child asks a question and runs away without hearing the answer. Interrupts the speaker or switches to another activity while the speaker is speaking.
- The child looks at the person who is speaking.
- Doesn't talk, listens silently.
- Trying to understand what was said.
- Says “yes” or nods his head.
- May ask a question on the topic (to better understand).
Situations in which this skill can manifest itself:
a) the child has difficulty completing the task and asks for help from the teacher;
b) at home, the child turns to an adult for help regarding problems that have arisen.
In many situations, children must turn to adults for help; adults often help them solve the problem by providing the necessary information.
When the skill is not formed
The child either does not ask for help, is left alone with an impossible task and experiences a feeling of helplessness (cries, withdraws, gets angry), or demands help and is not ready to wait, reacts negatively to the offer to try to fix it himself. The child does not ask for help, but begins to attract attention to himself through bad behavior.
The steps that make up this skill:
1. Assess the situation: can I handle it myself?
2. Approaches a person from whom he can receive help, addressing him by name (or first name and patronymic).
3. If attention is paid to him, he says: “Help me, please.”
4. Waits for a response; If the person agrees, he continues, explaining his difficulty. If a person refuses, he looks for another adult or peer and repeats the request.
5. Says “Thank you.”
Situations in which this skill can manifest itself:
a) one of the adults or peers helped the child in something, even if this help is insignificant.
Many people do not attach importance to the good that others do for them, taking it for granted, or, on the contrary, feeling grateful, they are embarrassed to say kind words. Recognition as a direct form of expressing gratitude requires some measure or even restraint, as it can become a form of manipulation.
When the skill is not formed.
The child perceives help as “self-evident” behavior towards him. Does not notice the efforts of other people, is embarrassed or does not know how to openly say words of gratitude.
The steps that make up this skill:
1. The child notices someone who did something good or helped him.
2. Can choose the appropriate time and place.
3. Says “Thank you” in a friendly manner.
Situations in which this skill can manifest itself:
a) the child completes the teacher’s task after carefully listening to the instructions;
b) the child enthusiastically agrees to complete some task of the adult.
Here we present the steps only for the first part of the skill, because... the second one is not yet available to the child. The second part will be formed a little later, but already now adults should teach the child to correctly assess their capabilities.
When the skill is not formed.
The child takes on impossible tasks, begins to do them without listening to the instructions, or says “okay” without intending to carry them out.
The steps that make up this skill:
1. The child listens to the instructions carefully.
2. Asks about something he doesn’t understand.
3. Can repeat instructions at the request of an adult or repeats them quietly to himself.
4. Follows instructions.
Situations in which this skill can manifest itself:
a) the child completes the task in class until the desired result is obtained;
b) the child fulfills the parent’s request to help him with something at home;
c) the child completes the drawing.
When the skill is not formed
The child abandons unfinished work because he switches to another activity or simply does not notice that it is not completed.
The steps that make up this skill:
1. The child carefully looks at the work and evaluates whether it is finished.
2. When he thinks the work is finished, he shows it to an adult.
4. Can encourage himself with the words: “Just a little more! One more time! I did everything! Well done!"
Situations in which this skill can manifest itself:
a) the child talks with adults, younger children or peers;
b) there is a new kid in the group of children who is embarrassed.
When the skill is not formed
The child either does not participate in the conversation or interrupts and begins to talk about himself or what interests him.
The steps that make up this skill:
1. The child can add something to the conversation about a certain subject.
2. Understands whether it is related to the topic of discussion.
3. Tries to formulate what he wants to say.
Situations in which this skill can manifest itself:
a) the child offers to help the teacher arrange chairs for the lesson;
b) the child at home offers to help his mother clean the room because he sees that she is tired.
When the skill is not formed
The child does not notice that people around him need help, does not see where he can help, does not know how to offer help.
The steps that make up this skill:
1. The child notices that someone needs help.
2. The child can feel if he can help here.
3. Approaches an adult, choosing a time when he can be heard.
8. Ability to ask questions
Situations in which this skill can manifest itself:
a) something is unclear to the child, and he should find out about it from the teacher or parents;
b) the child collects or checks information about something.
When the skill is not formed
The child is afraid to ask because he has already had a negative experience (they scolded him for asking questions and being “lack of understanding”). Or instead of asking a question, he interrupts and talks about something of his own.
The steps that make up this skill:
1. The child feels or understands who to ask about something.
2. The child senses or understands when it is appropriate to ask.
Situations in which this skill can manifest itself:
a) the child wanted to drink water during a walk;
b) the child wanted to go to the toilet during class;
c) the child became sad during common work and wanted to take his favorite toy.
When the skill is not formed
The child suffers and is silent, or suffers and then demonstrates inappropriate behavior (cries, gets angry).
The steps that make up this skill:
1. The child listens to himself and feels his needs.
2. He knows/understands that it is right to tell an adult about it (he is not embarrassed or afraid).
Situations in which this skill can manifest itself:
a) a child performs a task in class, and someone in the group distracts him from it;
b) the child completes the adult’s assignment during class, but cannot concentrate.
When the skill is not formed
The child switches from one activity to another, and may interfere with other children and respond to external stimuli.
The steps that make up this skill:
1. The child can use counting to five or a rhyme to distract himself from an external stimulus.
2. For example, he may say to himself: “I want to listen. I will continue to paint."
3. Continues working.
Situations in which this skill can manifest itself:
a) the child did something differently than the teacher explained it, did not understand his instructions;
b) the child wants to do something in his own way, to make changes to the teacher’s instructions.
When the skill is not formed
A child quits work or loses interest in it if a deficiency is pointed out to him. Or he stubbornly insists on his own, coming up with excuses like: “I drew the sick bunny!”
The steps that make up this skill:
1. The child hears (pays attention to) the adult’s hint: what else can be improved in his work.
2. Can agree with the hint without offense or disagree and say so calmly.
3. If he agrees, he will make improvements to his work.
II. Peer Communication Skills/ “Friendly Skills”
12. Ability to make acquaintances
Situations in which this skill can manifest itself:
a) the child was transferred to another kindergarten, and in the new group he must get to know the children;
b) at home the child meets his parents’ friends for the first time;
c) while walking in the yard, the child gets acquainted with those children whom he sees for the first time.
When the skill is not formed
The child is withdrawn or shy, or intrusive.
The steps that make up this skill:
1. The child feels whether he wants to meet a person or not.
2. If he wants, he chooses the right time/situation for this.
3. He comes up and says: “Hello, I’m Petya, what’s your name?”
Situations in which this skill can manifest itself:
a) the child wants to join children playing indoors or on a walk in kindergarten;
b) the child wants to join his peers playing in the yard.
When the skill is not formed
The child either shyly stays away from the players, or does not accept refusal, being offended, crying or angry, complaining to the teacher.
The steps that make up this skill:
1. A child in a situation of joint play feels that he would like to play with others and tries to join them.
2. Selects the appropriate moment in the game (for example, a short break).
3. Says something appropriate, for example: “Do you need new members?”; “Can I play too?”
4. Maintains a friendly tone.
Situations in which this skill can manifest itself:
a) the child wants to join a game whose rules he does not know;
b) during the game, the child has to follow rules that require patient obedience from him.
When the skill is not formed
The child forgets to ask about the rules of the game, so he unwittingly breaks them, causing criticism from other participants. The child breaks the rules without being able to obey,
The steps that make up this skill:
1. When a child feels the desire to play with other children, he is interested in the rules of the game. .
2. After making sure that he understands the rules, he joins the players (see skill No. 13).
3. Can patiently wait his turn if required by the rules.
Situations in which this skill can manifest itself:
a) the child needs help from a peer in moving the table;
b) the child asks a peer to lend him a pencil for drawing.
When the skill is not formed
The child tries to do everything himself; when it doesn’t work out, he gets upset or angry, or instead of asking, he orders and demands.
The steps that make up this skill:
1. When a child feels that he needs help, he finds another and turns to him (see skill No. 2).
Situations in which this skill can manifest itself:
a) the child offers a peer to help carry something heavy;
b) the child offers a peer to help clean the room after class.
When the skill is not formed
The child does not have the habit of helping; on the contrary, he may even mock a peer who does hard work(can't handle something)
The steps that make up this skill:
1. The child may discover that a peer needs help (How does he look? What does he do or say?).
2. The child can feel whether he has the strength and ability to help.
3. Friendly offers help by asking rather than insisting, for example: “Come on, can I help you?”..
17. Ability to express sympathy
Situations in which this skill can manifest itself:
a) the child really likes one of his peers and would like to make friends with him.
b) one of the children is sad or feels lonely.
When the skill is not formed
The child is too shy or behaves arrogantly because he does not know how to talk about his liking for another child.
The steps that make up this skill:
1. The child feels joy, gratitude, pity, tenderness towards other children (or one of his peers).
2. He also feels whether the other child will like to know about his feelings for him (for example, the person may become embarrassed, or he will feel good).
3. He can choose the appropriate time and place.
Situations in which this skill can manifest itself:
a) an adult praises a child for something he has done;
b) one of the elders tells the child how handsome he is today.
When the skill is not formed
The child becomes embarrassed in a situation of praise, or in a situation of praise begins to behave deliberately.
The steps that make up this skill:
1. A child who is being told something nice by a person nearby can look into his eyes and smile.
2. Says “thank you” without embarrassment or arrogance.
Situations in which this skill can manifest itself:
a) the child invites the children to play some game and undertakes to organize it.
When the skill is not formed
The child does not take any initiative, expecting it from others.
The steps that make up this skill:
1. The child invites peers to do something together.
2. He can think of ways in which children can collaborate, such as by taking turns or distributing work among participants.
2. Tells the guys who will do what.
20. Sharing
Situations in which this skill can manifest itself:
b) the child shares candy or other sweets with children.
When the skill is not formed
The child appears stingy or is greedy in order to assert himself.
The steps that make up this skill:
3. Can choose the appropriate time and place for this.
4. Friendly and sincerely offers something of his own.
21. Ability to apologize
Situations in which this skill can manifest itself:
a) a child fought with a peer before dinner for a place at the table, as a result of which a plate was broken;
b) at home the child offended his younger sister.
When the skill is not formed
The child never apologizes and therefore appears rude, rude, or stubborn.
The steps that make up this skill:
1. The child may feel that he did something wrong.
2. He understands that someone is upset because of him and sympathizes with him. .
3. Chooses the right place and time to sincerely apologize.
Situations in which this skill can manifest itself:
a) during the lesson, the teacher asks the children to show one of their basic feelings.
When the skill is not formed
The child confuses feelings or begins to behave excitedly and demonstratively, does not understand the feelings of other people.
The steps that make up this skill:
1. The child can remember when he experienced this or that feeling.
23. Ability to express feelings
Situations in which this skill can manifest itself:
a) the child is angry, screams, stamps his feet;
b) the child joyfully runs towards his beloved grandmother.
When the skill is not formed
The child expresses feelings inappropriately.
The steps that make up this skill:
1. When a child feels that something incomprehensible is happening to him, or he is very excited, he turns to an adult.
Situations in which this skill can manifest itself:
a) the child sees that the adult is very upset;
b) the child sees that a peer is sad about something.
When the skill is not formed
The child does not pay attention to the state of another person and behaves with him without taking into account the state of the other.
The steps that make up this skill:
1. The child pays attention to a person who is very excited about something or, conversely, depressed.
2. He can intuitively feel how he feels now.
25. The ability to sympathize
Situations in which this skill can manifest itself:
a) the child sees that his mother is upset about something and tries to console her;
b) the child sees that a peer is in a bad mood and tries to attract him to play together.
When the skill is not formed
The child behaves selfishly and is indifferent to others, leaving a situation in which someone feels bad.
The steps that make up this skill:
1. The child notices that someone nearby needs sympathy.
2. Can say: “Do you need help?”;
Situations in which this skill can manifest itself:
a) the child was building something in the sandbox, and a peer destroyed it;
b) the mother does not allow the child to watch a program that he really wanted to watch;
c) the teacher accuses the child of something he did not do.
When the skill is not formed
The child is considered aggressive, hot-tempered, impulsive, and conflict-ridden.
The steps that make up this skill:
1. The child knows how to stop (by saying to himself: “stop” or counting to ten, or finding another way) in order to “cool down” and think.
2. The child can express his feelings in one of the following ways:
a) tell the person why he is angry with him;
Situations in which this skill can manifest itself:
a) the child has done something wrong and the adult is very angry with him;
b) a child on the street met a person in a state of passion;
c) a peer yells at the child for entering his territory.
When the skill is not formed
The child runs the risk of getting mental trauma(too much/accumulated feeling of helplessness), not being able to defend oneself.
The steps that make up this skill:
1. A child can stand up for himself in a situation of meeting with an angry person:
a) run away if it is stranger;
b) seek protection from another adult he knows;
c) answer him calmly.
2. If the child decides to answer calmly, he listens to what the person has to say, does not interrupt and does not start making excuses. To remain calm during this time, he can repeat to himself the phrase: “I can remain calm.”
3. After listening, he
a) continues to listen or
b) asks why the person is angry or
c) offers another person some way to solve the problem, or
Situations in which this skill can manifest itself:
a) the child watched a film in which something scared him;
b) the child had a terrible dream;
c) the child is afraid to recite a poem at a children’s party;
d) the child was frightened by a strange dog.
The steps that make up this skill:
1. A child can recognize whether a threat exists in reality or whether it is only in a book, in a movie, or in a dream.
2. If this is a fantastic fear, the child can tell himself that this is an imaginary fear, you can always stop it: close the book, turn off the computer, turn off the TV, assign a pillow as your fear and beat it.
3. If this fear is real, the child can:
a) find protection from an adult;
b) hug your favorite toy;
29. The ability to experience sadness
Situations in which this skill can manifest itself:
a) the child lost his favorite toy;
b) a boy with whom the child was very friendly moved to another city;
c) someone close to the child died.
When the skill is not formed
A child who is not sad about losses becomes withdrawn, tough and embittered.
The steps that make up this skill:
1. The child remembers what he lost, talks about what was good in communicating with this person, this animal, this toy.
2. Sad and sometimes cries.
Situations in which this skill can manifest itself:
a) the child wants to go with his parents to the zoo, which they have promised him for a long time, but will not fulfill;
b) the child wants to ride a bike, it’s his turn, but the other child doesn’t want to give him the bike.
When the skill is not formed
The child accumulates experience of failures, when he is ignored or not taken seriously, he becomes touchy and/or envious.
The steps that make up this skill:
1. The child already understands how fair what he demands or wants to do is.
2. He also understands who is preventing him from doing/getting what he wants.
3. He can tell the one who is interfering with his justified demand.
4. Offers compromises.
5. Persistently and calmly repeats his demand until he gets what he wants.
- Tell me what's wrong
- Say or show how you feel;
- Explain why (name reasons).
Situations in which this skill can manifest itself:
a) the child wanted to take a toy that another child had already taken;
b) someone has already taken the place where the child wanted to play;
c) the child is forced to eat his least favorite semolina porridge.
When the skill is not formed
The child either constantly gives in, losing self-respect, or endures to the last, and then defends own interests in an aggressive way.
The steps that make up this skill:
1. The child, without waiting for his patience to run out, speaks directly about his dissatisfaction.
2. Says: “I don’t like it when...” but he doesn’t blame anyone.
Situations in which this skill can manifest itself:
a) the child wants to go for a walk in the yard;
b) the child wants to take something that belongs to an adult.
When the skill is not formed
A child can incur the wrath of adults and even become known as a thief.
The steps that make up this skill:
Below are the steps to obtain permission to leave your home. Similar steps can be taken to obtain any other permit.
1. The child asks permission from the parents or one of the adults who is responsible for him before leaving home (it is important that the question is not addressed to any adult, but to the one who is responsible for him).
3. Listens to the adult’s answer and obeys:
a) if he receives permission, he says: “thank you” or “goodbye”;
Situations in which this skill can manifest itself:
a) the child is not accepted into a game that other children are already playing;
b) children are building something and do not want the child to join them.
When the skill is not formed
The child refuses too easily, leaves and feels lonely, accumulating the experience of resentment.
Children who are more likely to become outcasts:
- children with an unusual appearance (squint, noticeable scars, lameness, etc.);
- children suffering from enuresis or encopresis;
- children who cannot stand up for themselves;
- children dressed unkemptly;
- children who rarely attend kindergarten;
- children who are unsuccessful in classes;
- children whose parents are overprotective;
- children who cannot communicate.
Adults need to pay attention to them Special attention.
The steps that make up this skill:
1. A child who is not included in the game can
a) ask why he is not taken into the game;
b) ask to play the game again;
c) suggest a role that he can play in this game;
d) ask an adult for help.
2. Having received a repeated refusal, the child can ask if it will be possible to play with the guys tomorrow/after nap, later.
Situations in which this skill can manifest itself:
a) the child is laughed at by his peers about his habits, appearance, interests;
b) parents tease their own child about his behavior or appearance.
When the skill is not formed
The child experiences resentment and begins to feel like a “black sheep,” lonely and bad.
The steps that make up this skill:
1. The child can cope with the initial “blow” and restore balance.
3. He may ask himself, “Should I believe what the offender said?”
4. He shows a willingness to respond to provocation (although it is not good to start teasing yourself, it is possible and necessary to respond to teasers!).
Situations in which this skill can manifest itself:
a) a child with physical disabilities was encountered in the yard;
b) there is a child of a different nationality in the group.
When the skill is not formed
The child is cruel and arrogant and behaves provocatively.
The steps that make up this skill:
1. The child notices that someone is not like him or other children. He can talk about it, ask an adult.
2. Gradually, often with the help of an adult, he may feel that these differences are not so important.
3. He can notice the similarities between himself and the dissimilar child and tell an adult about it.
Situations in which this skill can manifest itself:
a) the child went for a walk without asking permission from an adult;
b) the child did not want to share his toys with the children, and in return they did not accept him into the game;
c) the child took someone else’s thing in kindergarten without permission and brought it home.
When the skill is not formed
The child begins to dodge, cheat and deceive in order to avoid the situation of admitting his guilt. Or he constantly feels guilty (neurotic development).
The steps that make up this skill:
1. The child can treat a mistake as a permitted phenomenon: “I made a mistake, that’s normal. All people make mistakes."
2. He can independently (even if not immediately after the conflict) say about what the mistake taught him: “I won’t do that again, because...”
3. He can appropriate an attitude towards an adult’s mistake and say to himself: “Now I know what not to do. And this is good".
Situations in which this skill can manifest itself:
a) the teacher accuses the child of an offense committed by another child;
b) parents blame the child for the loss of something that they themselves hid and forgot about.
When the skill is not formed
The child cannot stand up for himself and gets used to feeling guilty in any situation (neurotic development).
The steps that make up this skill:
1. A child can intuitively feel whether he is deservedly accused.
2. He may decide to say that he is not guilty, and he is being accused unfairly.
3. He is ready to listen to an adult explain his point of view.
4. If he agrees with the accusation, he will make it clear, and may even thank you. If he does not agree, he will tell the adult that he still considers the accusation undeserved.
Situations in which this skill can manifest itself:
a) the child broke his mother’s vase;
b) in kindergarten, the child did not want to fall asleep and was jumping on the bed when the teacher left.
When the skill is not formed
The child begins to dodge, cheat and deceive in order to avoid the situation of admitting his guilt.
The steps that make up this skill:
1. The child understands what he is accused of and can withstand the accusations.
2. If he is at fault, he chooses something that can correct the situation:
a) ask for forgiveness;
b) clean up after yourself, etc.
39. The ability to lose
Situations in which this skill can manifest itself:
a) the child lost the game;
b) the child was unable to do something that another child could do.
When the skill is not formed
Envy and resentment accompany the entire life of such a child; he is busy asserting himself, tirelessly and without understanding the means.
The steps that make up this skill:
1. The child focuses on himself and gets upset, but this does not last long.
2. He pays attention to the mistake and can ask an adult about it: “What did I do wrong? What should I consider next time?
3. Then the child turns his attention to the friend who won, or to his work, and his mood improves: “You did great!”, “What a beautiful drawing you have!”
Situations in which this skill can manifest itself:
a) the child likes some other child’s toy;
b) the child wants to ask an adult for something that he really wants to take.
The steps that make up this skill:
1. The child is interested in who owns the property that he wants to use.
2. He knows that permission must be asked from the owner: “Can I take your...?”
3. He also does not forget to tell what he is going to do and when he plans to return the item to the owner.
4. The child takes into account what was said in response and, regardless of the person’s decision, says “thank you.”
41. The ability to say “no”
Situations in which this skill can manifest itself:
a) older children suggest that the child deceive an adult or peer;
b) older children “encourage” the child to use things that do not belong only to him, without the permission of the parents.
When the skill is not formed
The child falls into conflict situations, turns out to be “framed” by other children.
The steps that make up this skill:
1. The child is able to intuitively feel “I don’t like this!” when an unacceptable offer is made to him, even if he is not aware of why (based on feelings of anxiety and embarrassment).
Situations in which this skill can manifest itself:
a) the child politely asked a peer for a toy and was refused;
b) the child asked his mother to buy him a new one computer game, but mom didn’t agree.
When the skill is not formed
The child obsessively and aggressively demands what he wants, gets offended and complains. He does not know how to ask politely; his requests resemble demands or orders.
The steps that make up this skill:
1. A child in a situation of refusal does not fall into passion, but, after thinking, again addresses the person more politely.
2. If he again received a refusal, he may ask why the person does not want to do what he asks for.
Situations in which this skill can manifest itself:
a) no one pays attention to the child’s appeals, everyone is busy with their own business;
b) children are too passionate about the game, and they do not pay attention to the child’s requests to take him into the game.
When the skill is not formed
Touchy, obsessive, capricious children who do not know how to gain authority among their peers.
The steps that make up this skill:
1. A child who wants to take part in general activities, can politely ask the guys about this.
2. He can repeat the request if he thinks that he was not heard.
Situations in which this skill can manifest itself:
a) the child is asked to recite a poem in front of a large number of strangers;
b) a visiting child spilled juice on the tablecloth;
c) the child interrupted the conversation of the adults and this was pointed out to him.
When the skill is not formed
The child is afraid and avoids public situations because, embarrassed, he does not know what to do and suffers in silence.
The steps that make up this skill:
1. The child is naturally embarrassed in awkward situation, maybe blushes, lowers his eyes.
2. He understands what embarrassed him and thinks about what he can do to cope with embarrassment:
Situations in which this skill can manifest itself:
a) the child is very upset about losing a game and runs around the playground;
b) the child is upset that he was not allowed to watch the film and hits the pillow.
When the skill is not formed
Having experienced stress, the child does not move, but freezes, which is why the stress does not go away for a long time. In another case - emotional release through whims and tears.
The steps that make up this skill:
1. The child feels that he is full negative emotions and ready to unwind physically.
2. He finds a way to discharge himself through active physical actions: a) hitting a pillow; b) dance energetically; c) something else.
1.2.3.K How does the real development of abilities and mastery of skills occur?
Does the identification of a basic level of achievement, provided for by the competence model, and the further development of competence along the steps defined in the age model of social behavior, really reflect the path of development of self-worth and socialization that is common to most children? It is possible that the development of competence occurs in a more complex, “indirect” way. Do knowledge and understanding always and for all children occur cumulatively, when subsequent and more complex things are built on the basis of the previous, simpler ones? Since we have an extraordinary variety of characterological characteristics of children, speed of development, methods of assimilation, emotional load of biographical experience that influence interpersonal understanding and interaction, it would be a big mistake to consider the profile of social competencies as a norm or diagnosis. It is important to note that the diagnosis of social and emotional competencies is not a given bar, but only a guide for the teacher, an indicative basis for better understanding the child and building an accurate and effective program of psychological and pedagogical action in relation to him (see Chapter 2).
The concept of competence is strong in that it allows one to test memorized fragments of knowledge that can only be reproduced for a short time, but alsosomething that a child can really do!For competencies, according to F. Weinert, are “those that individuals have or that can be acquired by them in the learning process.” abilities and skills to solve certain problems, as well as the associated motivational and volitional readiness and abilities, allowing one to successfully and responsibly solve problems also in new complex situations.”
The processes of individual development of competencies are very difficult to rationally distinguish from those situations , in which the acquisition of competencies is manifested. Situations often set the context explanation which is a direct function of an adult.
Analysis of the phenomenon of skill (=competence, when a child really knows how to do something well and independently copes with various situations for which there is no advance knowledge). ready-made solutions) assumes
a) analysis of the situation and the task into which the existing problem needs to be turned (what is the “challenge of the situation”?);
B) selection " components» competences (= what this skill “consists” of, what prerequisites it is based on),
c) research into the genesis of mastery of these structures (=thanks to what experience the named components and prerequisites for competence arise),
d) creating a type of activity relevant to a given competence, in which the structural components of the skill will be consistently mastered (=game, conversation, joint activities, prayer, self-regulation techniques, etc.);
D) development of procedures for diagnosing growth (=how to identify and measure what a child can really do).
Preview:
The structure of social competence of a preschooler |
Having analyzed the experience of the economically leading countries of the world in the field of development of social and emotional skills and abilities of children aged 5–7 years, we have compiled a list of social competencies. The list of basic social competencies of children of senior preschool age contains 45 skills and abilities, combined into 5 groups, reflecting various aspects of a child’s life: communication, emotional intelligence, coping with aggression, overcoming stress, adaptation to an educational institution. |
We emphasize that most of these skills cannot be developed directly. The structure of social competence is given so that an adult observer can compare the behavior of a particular child with the standard behavior of a socially competent preschooler (over 5-7 years old). |
I. Skills of adaptation to an educational institution |
1. Listening skills |
2. Ability to ask for help |
3. The ability to express gratitude |
4. Ability to follow instructions received |
5. Ability to complete work |
6. Ability to enter into discussion |
7. Ability to offer help to an adult |
8. Ability to ask questions |
9. Ability to state your needs |
10. The ability to focus on your lesson |
11. Ability to correct shortcomings in work |
II. Peer communication skills |
12. Ability to make acquaintances |
13. Ability to join children playing |
14. Ability to play by the rules of the game |
15. Ability to ask for favors |
16. The ability to offer help to a peer |
17. Ability to express sympathy |
18. Ability to accept compliments |
19. Ability to take initiative |
21. Ability to apologize |
III. Skills for dealing with feelings |
22. Ability to reproduce basic feelings |
23. Ability to express feelings |
24. The ability to recognize the feelings of another |
25. The ability to sympathize |
26. The ability to handle your own anger |
27. The ability to respond to another person’s anger |
28. Ability to cope with fears |
29. The ability to experience sadness |
IV. Skills for alternatives to aggression |
30. The ability to peacefully defend one’s interests |
31. Ability to express dissatisfaction |
32. Ability to ask permission |
33. The ability to react calmly in a situation where they are not included in the general activities of the group |
34. The ability to react adequately in a situation where they tease |
35. Ability to show tolerance |
36. The ability to accept the consequences of one’s own choice (attitude towards one’s mistake) |
37. Ability to respond to undeserved accusations |
38. Ability to react in situations where one is to blame |
V. Coping skills |
39. The ability to lose |
40. Ability to deal with other people's property |
41. The ability to say “no” |
42. The ability to adequately respond to refusal |
43. Ability to cope with being ignored |
44. Coping with embarrassment |
45. The ability to cope with accumulated stress through physical activity |
Introduction
Chapter I. Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
§ 1. Concept and structure of emotional competence
· History of the development of the concept of emotional intelligence
Models of emotional intelligence
· Levels of formation of emotional intelligence
· Basic principles of developing emotional intelligence
§ 2. Development of empathy in preschool age
· Definition of the concept of “empathy” and its types
· Development of empathy
· Analysis of the mental content of the 7-year-old crisis in the development theory of L.S. Vygotsky
§ 3. Child-parent relationships as a factor in the successful development of a child
Chapter II. Empirical study of the relationship between the emotional competence of parents and preschool children
§ 1. Goals, objectives, methodology and research methods
§ 2. Description of methods
§ 3. Analysis and discussion of the results obtained
§ 4. Conclusions
Conclusion
Bibliography
Application
Introduction
The transformations taking place in our society require a new type of relationship between people, built on a humanistic basis, where an approach to Man as an individual is put forward. Perestroika human relations occurs in the process of establishing new values, so the formation of the emotional side of relationships in the “person-to-person” system becomes particularly relevant.
IN domestic psychology Data have been accumulated that allow us to consider the development of the emotional sphere in the context of the process of personality formation (G.M. Breslav, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Gippenreiter, A.V. Zaporozhets, V.V. Zenkovsky, V.K. Kotyrlo, A.D. Kosheleva, A.N. Leontiev, M.I. Lisina, Ya.Z. Neverovich, A.G. Ruzskaya, S.L. Rubinshtein, L.P. Strelkova, D. B. Elkonin, P. M. Yakobson, etc.).
The development of a child’s emotional sphere contributes to the process of human socialization and the formation of relationships in adult and child communities.
Emotional competence is related to and based on emotional intelligence. A certain level of emotional intelligence is necessary to learn specific competencies related to emotions.
We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve set goals.
The development of emotional competence is facilitated by such relationships in the family when parents are attentive to the personal lives of their children, when they listen to the child and help him understand his emotions and feelings, when they encourage and share the interests of the child, and take into account his opinion. The tense emotional background in the family, irritability, dissatisfaction of the mother, and her reluctance to communicate with the child do not contribute to its development. High emotional competence helps to find a way out of difficult situations. As it decreases, the child’s level of aggressiveness increases. The less anxiety and frustration a child has, the higher his level of emotional competence. The formation of emotional competence is influenced by the development of such personal qualities of the child as emotional stability, a positive attitude towards oneself, a sense of internal well-being, and a high assessment of one’s empathy. The development of these qualities is primarily influenced by the general family atmosphere and the child’s relationship with his parents. Emotional competence can be developed if the family discusses the manifestations of feelings and the consequences of the child’s actions for other people, the reasons emotional situations, attempts are made to consider the situation from the other person’s point of view.
Thus, relevance The research is determined, firstly, by the increased significance of such a fundamentally important phenomenon for interpersonal interaction and communication as empathy, secondly, by the insufficient development of the problem during the transition from preschool to primary school age, and thirdly, by the state of the issue in practice, associated with the need to establish the priority of personal interaction based on empathy as a universal human value.
Purpose of the study:
Research objectives:
Object of study
Subject of study
General hypothesis
Partial hypothesis:
1. A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.
2. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.
3. The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.
Chapter I . Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
§ 1. Concept and structure of emotional competence
History of the development of the concept of emotional intelligence
The first publications on the problem of EI belong to J. Meyer and P. Salovey. A very popular book in the West by D. Goleman “ Emotional intellect"was released only in 1995.
Emotional intelligence (EI) is a psychological concept that arose in 1990 and was introduced into scientific use by P. Salovey and J. Mayer, who described emotional intelligence as a type of social intelligence that affects the ability to track one’s own and others’ emotions and feelings. Salovey and Mayer initiated research efforts aimed at exploring the development of the essential components of emotional intelligence and exploring their significance. For example, they found that in a group of people who watched an unpleasant film, those who were able to easily recognize the emotions of others recovered faster (1995). In another example, people who easily recognized the emotions of others were better able to adapt to changes in their environment and build supportive social relationships.
Salovey and Mayer initiated research aimed at studying the characteristics of emotional intelligence, and the concept of “emotional intelligence” became widespread thanks to the work of Daniel Goleman and Manfred Ka de Vries.
In the early nineties, Daniel Goleman became familiar with the work of Salovey and Mayer, which ultimately led to the creation of the book Emotional Intelligence. Goleman wrote scientific articles for the New York Times, his section was devoted to research on behavior and the brain. He trained as a psychologist at Harvard, where he worked with, among others, David McClelland. McClelland in 1973 was part of a group of researchers who were looking at the following problem: why classical tests of cognitive intelligence tell us little about how to become successful in life.
IQ is not a very good predictor of job performance. Hunter and Hunter in 1984 suggested that the discrepancy between different IQ tests is on the order of 25%.
Weschler suggested that it is not intellectual ability that is essential to the ability to be successful in life. Weschler was not the only researcher to suggest that non-cognitive aspects of IQ are important for adaptation and success.
Robert Thorndike wrote about social intelligence in the late 1930s. Unfortunately, the work of the pioneers in this field was largely forgotten or overlooked until 1983, when Howard Gardner began writing about multiplicative intelligence. He suggested that intrapersonal and interpersonal intelligence are as important as IQ, as measured by IQ tests.
An example of research into IQ limitations is a 40-year longitudinal study of 450 boys from Sommerville, Massachusetts. Two-thirds of the boys were from wealthy families, and one-third had an IQ below 90. However, IQ had little effect on the quality of their work. The greatest differences were between those people who, in childhood, coped well with feelings of dissatisfaction, could control emotions and get along without other people.
It should not be forgotten that cognitive and non-cognitive abilities are closely interrelated. There is research suggesting that emotional and social skills help develop cognitive skills. An example of such a study is the study by Chaud, Michel and Peake (1990), in which a child was asked to either eat one piece of marmalade or two if he waited for the researcher. Many years later, testing of these people showed better development, along with emotional and cognitive abilities, in those who were able to wait for the researcher as children.
Martin Seliman (1995) introduced the concept of “learned optimism”. He said that optimists tend to make specific, temporary, external assumptions about the causes of an event (good or bad luck), while pessimists tend to make global, permanent, internal attributions of causes. Seliman's research has shown that novice sales managers who are optimistic are more effective (in percentage terms, their income is 37% higher than that of “pessimists”). The practical value of emotional intelligence is closely related to the area through which the concept has become widespread - we are talking about leadership theory. However, emotional intelligence can also be useful to us within the framework of psychotherapeutic practice.
Models of emotional intelligence
On this moment There are several concepts of emotional intelligence and there is no single point of view on the content of this concept.
The concept of “Emotional intelligence” is closely related to concepts such as empathy and alexithymia.
One of the main functions of emotional intelligence is protection from stress and adaptation to changing living conditions.
There are four main components of EQ: - self-awareness - self-control - empathy - relationship skills.
The concept of emotional intelligence in its populist form is often found in the literature devoted to the problem of effective leadership. Above are the four components of emotional intelligence. Daniel Goleman also identifies a fifth one: motivation.
The study of the features of the structure of emotional intelligence began relatively recently and not in our country, so there are relatively few Russian-language materials on the topic.
In different sources, English emotional intelligence is translated differently.
Using this translation option as “emotional intelligence” connects EQ (emotionality quotient) with IQ. The question naturally arises as to how justified the use of this particular term is, given that we are talking about emotions. To assess terminological accuracy, you need to have an idea of what semantic content is embedded in the words “emotional intelligence” (this is a person’s ability to understand and express their feelings, as well as to understand and evoke the feelings of other people). It is very risky to associate emotions as manifestations of mental life with the intellect, but managing emotions on a conscious level is an activity that may well be classified as intellectual.
The very idea of emotional intelligence in the form in which this term exists now grew out of the concept of social intelligence, which was developed by such authors as Edward Thorndike, Joy Guilford, Hans Eysenck. In the development of cognitive science, at a certain period of time, too much attention was paid to informational, “computer-like” models of intelligence, and the affective component of thinking, at least in Western psychology, faded into the background.
The concept of social intelligence was precisely the link that links together the affective and cognitive aspects of the cognition process. In the field of social intelligence, an approach has been developed that understands human cognition not as “ computer”, but as a cognitive-emotional process.
Another prerequisite for increased attention to emotional intelligence is humanistic psychology. After Abraham Maslow in the 50s he introduced the concept of self-actualization, a “humanistic boom” occurred in Western psychology, which gave rise to serious integral studies of personality, combining the cognitive and affective aspects of human nature.
One of the researchers of the humanistic wave, Peter Saloway, published an article in 1990 entitled “Emotional Intelligence,” which, according to most in the professional community, was the first publication on this topic. He wrote that over the past few decades, ideas about both intelligence and emotions have changed radically. The mind has ceased to be perceived as some kind of ideal substance, emotions as main enemy intelligence, and both phenomena have acquired real significance in everyday human life.
Saloway and his co-author John Mayer define emotional intelligence as “the ability to perceive and understand personality expressions expressed in emotions, and to manage emotions based on intellectual processes.” In other words, emotional intelligence, in their opinion, includes 4 parts:
1) the ability to perceive or feel emotions (both your own and another person);
2) the ability to direct your emotions to help your mind;
3) the ability to understand what a particular emotion expresses;
4) the ability to manage emotions.
As Saloway's colleague David Caruso later wrote, "It is very important to understand that emotional intelligence is not the opposite of intelligence, not the triumph of reason over feelings, but a unique intersection of both processes."
In September 1997, the 6 Seconds Association was organized to support research on emotional intelligence and ensure the translation of its results into practice (6 Seconds provides training and development groups to improve the emotional climate in families, schools and organizations). They offer a practice-based understanding of this phenomenon: “the ability to achieve optimal results in relationships with oneself and other people.” As you can see, the definition has wide possibilities for interpretation. Options are possible both in the direction of humanism and increasing the degree of mutual understanding, and in the direction of manipulation for the purpose of obtaining personal gain. In any case, 6 Seconds understands emotional intelligence from a purely pragmatic point of view.
In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when psychologist dr. Reuven Bar-On, an American-born Israeli, began his work in this field.
Reven Bar-On offers a similar model. Emotional intelligence in Bar-On’s interpretation is all non-cognitive abilities, knowledge and competence that give a person the opportunity to successfully cope with various life situations.
The development of models of emotional intelligence can be thought of as a continuum between affect and intelligence. Historically, the work of Saloway and Mayer was the first, and it included only the cognitive abilities associated with the processing of information about emotions. Then there was a shift in interpretation towards strengthening the role of personal characteristics. An extreme expression of this trend was the Bar-On model, which generally refused to classify cognitive abilities as emotional intelligence. True, in this case, “emotional intelligence” turns into a beautiful artistic metaphor, since, after all, the word “intelligence” directs the interpretation of the phenomenon into the mainstream of cognitive processes. If “emotional intelligence” is interpreted as an exclusively personal characteristic, then the very use of the term “intelligence” becomes unfounded.
Ability Model
Emotional intelligence is, as defined by J. Mayer, P. Salovey and D. Caruso, a group of mental abilities that contribute to awareness and understanding of one’s own emotions and the emotions of others. This approach, considered the most orthodox, is called the capabilities model.
Components of EI in the ability model
Within the framework of the ability model, the following hierarchically organized abilities that make up EI are distinguished:
1. perception and expression of emotions
2. increasing the efficiency of thinking using emotions
3. understanding your own and others’ emotions
4. managing emotions
This hierarchy is based on the following principles: The ability to recognize and express emotions is the basis for generating emotions for solving specific problems of a procedural nature. These two classes of abilities (recognizing and expressing emotions and using them in solving problems) are the basis for the externally manifested ability to understand the events that precede and follow emotions. All the abilities described above are necessary for the internal regulation of one’s own emotional states and for successful influence on external environment, leading to the regulation of not only one’s own, but also other people’s emotions.
It should also be noted that emotional intelligence in this concept is considered a subsystem of social intelligence.
So, summarizing all of the above, it turns out that people with a high level of emotional intelligence understand their emotions and the feelings of other people well, can manage their emotional sphere, and therefore in society their behavior is more adaptive and they more easily achieve their goals in interaction with others.
Daniel Goleman's model of emotional intelligence
Self-awareness
Emotional self-awareness. Leaders with high emotional self-awareness listen to their gut feelings and recognize the impact of their feelings on their own psychological well-being and performance. They are sensitive to their core values and are often able to intuitively choose the best course of action in a difficult situation, using their gut to perceive the big picture. Leaders with strong emotional self-awareness are often fair and sincere, able to speak openly about their feelings and believe in their ideals.
Accurate self-assessment. Leaders with high self-esteem usually know their strengths and realize the limits of their capabilities. They treat themselves with humor, are willing to learn skills they are not good at, and welcome constructive criticism and feedback on their work. Leaders with adequate self-esteem know when to ask for help and what to focus on when developing new leadership skills.
Control
Self confidence. Accurate knowledge of their abilities allows leaders to fully utilize their strengths. Confident leaders take on difficult tasks with joy. Such leaders do not lose a sense of reality and have a sense of self-esteem that will set them apart from groups
Curbing emotions. Leaders with this skill find ways to control their destructive emotions and impulses and even use them to benefit their cause. The epitome of a leader who is able to manage his feelings is a leader who remains calm and reasonable even in the face of severe stress or during a crisis - he remains unperturbed even when faced with a problematic situation.
Openness. Leaders who are transparent with themselves and others live in alignment with their values. Openness—the sincere expression of one's feelings and beliefs—promotes honest relationships. Such leaders openly admit their mistakes and failures and, without turning a blind eye, fight the unethical behavior of others.
Adaptability . Adaptable leaders are able to deftly navigate multiple demands without losing focus and energy, and are comfortable with the inevitable uncertainty of organizational life. Such leaders flexibly adapt to new difficulties, deftly adapt to changing situations and are free from rigid thinking in the face of new data and circumstances.
The will to win. Leaders who possess this quality are guided by high personal standards, forcing them to constantly strive for improvement - increasing quality own work and the effectiveness of subordinates. They are pragmatic, set goals that are not particularly high, but require effort, and are able to calculate the risk so that these goals are achievable. A sign of the will to win is a constant desire to learn yourself and teach others how to work more effectively.
Initiative . Leaders who have a sense of what is necessary for effectiveness, that is, who are convinced that they have luck by the tail, are characterized by initiative. They take advantage of opportunities - or create them themselves - rather than just sit by the sea and wait for the weather. Such a leader will not hesitate to break or at least bend the rules if necessary for the future. Optimism. A leader who is charged with optimism will find a way to get out of difficult circumstances, he will see the situation as an opportunity, not a threat. Such a leader perceives other people positively, expecting the best from them. Thanks to their worldview (for them, as you know, “the glass is half full”), they perceive all upcoming changes as changes for the better.
Social sensitivity
Empathy. Leaders who have the ability to listen to others' experiences are able to tune into a wide range of emotional signals. This quality allows them to understand unexpressed feelings as individuals, and entire groups. Such leaders are sympathetic to others and are able to mentally put themselves in the shoes of another person. Thanks to this empathy, a leader gets along well with people from different social classes or even other cultures.
Business awareness . Leaders who are acutely aware of all the movements of organizational life are often politically astute, able to identify critical social interactions and understand the intricacies of the power hierarchy. Such leaders usually understand what political forces are at work in the organization and what guiding values and unspoken rules govern the behavior of its employees.
Courtesy. Leaders with this ability strive to create an emotional climate in the organization so that employees who interact directly with clients and customers always maintain the right relationships with them. These managers closely monitor how satisfied their clients are, wanting to make sure they get everything they need. They themselves are also always ready to communicate with everyone.
Relationship management
Inspiration. Leaders with these skills know how to resonate with employees while simultaneously engaging them with a compelling vision of the future or a shared mission. Such leaders personally set an example of desired behavior for subordinates and are able to clearly communicate the overall mission in a way that inspires others. They set a goal that goes beyond everyday tasks, and thereby make the work of employees more spiritual.
Influence. Signs of the ability to influence people are varied: from the ability to choose the right tone when addressing a specific listener to the ability to attract stakeholders to your side and achieve mass support for your initiative. When leaders with this skill speak to a group, they are consistently persuasive and charming.
Help in self-improvement . Leaders who have experience developing human capabilities take a genuine interest in those they help improve—see their goals, strengths, and weaknesses. Such leaders are able to give their wards valuable advice in a timely manner. They are naturally good teachers and mentors.
Promoting change . Leaders who know how to initiate change are able to see the need for change, challenge the established order of things and advocate for a new one. They can argue persuasively for change even in the face of opposition, making a compelling case for the need for change. They know how to find practical ways to overcome obstacles that stand in their way.
Conflict resolution . Leaders who skillfully resolve disagreements know how to get conflicting parties to have a frank conversation; they are able to understand different opinions and then find a common ground - an ideal that everyone can share. neither bring the conflict to the surface, accept the feelings and positions of all its participants, and then channel this energy into the channel of a common ideal.
Teamwork and cooperation. Leaders who are excellent team players create a sense of community within the organization and set an example of how they treat people with respect, compassion, and camaraderie. They involve others in an active, passionate pursuit of common ideals, strengthen morale and a sense of team unity. They take the time to create and strengthen close human relationships, not limited to the work environment.
Levels of development of emotional intelligence
Properly formed emotional intelligence makes it possible to have a positive attitude:
To the world around you, to evaluate it as one in which you can ensure success and prosperity;
To other people (as worthy of such treatment);
To yourself (as a person who is able to independently determine the goals of his life and actively act towards their implementation, and is also worthy of self-respect).
Each person has a certain level of development of his emotional intelligence. Let's look at the possible options.
Himself low level emotional intelligence corresponds to:
· emotional reactions according to the mechanism of a conditioned reflex (you were crushed in transport - you were rude in response);
· carrying out an activity with a predominance of external components over internal ones, at a low level of understanding (someone told you that this is necessary, and you do it without thinking about why? why? and is it necessary at all?);
· low self-control and high situational conditionality (i.e., you do not influence the situation, but the situation influences you and provokes certain actions and emotional reactions).
Intermediate level The formation of emotional intelligence corresponds to the voluntary implementation of activities and communication on the basis of certain volitional efforts.
High level self-control, a specific strategy emotional response. A feeling of psychological well-being, a positive attitude towards oneself. This level of emotional intelligence development is characterized by high self-esteem.
High level emotional intelligence corresponds to the highest level of development of a person’s inner world. This means that a person has certain attitudes that reflect an individual value system. And this system of values was developed by man independently and is clearly understood by him.
This person clearly knows how he needs to behave in various life situations and at the same time he feels free from various situational demands. The choice of behavior that is adequate to the situation is carried out by such a person without excessive volitional efforts. The motivation for such behavior comes not from the outside, but exclusively from the inside. Such a person is difficult to manipulate.
And most importantly, a person feels a high level of psychological well-being and lives well in harmony with himself and the people around him.
Basic principles of developing emotional intelligence
There are two different opinions regarding the possibility of developing EI in psychology. A number of scientists (for example, J. Meyer) take the position that it is impossible to increase the level of EI, since this is a relatively stable ability. However, it is quite possible to increase emotional competence through training. Their opponents (in particular, D. Goleman) believe that EI can be developed. An argument in favor of this position is the fact that the neural pathways of the brain continue to develop until the middle of human life.
Biological prerequisites for the development of Emotional Intelligence:
Parents' EI level
Right-brain type of thinking
Properties of temperament
Social prerequisites for the development of Emotional Intelligence:
Syntonia (emotional reaction of the environment to the child’s actions)
Degree of development of self-awareness
Confidence in emotional competence
Parental education level and family income
Emotionally healthy relationships between parents
Androgyny (self-control and restraint in girls, empathy and tender feelings in boys)
External locus of control.
Religiosity
Structure of Emotional Intelligence:
Conscious regulation of emotions
Understanding (comprehension) of emotions
Discrimination (recognition) and expression of emotions
The use of emotions in mental activity.
To understand ourselves and the behavior of other people, let’s take three principles as a basis:
1. What you see does not necessarily correspond to reality - the world around us is a little more complex than it seems at first glance. Much of what happens remains beyond our conscious awareness.
2. Any human behavior, no matter how strange it may seem, always has a logical basis, you just don’t know about it.
Many of our desires, fantasies and fears are subconscious. But, nevertheless, they are the ones who most often prompt us to action.
This is not particularly pleasant to realize - it is much more pleasant to think that we have everything under control. But like it or not, we all have blind spots, and our job is to learn as much as possible about them.
3. We are all a result of our past. The early stages of life leave a deep mark on each of us, and we tend to repeat certain patterns of behavior developed in childhood. As the Japanese proverb says, “the soul of a three-year-old child remains with a person until he is a hundred years old.”
Efficiency Rules
1. Hope for success - the more confident you are of success, the more effective your actions are (if they, of course, take place - just hopes, by themselves, never give any results, and reading books is not considered an action).
2. Versatility human problems– the sooner you realize that your problem is far from exclusive and is common to another two to three million people, the sooner you will understand that options for solving it have long existed. There are NO unique problems! They all boil down to the top ten.
3. Willingness for altruism - it has a very powerful psychotherapeutic effect. By learning to help yourself, you can help your loved ones, which will have a positive impact on all your relationships.
4. Analysis of the parental family.
5. Development of socializing techniques.
6. The importance of interpersonal relationships. It is impossible to change on our own. This is only possible in relationships with other people.
7. Openly experiencing your own feelings and emotions, as well as an attempt to relive those emotions that have been repressed by you throughout your life.
8. Self-esteem and social assessment. Adequate assessment of yourself in order to stop depending on the assessments of others.
9. Self-understanding and honesty with yourself.
10. Self-discipline - without this rule, all of the above may not even be taken into account. Do a negligible amount, but EVERY DAY, cope with a task of ANY COMPLEXITY.
Diagnostic methods: testing and evaluation
Proponents of two models of social intelligence, the ability model and the mixed model, adhere to different methods determining its level, which depends primarily on their theoretical positions. Proponents of the mixed model use methods based on self-report, and each method is based solely on the subjective views of its author. Proponents of the ability model examine emotional intelligence using a problem-solving test. ( It's about about the most developed and complex technique - MSCEIT). In each task, the solution of which reflected the development of one of the four above-mentioned components of emotional intelligence, there are several answer options, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the point for a particular answer option corresponds to the percentage representative sample who chose the same option) or on expert assessments (the score corresponds to the proportion of a relatively small sample of experts who chose the same answer). It is the scoring that is considered the weak point of this technique.
Methods for diagnosing EI used within the framework of the ability model
Proponents of the ability model examine emotional intelligence using a variety of problem-solving test techniques. The most developed and complex technique is MSCEIT. It is developed from the theory of the “early pioneers” of emotional intelligence by Peter Saloway and John Mayer. The test consists of 141 questions that assess the test taker in two areas (Experienced and Strategic) and four scales.
1. Scale “Recognition of emotions”. It reflects the test taker’s ability to perceive and distinguish feelings, both his own and those of others. In this type of question, subjects look at a portrait and must choose how the person depicted in it feels.
2. “Thinking Help” scale. Its meaning becomes clear if we look at examples of questions: “What feelings would be most appropriate when meeting your partner’s parents?” That is, in this group of questions the emphasis is on reflection, the subject’s ability to understand which demonstration of what feelings would be most appropriate in a given situation (namely demonstration, it is not at all necessary to experience them).
3. The Emotion Understanding scale is explained as the ability to understand complex emotions and “emotional circuits” (how emotions move from one to another).
4. “Emotion Management” scale - as the ability to manage feelings and mood, both in oneself and in others.
In each task, the solution of which reflects the development of one of the four above-mentioned components of emotional intelligence, there are several answer options, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a particular answer option is correlated with the percentage of a representative sample who chose the same option) or based on expert assessments (the score is correlated with the proportion of a relatively small sample of experts who chose the same answer).
Free test emotional intelligence on a British website dedicated to psychological testing on English language. The test consists of 70 questions and, according to developers, takes about 40 minutes. Results are given on the following scales: “Behaviour”, “Knowledge”, “Emotional insight”, “Motivation”, “Expression of emotions”, “Empathy and social intuition”. The authors also provide a fairly detailed description of each factor. The behavioral aspect of emotional intelligence characterizes how a person is perceived by others (bright, sociable, tactful, or reserved, cold, inexpressive, seeking solitude), as well as a person’s ability to control his emotions in behavioral reactions.
Factor "Knowledge" reflects a person’s knowledge necessary for emotionally “intelligent” behavior. This knowledge may concern the basic principles of social interaction, self-regulation skills, behavioral manifestations of various emotions, situations in which the manifestation of those other feelings is appropriate.
"Emotional insight into yourself" means the ability to recognize and name one’s feelings (that is, not only to understand from the physiological state that some feeling is being experienced, but also to recognize and name it), as well as to be aware of motives own behavior.
The next factor is responsible for a person’s ability to adequately express and control their emotions, as well as adequately respond to manifestations of other people’s feelings. "Empathy and Social Intuition" differs from the previous one in that it places the main emphasis on whether a person is able to adequately understand the motives behind the actions of others.
The domestic development of the “Emotional Intelligence” test of the Humanitarian Technologies Laboratory is an attempt to adapt this test for Russian-speaking users. Initially, this test had the same factor structure, however, since it is still in the process of testing and modification, the final Russian version may differ from the English one.
Among the Russian-language tests for emotional intelligence, there is a questionnaire by N. Hall published in Ilyin’s 2001 book. It contains only 30 statements, the degree of agreement with which the subject scales from (-3) to (+3), and the factor structure is similar to the already described factors of the EQ questionnaire from the Queendom.com website.
Also in scientific works there is a mention of the methodology developed at the Institute of Psychology of the Russian Academy of Sciences (Lyusin D.V., Maryutina O.O., Stepanova A.S.). They distinguish two types of emotional intelligence: intrapersonal and interpersonal, and build their questionnaire according to this division. They include all forms of understanding and interpretation of other people's emotions as interpersonal intelligence, and intrapersonal intelligence, respectively, as their own.
There are also non-test methods for assessing emotional intelligence based on “360 degree” technology, i.e. cross-assessment (when in a group of subjects everyone is asked to evaluate everyone).
§ 2. Development of empathy in preschool age
Definition of the concept “Empathy” and its types
EMPATHY (from the Greek empatheia - empathy) is a category of modern psychology, meaning a person’s ability to imagine himself in the place of another person, to understand the feelings, desires, ideas and actions of another, on an involuntary level, to have a positive attitude towards his neighbor, to experience feelings similar to him, to understand and accept his current emotional state. Showing empathy towards your interlocutor means looking at the situation from his point of view, being able to “listen” to his emotional state.
The term “empathy” was introduced into psychology by E. Titchener to denote internal activity, the result of which is an intuitive understanding of the situation of another person.
Among the modern definitions of empathy are the following:
– knowledge about internal state, thoughts and feelings of another person;
– experiencing the emotional state in which the other is;
– activity of reconstructing another person’s feelings using imagination; thinking about how a person would behave in someone else’s place (role taking);
– grief in response to another person’s suffering; an emotional reaction oriented towards another person, corresponding to the subject’s idea of the other person’s well-being, etc.
It was found that an important aspect of empathy is the ability to take the role of another person, which allows you to understand (feel) not only real people, but also fictional ones (for example, characters in works of fiction). Empathic ability has also been shown to increase with more life experience.
The most obvious example of empathy is the behavior of a dramatic actor who gets used to the image of his character. In turn, the viewer can also get used to the image of the hero, whose behavior he observes from the auditorium.
Empathy as an effective tool of communication has been at the disposal of man since the moment he was separated from the animal world. The ability to cooperate, get along with others, and adapt to society was necessary for the survival of primitive societies.
Empathy as an emotional response to the experiences of another is carried out at different levels of mental organization, from elementary reflexive to higher personal forms. At the same time, empathy should be distinguished from sympathy, empathy, and sympathy. Empathy is not sympathy, although it also includes the correlation of emotional statuses, but is accompanied by a feeling of concern or concern for another. Empathy is not sympathy, which begins with the words “I” or “me”; it is not agreement with the point of view of the interlocutor, but the ability to understand and express it with the word “you” (“you should think and feel this way”).
Within humanistic psychology, empathy is seen as the basis of all positive interpersonal relationships. Carl Rogers, one of the main inspirers of humanistic psychology and founder of client-centered therapy, defines empathy as “accurately perceiving the inner world of another person and its associated emotions and meanings, as if you were that person, but without losing it “as if.” "". Empathic understanding, when the therapist conveys the perceived contents to the client, Rogers considers the third most important condition of client-centered therapy, closely interrelated with the other two - authenticity, congruence of the therapist, when the latter “is himself in relation to the client,” is open to to his inner experience and expresses to the client what he really experiences, as well as with the unconditional positive attitude of the psychotherapist towards the client.
In positive psychology, empathy is one of the highest human qualities, along with such as optimism, faith, courage, etc. Empathy is also highlighted here as a personality trait, which can be cognitive (the ability to understand and anticipate), affective (the ability to react emotionally) and active (the ability to participate) in nature.
A. Vallon shows the evolution of a child’s emotional responsiveness to the feelings of adults and children: a child in the early stages of development is connected with the world through the affective sphere, and his emotional contacts are established according to the type of emotional contagion. This kind of connection is described as syntony or extra-intellectual consonance, the need for orientation in the emotional mood of other people (K. Obukhovsky, L. Murphy, etc.).
Marcus views empathy as an individual’s ability to understand the inner world of another person, as an interaction of cognitive, emotional and motor components. Empathy occurs through acts of identification, introjection and projection.
The manifestation of empathy is observed already in the early stages of ontogenesis: the behavior of an infant who, for example, burst into tears in response to the strong crying of a “comrade” lying nearby (at the same time, his heartbeat also quickens), demonstrates one of the first types of empathic response - undifferentiated when the child being is not yet able to separate his emotional state from the emotional state of another. Moreover, scientists have not come to a consensus whether empathic reactions are innate or acquired during development, but their early appearance in ontogenesis is beyond doubt. There is evidence that educational conditions are conducive to the development of the ability to empathize. For example, if parents have a warm relationship with their children and pay attention to how their behavior affects the well-being of others, then children are more likely to show empathy towards other people than those who did not have such empathy in childhood. conditions of education.
A series of studies by D. Batson and his colleagues convincingly demonstrate that the experience of empathy associated with the idea of the well-being of another person awakens altruistic motivation, the goal of which is to improve the well-being of the other; Thus, a feeling of empathy towards a person in need of help awakens the desire to help him.
Women and men do not differ in their level of emotional intelligence, but men have a stronger sense of self-esteem, and women have a stronger sense of empathy and social responsibility.
Types of empathy:
There are:
Emotional empathy, based on the mechanisms of projection and imitation of the motor and affective reactions of another person;
Cognitive empathy based on intellectual processes (comparison, analogy, etc.);
Predictive empathy, manifested as a person’s ability to predict the affective reactions of another in specific situations.
As special forms empathy is distinguished by:
Empathy is the subject’s experience of the same emotional states experienced by another person through identification with him;
Empathy is the experience of one’s own emotional states regarding the feelings of another person.
An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, role-taking, decentralization, etc.), is the weak development of the reflexive side, isolation within the framework of direct emotional experience. (Reflection (from Latin reflexio - turning back) is the ability of a person’s consciousness to focus on himself).
Developing Empathy
Parents, family, and childhood have a huge influence on human development. The family usually hosts the first years of a person’s life, which are decisive for the formation, development and formation. The family largely determines the range of his interests and needs, views and value orientations. Moral and social qualities are laid down in the family.
The development of empathy and the assimilation of moral norms is based on the child’s emerging focus on others, determined by the peculiarities of children’s communication with adults and, above all, with parents.
In the field of developmental psychology, A. Beck and V. Stern laid the foundation for the study of empathy and its manifestations in children. The problem of empathy is considered in connection with the formation of a child’s personality, the development of forms of behavior, and social adaptation.
Subsequently, A. Vallon (1967) was attracted to this problem in the aspect of the development of the child’s emotional sphere, and he outlined the evolution of the child’s emotional responsiveness to the feelings of adults and children. Vallon notes that in the first stages of life a child is connected with the world through the affective sphere, and his emotional contacts are established according to the type of emotional contagion.
According to A. Vallon, in the second year of life the child enters a “situation of sympathy.” At this stage, the child seems to be merged with a specific communication situation and with a partner whose experiences he shares. The “situation of sympathy” prepares him for the “situation of altruism.” At the stage of altruism (4-5 years), the child learns to relate himself and others, to be aware of the experiences of other people, and to anticipate the consequences of his behavior.
Thus, as the child develops mentally, he moves from lower forms of emotional response to higher moral forms of responsiveness.
L.B. Murphy defines empathy as the ability to be emotionally responsive to the distress of another, the desire to alleviate or share his condition. Empathy manifests itself in adequate forms in those adapted to social life children who received maximum trust, love, and warmth in the family.
H.L. Roche and E.S. Bordin consider empathy one of the most important sources of child personality development. In their opinion, empathy is a combination of warmth, attention and influence. The authors rely on the idea of child development as a process of establishing a balance between the needs of parents and the child. Maintaining a balance of needs makes education effective if empathy determines the psychological climate of a child’s learning to relate to people.
Empathy in the relationship between parents and children is possible only when parents understand the feelings of their children, take part in their affairs and allow them some independence. Empathetic relationships between parents facilitate the process of adaptation of a teenager. In relationships with adults, empathy acts as a motivation for behavior that changes with emotional and intellectual development child.
Compassion in children, especially adolescents, is accompanied by an act of altruism. The one who is most sensitive to the emotional state of another is willing to help and least prone to aggression. Sympathy and altruistic behavior are characteristic of children whose parents explained moral standards to them, rather than instilling them with strict measures.
The development of empathy is the process of forming involuntary moral motives, motivations in favor of another. With the help of empathy, the child is introduced to the world of other people’s experiences, an idea of the value of the other is formed, and the need for the well-being of other people develops and consolidates. As the child develops mentally and his personality is structured, empathy becomes a source of moral development.
P.A. Sorokin paid special attention in his research to the role of love in raising children. And today his teaching about the method of love, which should be present “... in any successful method of moral and social education of a normal child,” is relevant today. Love, considered P.A. Sorokin, manifests itself as a decisive factor in the life, mental, moral and social well-being and development of the individual. P.A.
Sorokin found that “unloved and unloving children produce a higher proportion of perverted, hostile and unbalanced adults than children who grew up under the shadow of beneficent love.” Having studied the biographies of great altruists who grew up to be apostles of love, he came to the conclusion that almost all of them came from harmonious families where they were desired and loved.
A successful family is a family where the psychological climate is characterized by mutual trust, and a failed family is a family where there is no such trust. According to the opinion of A.V. Petrovsky: “A family, three or four people connected by family ties, may or may not become a team, depending on the nature of interpersonal relationships.”
Unfortunately, many families do not perform such an important function as providing emotional support to their members and creating a sense of psychological comfort and security. And the interaction of children with parents is not aimed at a specific activity, children and parents are not connected by a common favorite activity, parents rarely discuss the problems of their children, rarely rejoice at their successes, parents are less likely to share their experiences even with each other.
Violation of emotional contact with parents, lack of emotional acceptance and empathic understanding seriously traumatizes the child’s psyche and has a negative impact on the development of children and the formation of the child’s personality.
“Difficult” children are the result of family trauma: conflicts in the family, lack of parental love, parental cruelty, inconsistency in upbringing. Children often learn not only positive, but also negative patterns of behavior from their parents; if elders in the family call for honesty, but they themselves lie, for restraint, and are hot-tempered and aggressive, then the child will have to make a choice, and in these conditions he will always protest against demands to behave in an exemplary manner if parents do not do this themselves.
The style of parents' relationships with their children, their positions and attitudes towards them influence the formation of empathy. Unsatisfactory relationships with parents create a danger of disrupting the subsequent development of empathy in a child as a personal formation and can lead to the fact that he may turn out to be insensitive to the problems of another person, indifferent to his joys and sorrows. Very important is the style of parental attitude towards children, in which they manifest emotional acceptance or rejection of the child, educational influences, understanding the child’s world, predicting his behavior in a given situation.
It is very important for a child that he grows and even “flourishes” in an atmosphere of benevolence and kindness. Upbringing should be inspiration; a child must be inspired with recognition, sympathy and empathy, sympathy, smile, admiration and encouragement, approval and praise.
The meaning of empathic relationships between people is revealed to the child first of all by the adults raising him.
The influence of parents should be focused on the development of kindness in the child, complicity with other people, acceptance of himself as a necessary, loved and significant person for them.
Empathy arises and is formed in interaction, in communication.
The future of the child depends on the educational influence of the family, on what qualities are developed and formed. The future - as an empathic person who knows how to hear another, understand his inner world, subtly reacts to the mood of the interlocutor, sympathizes, helps him, or an unempathetic person - self-centered, prone to conflicts, unable to establish friendly relationships with people.
Parents can be recommended the following: to sort out moral and conflict situations with their children, because often in such situations children hear only themselves, they are focused exclusively on themselves, you need to help them hear their partner, understand their emotional state, teach them to take the position of another, imagine themselves on his place. In the process of communication, there is a joint perception of the current situation, an understanding of one’s own behavior. Only an interested, friendly attitude towards the child will help (allow) him to fully develop, which will provide the best opportunity for mutual understanding and successful communication.
Child - reflection family relations, you need to educate him by personal example, become a model for him, support and guide the child’s efforts.
Children who have close, warm emotional relationships with their parents are more likely to share their problems with them (tell situations associated with the manifestation of certain emotions, experiences), and also more often hear about the feelings and emotional states of their parents.
Successful education of empathy and empathetic behavior (empathy, sympathy and assistance to others) is possible on the basis of the development of creative imagination with a combination of children's activities (perception of fiction, games, drawing, etc.), mediating communication and interaction between an adult and a child: empathy for characters A work of art, especially a fairy tale, is a complex of feelings, which includes the following emotions: compassion, condemnation, anger, surprise. These socially valuable emotions must still be consolidated, actualized, and lead to results (helping behavior, assistance) in the appropriate context, which an adult can and should create. The following forms can also be used: creative puppet show, conversation game with characters, creative role-playing game according to the plot of the fairy tale.
Empathy has a significant impact on the nature of a person’s attitude towards to the outside world, to oneself, to other people, regulates the process of the individual’s entry into society.
In her study, Kuzmina V.P. concludes that “… empathy is the connecting link in the relationship between an adult and a child, which determines the latter’s entry into the community of peers. Formed empathy optimizes the process of socialization of the child, giving him a humanistic, spiritual orientation. The form and stability of a child’s manifestation of empathy towards peers depends on the characteristics of parent-child relationships in the family. This dependence is determined by the concept of “social connectedness”, represented by the following chain: an empathetic attitude towards the child in the family (the formation of empathy in the child as a personal characteristic according to the laws of internalization-exteriorization (the empathic attitude of the child towards parents ( Feedback) and peer (direct connection)).
Empathy is primary in relation to behavior and, through internalization and subsequent exteriorization, is “absorbed” by the individual into himself, and then directed to other people (Kuzmina V.P.).
Empathic, trusting interaction of family members with each other largely determines the harmonious development of the individual. For the full development of the ability to empathize, sympathize, and help another person, an atmosphere of family and friendly relations is necessary.
Analysis of the mental content of the 7-year-old crisis in the development theory of L.S. Vygotsky
It has long been noted that a child, during the transition from preschool to school age, changes very dramatically and becomes more difficult in educational terms than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolchild.
IN Lately A number of studies have appeared on this age. The results of the research can be schematically expressed as follows: a 7-year-old child is distinguished primarily by the loss of childish spontaneity. Proximate cause childish spontaneity - insufficient differentiation of internal and external life. The child’s experiences, his desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in a preschooler.
Everyone knows that a 7-year-old child quickly grows in length, and this indicates a number of changes in the body. This age is called the age of teeth change, the age of elongation. Indeed, the child changes dramatically, and the changes are deeper, more complex in nature than the changes that are observed during the three-year crisis.
The child begins to behave, be capricious, and walk differently than he walked before. Something deliberate, absurd and artificial appears in behavior, some kind of fidgeting, clowning, clowning; the child pretends to be a buffoon. No one will be surprised if a preschool child says stupid things, jokes, plays, but if a child pretends to be a buffoon and thereby causes condemnation rather than laughter, this gives the impression of unmotivated behavior.
The most significant feature of the seven-year crisis could be called the beginning of differentiation between the internal and external aspects of the child’s personality.
Naivety and spontaneity mean that the child is the same on the outside as he is on the inside. One calmly passes into the other, one is directly read by us as the discovery of the second.
The loss of spontaneity means the introduction of an intellectual moment into our actions, which wedges itself between experience and direct action, which is the direct opposite of the naive and direct action characteristic of a child. This does not mean that the crisis of seven years leads from immediate, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.
At the age of 7, we are dealing with the beginning of the emergence of such a structure of experiences, when the child begins to understand what it means “I am happy”, “I am sad”, “I am angry”, “I am kind”, “I am evil”, i.e. . he develops a meaningful orientation in his own experiences. Just as a 3-year-old child discovers his relationship with other people, so a 7-year-old child discovers the very fact of his experiences. Thanks to this, some features appear that characterize the crisis of seven years.
1. Experiences acquire meaning (an angry child understands that he is angry), thanks to this the child develops such new relationships with himself that were impossible before the generalization of experiences. Just like on a chessboard, when with each move completely new connections arise between the pieces, so here completely new connections arise between experiences when they acquire a certain meaning. Consequently, by the age of 7, the entire nature of a child’s experiences is rebuilt, just as a chessboard is rebuilt when a child learns to play chess.
2. By the seven-year crisis, generalization of experiences, or affective generalization, the logic of feelings, first appears. There are deeply retarded children who experience failure at every step: normal children play, an abnormal child tries to join them, but is refused, he walks down the street and is laughed at. In short, he loses at every turn. In each individual case, he has a reaction to his own insufficiency, and a minute later you look - he is completely satisfied with himself. There are thousands of individual failures, but there is no general feeling of one’s worthlessness; he does not generalize what has happened many times before. A school-age child experiences a generalization of feelings, i.e. if some situation happens to him many times, he develops an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory. For example, a preschool child has no real self-esteem or pride. The level of our demands on ourselves, on our success, on our position arises precisely in connection with the crisis of seven years.
A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but a child of this age does not have self-esteem as such, but generalized attitudes towards others and an understanding of his own value. Consequently, by the age of 7 a number of complex formations, which lead to the fact that behavioral difficulties change sharply and radically, they are fundamentally different from the difficulties of preschool age.
Such new formations as pride and self-esteem remain, but the symptoms of the crisis (mannering, antics) are transient. In the crisis of seven years, due to the fact that differentiation of internal and external arises, that semantic experience arises for the first time, an acute struggle of experiences also arises. A child who does not know which candy to take - bigger or sweeter - is not in a state of internal struggle, although he hesitates. Internal struggle (contradictions of experiences and choice of one’s own experiences) becomes possible only now. It is necessary to introduce into science a concept that is little used in the study of the social development of a child: we do not sufficiently study the child’s internal attitude towards the people around him, we do not consider him as an active participant in the social situation. In words we acknowledge that it is necessary to study the child’s personality and environment as a unity.
But it is impossible to imagine the matter in such a way that on one side there is the influence of the individual, and on the other - the environmental influence, that both of them act in the manner of external forces. However, in reality, this is very often what they do: wanting to study unity, they first tear it apart, then try to connect one with the other.
And in the study of difficult childhood, we cannot go beyond such a formulation of the question: what played the main role, the constitution or environmental conditions, psychopathic conditions of a genetic nature or conditions of the external environment of development? This comes down to two main issues that should be addressed in the plan. internal attitude child of the period of crises to Wednesday.
First main drawback in the practical and theoretical study of the environment, this means that we study the environment in its absolute terms. The examination is always the same, regardless of the child or his age. We study some absolute indicators of the environment as a situation, believing that, knowing these indicators, we will know their role in the development of the child. Some Soviet scientists elevate this absolute study of the environment to a principle.
In the textbook edited by A.B. Zalkind you find the position that social environment the child remains essentially unchanged throughout his development. If we keep in mind the absolute indicators of the environment, then in to a certain extent We can agree with this. In fact, this is completely false from both a theoretical and practical point of view. After all, the essential difference between a child’s environment and an animal’s environment is that the human environment is a social environment, that the child is part of the living environment, that the environment is never external to the child. If the child is a social being and his environment is a social environment, then the conclusion follows that the child himself is part of this social environment.
Consequently, the most significant turn that must be made when studying the environment is the transition from its absolute to relative indicators - it is necessary to study the child’s environment: first of all, it is necessary to study what it means for the child, what is the child’s attitude to individual aspects of this environment. Let's say a child does not speak until he is one year old. After he speaks, the speech environment of his loved ones remains unchanged. Both before and after the year, in absolute terms, the speech culture of those around me did not change at all. But, I think, everyone will agree: from the minute when the child began to understand the first words, when he began to pronounce the first meaningful words, his attitude towards speech moments in the environment, the role of speech in relation to the child changed greatly.
Every step in a child’s advancement changes the influence of the environment on him. From a developmental point of view, the environment becomes completely different from the minute the child moves from one age to another. Consequently, we can say that the sensation of the environment must change in the most significant way compared to how it has usually been practiced among us until now. It is necessary to study the environment not as such, not in its absolute terms, but in relation to the child. The same environment in absolute terms is completely different for a child of 1 year, 3, 7 and 12 years. Dynamic change in the environment, attitude comes to the fore. But where we talk about relationship, a second point naturally arises: relationship is never a purely external relationship between the child and the environment, taken separately. One of the important methodological issues is the question of how to realistically approach the study of unity in theory and research. We often have to talk about the unity of personality and environment, the unity of mental and physical development, the unity of speech and thinking. What does it mean to find leading units every time, i.e. finding such shares in which the properties of unity as such are combined. For example, when they want to study the relationship between speech and thinking, they artificially separate speech from thinking, thinking from speech, and then ask what speech does for thinking and thinking for speech. It appears as if these are two different liquids that can be mixed. If you want to know how unity arises, how it changes, how it influences the course of child development, then it is important not to break the unity into its constituent parts, because thereby the essential properties inherent in this particular unity are lost, but to take the unit, for example, in relation to speech and thinking. Recently, they have tried to isolate such a unit - take, for example, value. The meaning of a word is often a word, a speech formation, because a word without meaning is not a word. Since every meaning of a word is a generalization, it is a product of the child’s intellectual activity. Thus, the meaning of a word is a unit of speech and thinking, further indecomposable.
You can outline a unit for studying personality and environment. This unit in pathopsychology and psychology is called experience.
In experience, therefore, there is given, on the one hand, the environment in relation to me, in the way I experience this environment; on the other hand, the peculiarities of the development of my personality affect it. My experience is reflected in the extent to which all my properties, as they have developed in the course of development, participate here at a certain moment.
If we give some general formal position, it would be correct to say that the environment determines the development of the child through the experience of the environment. The most significant thing, therefore, is the rejection of absolute environmental indicators; the child is part of a social situation, the relationship of the child to the environment and the environment to the child is given through the experiences and activities of the child himself; environmental forces acquire guiding significance through the child’s experiences. This requires a deep internal analysis of the child’s experiences, i.e. to the study of the environment, which is transferred to a large extent inside the child himself, and is not reduced to the study of the external environment of his life.
§3 Child-parent relationships as a factor in the development of a successful child
The study of the influence of the emotional component of child-parent interaction on the mental development of a child is presented in the works of E.I. Zakharova. The author has identified qualitative and quantitative criteria for full emotional communication between parents and a preschooler. With a deficit of emotional contacts, the process of mental personal development is hampered and distorted, and the underestimation of the development of empathy in preschool children in practical terms today leads to difficulties in children’s relationships with peers.
One of the most important and original ideas for psychology of L.S. Vygotsky’s idea is that the source of mental development is not inside the child, but in his relationship with an adult.
The importance of an adult for the mental development of a child was (and is) recognized by most Western and domestic psychologists. However, communication with adults acts in them as an external factor promoting development, but not as its source and beginning. The attitude of an adult towards a child (his sensitivity, responsiveness, empathy, etc.) only facilitates understanding of social norms, reinforces appropriate behavior and helps the child obey social influences. Mental development at the same time, it is considered as a process of gradual socialization - the child’s adaptation to social conditions external to him. The mechanism of such adaptation may be different. This is either overcoming innate instinctual drives (as in psychoanalysis), or reinforcement of socially acceptable behavior (as in theories of social learning), or the maturation of cognitive structures that subjugate the child’s asocial, egocentric tendencies (as in the school of J. Piaget). But in all cases, as a result of socialization and adaptation, the child’s own nature is transformed, rebuilt and subordinated to society.
According to the position of L.S. Vygotsky, the social world and the surrounding adults do not confront the child and do not rebuild his nature, but are organically a necessary condition his human development. A child cannot live and develop outside of society; he is initially included in social relations, and the younger the child, the more social a being he is.
M.I. Lisina, on the one hand, relies on the concept of L.S. Vygotsky, and on the other hand, becomes the founder of an original and valuable scientific school. She brought to Russian psychology new item- communication between a child and an adult - and a new approach to its scientific research. The initiator of this direction was teacher M.I. Lisina - A.V. Zaporozhets (who in turn was a direct student and ally of L.S. Vygotsky). He invited Maya Ivanovna to explore the living reality of communication, and not its actual result. The question he posed was: what happens between mother and child, and how is cultural norms transmitted through their interactions? Obviously, this question directly follows from the concept of L.S. Vygotsky is its concretization. M.I. Lisina was ready for such a formulation of the question, since it coincided with her own interests.
It should be noted that at this time (60s) in foreign psychology, extremely interesting research in the psychology of infancy, which analyzed the characteristics of the mother's relationship with the child. New data on infant competence have been published, describing various models maternal behavior (mother-ring), facts were obtained indicating the synchronization and consistency of the interaction between mother and baby, and attachment theory took shape as an independent direction. M.I. Lisina thanks good knowledge foreign languages was familiar with these studies and had a natural interest in them. At the same time, the theoretical interpretation of these works, carried out from the standpoint of psychoanalysis or behaviorism, seemed to her clearly unsatisfactory. Examining the baby, following L.S. Vygotsky, as much as possible social creature and understanding the significance of his relationships with close adults, M.L. Lisina strove to build theoretical model, allowing these facts to be interpreted within the framework of a cultural-historical concept. However, such finished model, as well as the psychology of infancy in general, did not exist in our country at that time. M.I. Lisina actually became the founder of the Russian psychology of infancy. Her abstract article “The influence of relationships with close adults on the development of a young child” became a notable event in the life of Soviet psychologists. She attracted the attention of the psychological community not only to new facts obtained in world psychology, but also to the earliest stages of ontogenesis. At the same time, in the late 60s - early 70s. M.I. Lisina and under her leadership carried out extremely interesting experimental studies communication of infants with adults and its influence on the mental development of the child, etc., which can be considered as a continuation and development of the traditions of L.S. Vygotsky.
One of the main methods in these studies was a comparative study of children raised with and without families in closed-type children's institutions. This can also be seen as a continuation of the traditions of L.S. Vygotsky, who, as is known, considered the study of development in conditions of pathology as one of the methods genetic psychology. In conditions of both organic and communicative deficits, the development process slows down, unfolds over time, and its patterns appear in an open, expanded form. Children in orphanages are provided with everything necessary for survival (normal nutrition, medical care, clothes and toys, educational activities, etc.). However, the lack of individually addressed, emotional communication with adults significantly inhibits and deforms the mental development of children. As shown by the works of M.I. Lisina, the “addition” of such communication has a significant impact on various aspects of the mental development of children: on their cognitive activity, on mastering objective actions, on speech development, on the child’s attitude towards adults, etc.
In his research, M.I. Lisina not only relied on the ideas of L.S. Vygotsky about the role of communication in the mental development of an infant, but also specified, supplemented, and sometimes revised them. Thus, as one of the main neoplasms of infancy, L.S. Vygotsky considered a peculiar psychological unity of a child and an adult, which he designated by the term “prama.” M.I. Lisina showed that communication takes place between an infant and an adult in which both partners are active and which is possible only with the psychological separation of the child and the adult. By attracting the attention of an adult and responding to his influences, the baby perceives him as a separate being that does not coincide with him. Consequently, already in the first months of life, the child separates himself from the adult, and does not merge with him. Objecting to L.S. Vygotsky, M.I. Lisina spoke not about unity, but about the emotional and personal connections of a child with an adult, which she considered as the main new formation in the first half of life.
Based on the above, we conclude that the development of emotional competence is facilitated, first of all, by the general family atmosphere and the child’s relationship with his parents.
High emotional competence helps to find a way out of difficult situations. As it decreases, the child’s level of aggressiveness increases. The formation of emotional competence is influenced by the development of such personal qualities of the child as emotional stability, a positive attitude towards oneself, a sense of internal well-being, and a high assessment of one’s empathy.
Emotional competence can be developed if the family discusses the manifestations of feelings and the consequences of the child’s actions for other people, the causes of emotional situations, and attempts are made to consider the situation from the other person’s point of view.
Chapter 2. Empirical study of the characteristics of emotional competence of preschool children
§ 1. Purpose, objectives and research methods
Purpose of the study: study of the emotional and psychological characteristics of preschool children in relation to the level of emotional competence of their parents.
Research objectives:
Study and analysis of literature on the research topic;
Studying the emotional competence of parents;
Studying the level of empathy of parents;
Study of parent-child relationships;
Study of frustration in preschool children;
Studying the level of self-esteem of children;
Studying the level of creative development of preschool children;
Studying the emotional sensitivity of preschool children.
Object of study: emotional competence of parents and preschool children
Subject of study: the relationship between the emotional competence of parents and the emotional and behavioral characteristics of preschool children.
General hypothesis: emotionally competent parents contribute to more favorable emotional and mental development of the child.
Partial hypothesis:
4. A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.
5. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.
6. The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.
The following methods were used as psychodiagnostic tools:
Method of analyzing literature on the research topic;
Psychodiagnostic methods (testing)
Methods of mathematical and statistical analysis of the obtained data:
The basis of our work was psychological research conducted among children attending training courses to school and their parents (mothers).
The research took place in several stages.
At the first stage of the study, we conducted a survey of parents of preschool children using the original method of Marina Alekseevna Manoilova, Ph.D. psychol. Sciences, senior lecturer at the Department of Psychology and Sociology of the Pskov Free Institute “Diagnostics of Emotional Intelligence - MPEI”.
Based on the results of the survey, two subgroups were identified from the group of parents. The first group included parents with a high level of emotional intelligence (35 points and above), the second group with low level(up to 5 points). We divided the children based on the indicators of their parents. Accordingly, the first group included children whose parents had a high level of emotional competence, and the second group included children with a low level.
The group of parents with a high level of emotional competence consisted of 15 people, and the group of parents with a low level of emotional competence - 20 people.
Description of methods
The developed methodology for diagnosing EI is a questionnaire consisting of 40 question-statements. The subject is asked to rate the degree of his agreement with each statement on a 5-point scale.
The questionnaire contains 4 subscales and 3 integral indices: the general level of EI, the severity of intrapersonal and interpersonal aspects of EI. For a description of the methodology, see Appendix No. 1.
2. Methodology “Diagnostics of the level of empathy” (V. V. Boyko)
In the structure of empathy, V.V. Boyko identifies several channels.
Rational channel of empathy. Characterizes the focus of attention, perception and thinking of the subject expressing empathy on the being of another person - on his condition, problems, behavior. This is a spontaneous interest in another, opening the floodgates of emotional and intuitive reflection of a partner. In the rational component of empathy, one should not look for logic or motivation of interest in another. The partner attracts attention with his beingness, which allows the person expressing empathy to impartially reveal his essence.
Emotional channel of empathy. The ability of the subject of empathy to emotionally resonate with others - to empathize, to participate - is recorded. Emotional responsiveness in this case becomes a means of “entering” the partner’s energy field. It is possible to understand his inner world, predict behavior and effectively influence only if there has been an energetic adjustment to the person to whom empathy is addressed.
Intuitive channel of empathy. Score indicates the respondent’s ability to see the behavior of partners, to act in conditions of a lack of initial information about them, relying on experience stored in the subconscious. At the level of intuition, various information about partners is closed and generalized. Intuition, presumably, is less dependent on evaluative stereotypes than the meaningful perception of partners.
Attitudes that promote or hinder empathy accordingly, they facilitate or hinder the action of all empathic channels. The effectiveness of empathy is likely reduced if a person tries to avoid personal contacts, considers it inappropriate to show curiosity about another person, and has convinced himself to be calm about the experiences and problems of others. Such mindsets sharply limit the range of emotional responsiveness and empathic perception. On the contrary, various channels of empathy operate more actively and reliably if there are no obstacles from personal attitudes.
Penetration in empathy is regarded as an important communicative property of a person, which allows creating an atmosphere of openness, trust, and sincerity. Each of us, through our behavior and attitude towards our partners, contributes to or hinders the exchange of information and energy. Relaxation of the partner promotes empathy, and an atmosphere of tension, unnaturalness, and suspicion prevents disclosure and empathic understanding.
Identification - another sine qua non for successful empathy. This is the ability to understand another on the basis of empathy, putting oneself in the place of a partner. Identification is based on lightness, mobility and flexibility of emotions, and the ability to imitate.
For a description of the methodology and questionnaire, see Appendix No. 2
3. Experimental - psychological methodology for studying frustration reactions of S. Rosenzweig.
S. Rosenzweig's technique allows us to study, first of all, the direction of the subject's reactions in a situation of stress, which, without a doubt, is an interpersonal conflict. The technique also reveals the type of response, which to some extent reveals the values of the individual. The type of response answers the question in which area lies the most vulnerable place of the subject, with what, first of all, his emotions will be connected: will he concentrate on the obstacle, studying its properties, and trying to overcome it; will he defend himself, being a weak, vulnerable person; or he will focus on ways to get what he wants. Rosenzweig uses the following concepts:
-extrapunitive reactions (the reaction is directed at the living or non-living environment in the form of emphasizing the degree of a frustrating situation, in the form of condemning the external cause of frustration, or is charged with the obligation of another person to allow this situation);
-intropunitive reactions (the reaction is directed at oneself; the subject accepts the frustrating situation as favorable for himself, accepts the blame or takes responsibility for correcting this situation);
-impulsive reactions (the frustrating situation is viewed by the subject as insignificant, as the absence of someone’s fault, or as something that can be corrected by itself, if you just wait and think about it);
Rosenzweig reactions also differ in terms of their types:
-type of reaction “with fixation on an obstacle” (in the subject’s response, the obstacle that caused the frustration is strongly emphasized or interpreted as a kind of benefit, not an obstacle, or is described as not having serious significance);
- type of reaction “with fixation on self-defense” (the main role in the subject’s response is played by the defense of oneself, one’s “I”, and the subject either blames someone, or admits his guilt, or notes that responsibility for frustration cannot be attributed to anyone);
- type of reaction “with fixation on need satisfaction” (the response is aimed at solving the problem; the reaction takes the form of a demand for help from other people to solve the situation; the subject himself takes on the solution to the situation or believes that time and the course of events will lead to its correction).
4. Study of self-esteem using the Dembo-Rubinstein method.
This technique is based on the direct assessment by preschoolers of a number of personal qualities, such as abilities, character, authority among peers, the ability to do a lot with their own hands, appearance, self-confidence. The subjects are asked to mark with certain signs on vertical lines the level of development of these qualities and the level of aspirations, i.e. the level of development of these same qualities that would satisfy them.
Instructions: Any person evaluates his abilities, capabilities, character, intelligence, etc. Level of development of each quality human personality can be roughly depicted vertical line, the lower point of which will symbolize the lowest development, and the upper point the highest. There are seven lines drawn on the form. They mean:
a) Intelligence, abilities
d) The ability to do a lot with your own hands
e) Appearance
f) Self-confidence
Below each line is written what it means. On each line, mark with a line (-) how you assess the development of this quality, side of your personality at the moment. After this, mark with a cross (x) at what level of development of these qualities and sides you would be satisfied with yourself or feel proud of yourself.
Processing of results: processing is carried out on 6 scales. Each answer is expressed in points. The dimensions of each scale are 100 mm, in accordance with this, the answers of preschoolers receive quantitative characteristics.
1. For each of the six scales, the following is determined: a) the level of claims - the distance in mm from the bottom point of the scale (“0”) to the “x” sign; b) height of self-esteem – distance in mm from the bottom scale to the “-” sign.
2. The average value of self-esteem indicators and level of aspirations on all six scales is determined. The average values of the indicators are compared with the table:
Low medium high
Level of aspirations up to 60 60-74 75-100
Level of self-esteem up to 45 45-59 60-100
5. Methodology for determining the level of creative imagination and empathy in preschool children (authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996)
Subtest No. 1: “Free drawing.”
Material: sheet of paper, set of felt-tip pens.
The subject was asked to come up with something unusual.
4 minutes were allotted to complete the task. The child’s drawing is assessed in points according to the following criteria:
10 points - the child, within the allotted time, came up with and drew something original, unusual, clearly indicating an extraordinary imagination, a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.
8-9 points - the child came up with and drew something quite original and colorful, although the image is not completely new. The details of the picture are worked out well.
5-7 points - the child came up with and drew something that, in general, is not new, but carries obvious elements of creative imagination and leaves a certain emotional impression on the viewer. The details and images of the drawing are worked out moderately.
3-4 points - the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.
0-2 points - in the allotted time, the child was unable to come up with anything and drew only individual strokes and lines.
Conclusions about the level of development:
10 points – very high;
8-9 points – high;
5-7 points – average;
3-4 points – low;
0-2 points – very low.
Subtest No. 2: “Definition of empathy” (emotional sensitivity).
Stimulus material:
Cards with images of gnomes. Each gnome depicts different human emotions on his face (joy, calm, sadness, fear, anger, ridicule, embarrassment, fear, delight)
The subject was asked to try to depict each emotion on his face, then name the corresponding feeling.
Evaluation of results: The more expressions the child identified, the higher his emotional sensitivity. Best result 9 points.
Subtest No. 3: “Unfinished drawing.”
Material: 1) A sheet of paper with the image of 12 circles, not touching each other (arranged in 3 rows of 4 circles).
2) On a piece of paper there is an unfinished drawing of a dog, repeated 12 times.
Simple pencils.
The subject was asked:
At the first stage: from each circle, depict various images using additional elements.
At the second stage: it is necessary to sequentially complete the image of the dog, so that every time it is different dog. The change in image goes as far as depicting a fantastic animal.
Evaluation of results:
0-4 points – very low result;
5-9 points – low;
10-14 points – average;
14-18 – tall;
19-24 – very tall.
It is counted how many circles the subject turned into new images, how many different dogs he drew. The results obtained for 2 series are summarized.
§ 2. Research results and their discussion
The research results obtained using the emotional intelligence diagnostic technique are presented in Table No. 1
Diagnosis of the emotional competence of parents of preschool children in the group we studied made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.
Table No. 1
Note: ** marks indicators that differ with a confidence level of ρ≤0.01
Now let’s check the reliability of the differences between the study groups according to various indicators. We will check the significance of the differences using the Student method (t-test) for independent samples.
Student's t method (t-test) – uh This is a parametric method used to test hypotheses about the reliability of the difference in means when analyzing quantitative data on populations with a normal distribution and with the same variance. In the case of independent samples, the formula is used to analyze the difference in means
where is the average of the first sample; - average of the second sample;
S1 - standard deviation for the first sample;
S2 – standard deviation for the second sample;
n 1 and n 2 – the number of elements in the first and second samples.
In our study, n 1 =15 (EC), n 2 =20 (EneK).
Let’s check the reliability of the differences on scale No. 1 “Awareness of your feelings and emotions”
The obtained empirical value t (4.38) is in the zone of significance.
T = 4.38, p< 0,05; достоверно.
It is obvious that on the “Awareness of your feelings and emotions” scale, the group of parents with a high level of emotional competence is superior to the group of parents with a low level of emotional competence.
Let’s check the reliability of the differences on scale No. 2 “Managing your feelings and emotions”
T = 2.34, p< 0,05; достоверно.
On the “Managing your feelings and emotions” scale, the indicators of the group of parents with a high level of emotional competence are higher than the indicators of the group of parents with a low level of emotional competence
Let’s check the reliability of the differences on scale No. 3 “Awareness of the feelings and emotions of other people”
T = 5.01, p< 0,05; достоверно.
On the “Awareness of the feelings and emotions of other people” scale, the parents of the second group showed lower scores than the first.
Let’s check the reliability of the differences on scale No. 4 “Managing the feelings and emotions of other people”
T = 5.01, p< 0,05; достоверно.
On the scale “Managing the feelings and emotions of other people,” the group of parents with a low level of emotional competence showed lower scores than the group of parents with a high level of emotional competence.
Diagram No. 1
Arithmetic average indicators for diagnosing emotional intelligence (parents)
2. Study of the level of empathy of parents of preschool children
The results of the study are presented in Table No. 2.
Table No. 2
Let’s check the reliability of the differences on scale No. 1 “Rational channel of empathy”
The obtained empirical value t (4.5) is in the zone of significance.
T =4.5, p< 0,05; достоверно.
Conclusion: The rational channel of empathy is better developed among parents of the group with a high level of emotional competence.
Let’s check the reliability of the differences on scale No. 2 “Emotional channel of empathy”
T =3.3, p< 0,05; достоверно.
Conclusion: The emotional channel of empathy is also better developed among parents of the group with a high level of emotional competence.
Let’s check the reliability of the differences on scale No. 5 “Penetrating ability in empathy”
The obtained empirical value t (2.3) is in the zone of uncertainty.
T =2.3, p< 0,05; достоверно. Вывод: Показатель «Проникающая способность в эмпатии» развит лучше в группе родителей с высоким уровнем эмоциональной компетентности.
Let’s check the reliability of differences on scale No. 6 “Identification in empathy”
T =3.9, p< 0,05; достоверно.
Conclusion: Identification in empathy is better developed in the group of parents with a high level of emotional competence.
Diagram No. 2
Arithmetic average indicators of the “Diagnostics of the level of empathy” method (V.V. Boyko) parents
Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.
3. Research on the characteristics of the emotional side of parent-child interaction
The results of the study are presented in table No. 3
| Parents with high levels of emotional competence |
Parents with low levels of emotional competence |
|||
| 1) The ability to perceive the child’s condition |
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| 2) Understanding the causes of the condition |
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| 3) The ability to empathize |
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| 4) Feelings in an interaction situation |
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| 5) Unconditional acceptance |
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| 6) Treat yourself like a parent |
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| 7) The predominant emotional background of interaction |
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| 8) Desire for physical contact |
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| 10) Focus on the child’s condition |
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| 11) The ability to influence the child’s condition |
Note: indicators that are significantly different are marked with *, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01
Let’s check the reliability of the differences on scale No. 1 “Ability to perceive the child’s condition”
The obtained empirical value t (2.7) is in the zone of uncertainty.
T =2.7, p< 0,05; достоверно.
Conclusion: The ability to perceive the child’s condition is higher among parents of the group with a high level of emotional competence
Let’s check the reliability of the differences on scale No. 2 “Understanding the causes of the condition”
The obtained empirical value t (2.5) is in the zone of uncertainty.
T =2.5, p< 0,05; достоверно.
Conclusion: understanding of the causes of the child’s condition is higher among parents in the group with a high level of emotional competence than in the group of parents with a low level of emotional competence.
Let’s check the reliability of differences on scale No. 9 “Providing emotional support”
The obtained empirical value t (3.7) is in the zone of significance
T =3.7, p< 0,05; достоверно.Вывод: родители группы, с высоким уровнем эмоциональной компетентности оказывают эмоциональную поддержку своим детям в большей степени.
Diagram No. 2
Arithmetic mean values of the characteristics of the emotional side of child-parent interaction
Analysis of the results of a study of the characteristics of the relationship towards the child among parents with different levels emotional competence showed that parents with a high level of emotional competence show significantly more high abilities to understand the child's condition. Emotionally competent parents are more capable of empathizing with their children compared to parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. In general, we can conclude that the emotional side of parent-child interaction is much more favorable in families in which parents have a high level of emotional competence.
4. Study of frustration reactions of preschool children
Research results obtained using the methodology for studying frustration reactions of S. Rosenzweig
Extrapunitive
Intropunitive
Impunitive
"with fixation on obstacles"
"with a fixation on self-defense"
“with a fixation on need satisfaction”
Note: indicators that are significantly different are marked with *, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01
Let's check the differences in the “Extrapunitive reaction” indicator using Fisher's angular test.
The Fisher test is designed to compare two samples according to the frequency of occurrence of the effect of interest to the researcher.
The criterion evaluates the reliability of differences between the percentages of two samples in which the effect of interest to us was recorded.
The essence of the Fisher angular transformation is to convert percentages into central angle values, which are measured in radians. A larger percentage will correspond to a larger angle φ, and a smaller percentage will correspond to a smaller angle, but the relationships here are not linear: φ = 2*arcsin(), where P is the percentage expressed in fractions of one.
As the discrepancy between the angles φ1 and φ2 increases and the number of samples increases, the value of the criterion increases. The larger the value of φ*, the more likely it is that the differences are significant.
Fisher test hypotheses
H0: The proportion of individuals who exhibit the effect under study is no greater in sample 1 than in sample 2.
H1: The proportion of individuals who exhibit the studied effect is greater in sample 1 than in sample 2.
So, let’s check the differences in the “Extrapunitive reaction” indicator,
H 0: The proportion of people who chose “Extrapunitive reaction in the group of preschoolers with parents with a low level of emotional competence is no more than in the group of preschoolers with parents with a high level of emotional competence
H 1: The proportion of people who chose “Extrapunitive reaction” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.
φ * em = 2,53
φ * em > φ * cr
H 1 is accepted: The proportion of people who chose “Extrapunitive reaction” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.
Let's check the differences in the “Intropunitive reaction” indicator.
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is no greater than in the group of preschool children with parents with a low level of emotional competence.
H 1: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.
φ * em = 1,795
φ * em > φ * cr
The obtained empirical value φ* is in the zone of uncertainty Н 0 is rejected
H 1 is accepted: The proportion of people who chose “Intropunitive reaction” in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.
Let’s check the differences in the “fixation on need satisfaction” indicator.
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of people who chose “fixation on meeting” the needs of preschoolers with parents with a high level of emotional competence is no greater than in the group of preschoolers with parents with a low level of emotional competence.
H 1: The proportion of individuals who chose the “fixation on need satisfaction” reaction in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.
φ * em = 2,626
φ * em > φ * cr
The obtained empirical value φ* is in the zone of significance. H0 is rejected
H 1 is accepted: The proportion of individuals who chose the “fixation on need satisfaction” reaction in the group of preschool children with parents with a high level of emotional competence is greater than in the group of preschool children with parents with a low level of emotional competence.
So, let’s check the differences in the indicator “fixation on self-defense”
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of individuals who chose “fixation on self-defense” in the group of preschool children with parents with a low level of emotional competence is no greater than in the group of preschool children with parents with a high level of emotional competence.
φ * em = 2,73
φ * em > φ * cr
The obtained empirical value φ* is in the zone of significance. H 0 is rejected
H 1 is accepted: The proportion of individuals who chose “fixation on self-defense” in the group of preschool children with parents with a low level of emotional competence is greater than in the group of preschool children with parents with a high level of emotional competence.
Diagram No. 3
Frequency of occurrence of frustration reactions in the studied groups of preschool children
So, experimentally psychological study frustration reactions of preschoolers depending on the level of emotional competence of their parents allowed us to establish the following:
Study of self-esteem using the Dembo-Rubinstein method
The results are presented in tables No. 4
Table No. 4
Arithmetic average indicators of self-esteem of preschoolers
| Preschoolers with parents with low levels of emotional competence |
||||
| Level of aspiration |
Level of self-esteem |
Level of aspiration |
Level of self-esteem |
|
| 1.Intelligence, abilities |
||||
| 2. Character |
||||
| 4.Ability to do a lot with your own hands |
||||
| 5.Appearance |
||||
| 6.Self-confidence |
||||
Let’s check the reliability of the difference in the level of aspirations of the “Intelligence, Abilities” indicator
The obtained empirical value t (7.7) is in the zone of significance.
T = 7.7, p< 0,05; достоверно.
Conclusion: obviously, in the group of preschool children with parents with a low level of emotional competence, the level of aspiration in terms of the “Intelligence, abilities” indicator is higher than in the group of preschool children with parents with a high level of emotional competence.
Let's check the reliability of the difference in the level of self-esteem of the indicator “Intelligence, abilities”
t =3.7, p< 0,05; достоверно
Conclusion: The level of self-esteem in terms of “Intelligence, abilities” is higher in the group of preschool children who have parents with a high level of emotional competence.
Let’s check the reliability of the difference in the level of self-esteem of the indicator “Authority among peers”
t =5.2, p< 0,05; достоверно.
Conclusion: The level of self-esteem in terms of “Authority among peers” is higher in the group of preschoolers who have parents with a high level of emotional competence.
Let’s check the reliability of the difference in the level of aspirations of the indicator “Ability to do a lot with your own hands”
The obtained empirical value t (1.07) is in the zone of uncertainty
t =1.07, p< 0,05; достоверно.
Conclusion: the level of aspirations for the indicator “The ability to do a lot with one’s own hands” is higher in the group of preschoolers who have parents with a high level of emotional competence
t =2.38, p< 0,05; достоверно.
Conclusion: the level of self-esteem in terms of “The ability to do a lot with your own hands” is also higher in the group of preschoolers who have parents with a high level of emotional competence
Let’s check the reliability of the difference in the level of aspirations of the “Self-confidence” indicator
t =5.4, p< 0,05; достоверно.
Conclusion: obviously, in the group of preschool children with parents with a high level of emotional competence, the level of aspiration according to the indicator “ Self confidence" is higher than in the group of preschool children with parents with a low level of emotional competence.
Let’s check the reliability of the difference in the level of self-esteem of the indicator “Ability to do a lot with your own hands”
t =4.4, p< 0,05; достоверно.
Diagram No. 4
Arithmetic average indicators of the level of aspirations of preschoolers
If you look at the diagram, you can see that the level of aspirations in the group of preschool children with parents with a low level of emotional competence is higher in terms of the indicator “Intelligence, abilities”, and in the group of preschool children with parents with a high level of emotional competence the level of aspirations is higher in terms of “ Self confidence".
Diagram No. 5
Arithmetic average indicators of the level of self-esteem of preschoolers
Looking at diagram No. 3, you can see that in the group of preschool children with parents with a high level of emotional competence, the level of self-esteem is higher in terms of “Intelligence, abilities”, “Authority among peers”, “Self-confidence” than in the group of preschool children with parents with a low level of emotional competence.
Conclusion: a study of self-esteem in preschoolers showed that the level of aspirations and self-esteem is interconnected with the level of emotional competence of parents. A high level of emotional competence of parents contributes to the formation of more adequate self-esteem and level of aspiration in preschool children.
5. Study of the level of creative imagination and empathy in preschool children using the methods of the authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996).
The survey results are presented in tables No. 5,6,7
Table No. 5
Subtest No. 1 Definition of creative imagination
Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01
t =3.7, p< 0,05; достоверно.
Conclusion: creative imagination is better developed in a group of preschoolers who have parents with a high level of emotional competence
Table No. 6
Subtest No. 2 Definition of creative imagination
Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01
Let's check the reliability of the difference in the level of creative imagination (subtest No. 1)
t =3.8;p< 0,05; достоверно.
Conclusion: subtest No. 2 confirmed that creative imagination is better developed in the group a preschooler with parents with a high level of emotional competence
Table No. 7
Subtest No. 3 Definition of empathy
Note: Note: * marks indicators that are significantly different, the level of statistical significance is ρ≤0.05; The sign ** marks indicators that differ with a confidence level of ρ≤0.01
Let's check the reliability of the difference in the level of empathy
t =3.7, p< 0,05; достоверно.
The obtained empirical value t (3.7) is in the zone of significance.
Conclusion: empathy is better developed in a group of preschoolers who have parents with a high level of emotional competence
Diagram No. 6
Arithmetic average indicators of the level of creative imagination and empathy in preschool children
Conclusion: the results of the study made it possible to state a higher development of creative imagination and empathy in preschool children whose parents show a high level of emotional competence. A higher level of creative imagination in preschoolers whose parents have a high level of emotional competence, diagnosed by 2 subtests, which allow determining the development of creative imagination
§3 Conclusions:
Study of parents' emotional competence
1. Diagnosis of the emotional competence of parents of preschool children in the group we studied made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.
2. Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.
3. Analysis of the results of a study of the characteristics of relationships towards the child among parents with different levels of emotional competence showed that parents with a high level of emotional competence show significantly higher abilities to understand the child’s condition. Emotionally competent parents are more capable of empathizing with their children compared to parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. In general, we can conclude that the emotional side of parent-child interaction is much more favorable in families in which parents have a high level of emotional competence.
Study of emotional and behavioral characteristics of preschool children depending on the level of emotional competence of their parents
4. Experimental-psychological The study of frustration reactions of preschoolers depending on the level of emotional competence of their parents allowed us to establish the following:
Children of parents with a high level of emotional competence are significantly more likely to resort to intropunitive reactions and reactions to satisfy needs in situations of frustration
Children in this group exhibit extraputative reactions and reactions with a fixation on self-defense less often than others. It can be stated that children who have parents with a high level of emotional competence have a higher psychological maturity
The emotional competence of parents can be a successful behavioral model for the child, and also contributes to the creation of more favorable atmosphere for for the mental growth of the child. The most clear evidence of this is the dominant reaction in a situation of frustration in children - the search for ways to resolve it and focus on satisfying needs.
5. A study of self-esteem in preschoolers showed that the level of aspirations and self-esteem is interconnected with the level of emotional competence of parents. A high level of emotional competence of parents contributes to the formation of more adequate self-esteem and level of aspiration in preschool children.
6. The results of the study made it possible to state a higher development of creative imagination and empathy in preschool children whose parents show a high level of emotional competence. A higher level of creative imagination is found in preschoolers whose parents have a high level of emotional competence, diagnosed by 2 subtests, which allow determining the development of creative imagination.
7. Thus, the main hypothesis of our study was confirmed. Emotionally competent parents contribute to more favorable emotional and mental development of the child.
In particular:
A high level of emotional competence of parents correlates with more psychological maturity of the child in a situation of frustration.
The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspiration of their children.
The highest level of development of creative imagination and empathy is demonstrated by preschoolers who have parents with a high level of emotional competence.
Conclusion
In modern society, the problem of understanding and expressing emotions is quite acute. Recently, a cult of a rational attitude towards life has been artificially implanted in society, embodied in the image of a certain standard - an unbending and seemingly emotionless person.
But people who have the ability to destroy the generally accepted, ordinary order, i.e. Those who are creative (Simpson) are aware of their own and other people's emotions, differentiate between them, and use this information to guide their thinking and actions. This awareness of emotions can be defined as emotional competence (emotional intelligence).
Emotional intelligence does not include general ideas about oneself and assessment of others. It focuses on understanding and using one's own emotional states (intrapersonal aspect) and the emotions of others (interpersonal or social aspect) to solve problems and regulate behavior.
The concept of “emotional intelligence” is defined as:
Ability to act with internal environment your feelings and desires;
The ability to understand personality relationships, represented in emotions, and manage the emotional sphere on the basis of intellectual analysis and synthesis;
The ability to effectively control emotions and use them to improve thinking;
A set of emotional, personal and social abilities, which influence general ability cope effectively with environmental demands and pressures;
Emotional-intellectual activity;
It can be noted that individuals with a high level of development of emotional intelligence have pronounced abilities to understand their own emotions and the emotions of other people, as well as to manage the emotional sphere, which leads to higher adaptability and effectiveness in communication.
The study of the influence of the emotional component of child-parent interaction on the mental development of a child is presented in the works of E.I. Zakharova. The author has identified qualitative and quantitative criteria for full emotional communication between parents and a preschooler. With a deficit of emotional contacts, the process of mental personal development is hampered and distorted, and the underestimation of the development of empathy in preschool children in practical terms today leads to difficulties in children’s relationships with peers.
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