Emotional development of infants with visual impairments. The possibilities of theatrical activity in the development of the emotional sphere of preschoolers with visual impairments. Learning to work with objects and toys

Organization: Primary school - kindergarten number 63 "Solnyshko"

Settlement: Moscow region, Pushkino

Preschool age is the time for a child's active entry into the wide social world, establishing a variety of relationships with adults and peers, awakening humane feelings. The main task is to give the right direction to the emotional development of the child, to awaken in his soul humane feelings, the desire for cooperation and positive self-affirmation.

It is necessary to educate children with an active lifestyle, communicative, active, inquisitive, proactive. Therefore, the problem of emotional and personal development of children is becoming especially urgent today.

The study of the emotional-personal sphere of children was studied by such scientists as E.A. Alyabyeva, V.E. Kogan, V.V. Vetrova, A.S. Spivakovskaya, V.G. Semenov, N.I. Dobina and many others.

From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. The first of them belongs to the age of three to four years and is mainly associated with the strengthening of emotional self-regulation. The second covers the age of four to five years and concerns moral self-regulation, and third refers to the age of about six years and includes the formation of the child's business personal qualities.

The development of the emotional and personal sphere of preschool children should contain the following tasks:

To contribute to the development of self-knowledge and a positive self-concept of children (awareness of children’s attitude to themselves, to their own appearance, to their characteristics and abilities);

Teaching children to understand the emotions and feelings of others and to express their mood and their emotions in various ways (verbal and non-verbal);

Contribute to the prevention of negative emotional manifestations;

Develop the creativity of children;

To develop skills of self-control and self-regulation of activity, arbitrariness of behavior.

An important factor in the development of a child is a preschool institution and a kindergarten group. This environment is a primary socio-psychological community, the first "children's society" in which communication and various types of activity are formed and developed. A new social role is mastered, relationships with peers are formed - the activities of preschool children acquire a collective character (games, activities, work, entertainment, etc.), contributing to communicative and intellectual development. The researchers note the following among the criteria for the social and emotional development of a child:

assimilation of the basic generalized laws of life, the development of society and a person, the formation of a social picture of the world and the determination of his own place in the day environment (for example, a child has an idea of \u200b\u200bhimself, his field, the belonging of other people to a particular gender; knows about the composition of the family, kinship and relationships , the distribution of family responsibilities and traditions; about society, cultural values \u200b\u200band private values \u200b\u200badopted in the kindergarten group and a certain stratum of society);
own positive image, as well as the related concept of "self-esteem", which is formed on the basis of comparing one's behavior with ethical standards, the desire to conform to one model and differ from others;
emotional responsiveness to the state of close people and friends, reaction to works of fine art, musical, artistic works and the natural world, which is manifested in the formation of empathy for the characters of fairy tales, stories, stories;
the formation of a culture of communication and social relations, which include knowledge, abilities, skills and abilities to build relationships with others in accordance with humanistic norms - social regulators, as well as use constructive methods of communication with peers and adults (the child is able to negotiate, exchange objects, distribute actions when cooperation, etc.); in general, all this leads to the formation of such a general group norm of emotional relationships, as the benevolence of appeals and responses of children in the kindergarten group;
the ability to apply independently acquired knowledge and methods of activity to solve new emotional problems, personal and social tasks set by both an adult and the child himself, the ability to transform ways of solving problems and offer his own options through drawing, construction, story, etc.

Since all the activities of a preschooler are emotionally intense, then everything that the child is involved in - playing, drawing, modeling, designing, preparing for school, helping mother with household chores, etc. - must have an emotional coloring, otherwise the activity will not take place or will quickly collapse.

Even before the preschooler begins to act, he has an emotional image reflecting both the future result and its assessment by adults. If he foresees a result that does not meet the accepted standards of upbringing, possible disapproval or punishment, he develops anxiety - an emotional state that can slow down unwanted actions for others. Anticipation of the beneficial outcome of actions and the resulting high evaluation from significant adults is associated with positive emotions that additionally stimulate behavior.

Thus, in preschool age, there is a shift in affect from the end to the beginning of activity. The emotional image becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of activity underlies the emotional regulation of a child's actions.

The most important personality mechanism that is formed in this period is the subordination of motives. All the desires of the young child were equally strong. If different desires arose at the same time, the child would find himself in an almost insoluble choice situation for him.

In older preschool age, motives acquire different strength and significance. The most powerful motive is encouragement, receiving an award. The weaker one is punishment (in dealing with children, this is, first of all, an exclusion from the game), even weaker is the child's own promise. To demand promises from children is not only useless, but also harmful, since they are not fulfilled, and a number of unfulfilled assurances reinforce such personality traits as non-obligation and carelessness. The weakest turns out to be a direct prohibition of some actions of the child, not reinforced by other additional motives.

In older preschool age, motives of communication are further developed, due to which the child seeks to establish and expand contacts with people around him. Success remains a strong incentive, but many of them are motivated to action and failure. After a failure, children try to overcome the difficulties that have arisen, achieve the desired result and are not going to “give up”.

In older preschool age, the motive for interpersonal communication is the desire for recognition and approval from the people around. This quality grows the need for success, dedication, a sense of self-confidence, independence and many others.

Another no less important motive is the desire for self-affirmation. Preschoolers develop a need for a good attitude towards themselves from the people around them, a desire to be understood and accepted by them.

The development of the child's personality in preschool age occurs on the basis of direct imitation of the people around him, especially significant adults and peers. Imitation is accompanied by the consolidation of the observed forms of behavior, initially in the form of external imitative reactions, and then in the form of demonstrated personality traits.

In the second half of preschool childhood, the child acquires the ability to evaluate his own behavior, tries to act in accordance with the moral norms that he learns.

For the competent emotional and personal development of preschool children, it is important to conduct trainings and workshops for parents and educators, which will help solve the following problems:

Form the emotional perception of preschoolers;

To improve the ability of preschool children to indicate emotional states in speech;

They will help children navigate in the field of understanding their own emotions, i.e. to form children's ideas about the causes of emotions and their consequences;

To teach and consolidate the skills of socially acceptable ways of expressing strong feelings;

Promote the consolidation of positive social values \u200b\u200bin the children's team;

Foster goodwill, responsiveness, tolerance;

Develop a child's positive self-image.

When conducting workshops, teachers are taught the techniques of emotional and personal development of preschool children by playing sketches, games, game exercises that can be used in working with preschoolers. Recommended for use in work with preschool children methods relate:

games to develop communication skills (or socially oriented games);
kinesiotherapy;
games - dramatization;
unfinished sentences;
writing stories and fairy tales;
drawing, while not only visual creativity with felt-tip pens, crayons and pencils is possible, but also the use of coloring-strokes from the book of E.A. Osipova "Cognitive and Developing Tales";
symbolic coding and decoding (icons depicting emotions, gestures, signs, for example, during the game "Understand Me", symbols, etc.).

Parents are also taught practical techniques for the emotional and personal development of preschool children. These meetings are held either together with the children, or only the parents are present. At such meetings with parents, the following tasks are solved:

introduce and emotionally bring the participants together;
improve communication between parents and children, including communication skills, introduce forms of effective communication, including non-verbal communication;
to develop the skills of coordinated actions of all participants in joint play and productive activities related to the coordination of general and fine motor skills, speech breathing, speech with movement;
to form in conditions of joint activity emotionally mediated attention and perception, thinking and imagination;
promote understanding by parents of the developmental characteristics of children;
to educate the moral qualities of the individual, to emotionally encourage the formation of positive qualities of character in the conditions of the manifestation of social emotions of the meeting participants.

The role of play in this process is invaluable. This is how adults and children master those vectors of human relationships that were not previously taken into account or were deformed due to a number of socially unstable or non-constructively resolved communication situations. The game makes it possible to form new meanings of joint activities, first of all - emotional empathy, sympathy, and learn to accept each other with all the advantages and disadvantages. At the same time, both emotional (“I wonder what you feel?”) And intellectual (“I wonder what you think?”) Decentration is carried out. All of the above contributes to the understanding and acceptance by parents of the inner subjective world of their child and helps to harmonize emotional relationships in the family.

However, given that in our kindergarten children are visually impaired, there are features in their emotional and personal development. Visual impairment significantly narrows the scope of sensory cognition, affects the general qualities of emotions and feelings, their importance for life. Also, visual impairment affects the formation of a person's personal qualities. Often children feel doomed and worthless, and this depression leads to a slowdown in intellectual and emotional growth. Typhlopsychologists emphasize that one of the main reasons for the development of negative emotions and feelings (lack of a sense of duty, selfishness, lack of a sense of the new, a sense of hostility, negativism) is inadequate upbringing (overprotection) and attitudes towards a blind child.

Children have an increased personal level of anxiety, children have a poorly developed emotional-volitional sphere, poorly correlate emotion with the expression of facial expressions, are insufficiently competent in expressing emotions, poorly understand the facial expressions of other people's emotions.

Features of the emotional sphere of children with visual impairment:

1. The concept of gestures is at a low level. Due to a decrease in visual acuity, they use gestures in cases of clarifying information, indicating the direction of action, that is, as an aid. Spontaneously, on the basis of imitation, gestures without verbal designations are learned and used by children very slowly and poorly, which indicates the possibility and necessity of teaching children gestures.

2. Children with visual impairments have poor facial expressions. Expression of emotions and determination of their modalities in such children are at a lower level than in normally seeing peers. This indicates that they have little sensitive experience of experiencing emotional states. They have an amimic face, lack of sensations of expressive movements.

3. Preschoolers with impaired vision, poorly navigating the elements of expressive body movements and not being able to use gross motor skills to express their mood and their desires, do not pay attention to the pantomime of other people. They see in movements and postures only practical actions aimed at performing any activity.

Given the above, we can conclude that children with visual impairments are emotionally disadvantaged.

A significant reason that causes emotional distress is the individual characteristics of the child, the specificity of his inner world: impressionability, susceptibility, leading to the emergence of fears, anxiety and self-doubt.

The development of the emotional and personal sphere is carried out through exercises, games and studies that are compiled for each age in different ways.

It is necessary to explain to children what the emotions they are experiencing mean. It is necessary to teach the child to look at himself from the outside, and since all children are self-centered, this is extremely important.

When working with preschoolers with visual impairments, you can use the following games and exercises for emotional and personal development.

The game "I am glad when ...";

Exercise "Mirror";

Game "Drive the anger";

The game "Cube of emotions";

The game "Guess the emotion";

Studies for the expression of emotional states;

Volcano game;

The game "I can", etc.

(Description of games, exercises and studies in the appendix).

The emotional and personal sphere of children is formed from childhood. Family, preschool, peers and society at large take part in this. That is why it is in our power to do everything so that children with visual impairments feel needed, desired and loved in our world. Our task is to help them develop both in the intellectual and in the emotional and personal spheres.

Bibliography:

1. Aburakhmanov R.A. History of psychology: ideas, concepts, directions. M .: MPSI, 2008.

2. Biomedical journal - article 23. Malinovskaya ND Article "Psychology of development of blind and visually impaired people", June, 2001.

3. Budai N.N. Features of the correction of the emotional-volitional sphere of children with visual impairments. -Ufa, publishing house IRO RB, 2012

4. Ignatieva A.V. The emotional sphere of children with visual impairments / A.V. Ignatieva // Psychological and pedagogical support of children with disabilities: Materials of the International scientific and practical conference (May 24-25, 2012, Ufa). - Ufa: Publishing house IRO RB, 2012.

5. Kulagina I.Yu. Developmental psychology: child development from birth to 17 years. M .: Publishing house URAO, 1999.

6. Kuraev G.A., Pozharskaya E.N. Developmental psychology: A course of lectures. Rostov-on-Don: UNNI valeologii RSU, 2002.

7. Litvak A.G. Psychology of the blind and visually impaired - a textbook. SPb: ed. RGPU, 1998.

8. Methodology of physical education and child development: textbook. manual / ed. N.N. Kozhukhova, L.A. Ryzhkova, M.M. Borisova. Moscow: 2008.

9. Osipova E.A. Cognitive and educational fairy tales. Coloring pages - strokes. Part 2. M., 2004

10. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education."

11. Social and emotional development of preschoolers / ed. Miklyaeva N.V. M., 2013

12. Turevskaya E.I. Age-related psychology. Tula, 2002.

13. Uruntaeva G.A. Preschool Psychology. Tutorial. M .: Academy, 2001.

14. Yakobson P.M. Study of feelings in children and adolescents. M., 1961

application

The game "I am glad when ..."

Adult: “Now I’ll call one of you by the name, throw him a ball and ask, for example, like this:“ Petya, tell us, please, when are you happy? ”. Petya will have to catch the ball and say: "I am glad when ...."

Petya tells when he is happy, and then throws the ball to the next child and, calling him by name, in turn asks: "(child's name), tell us, please, when are you happy?"

This game can be diversified by inviting children to tell when they are upset, surprised, afraid. Such games can tell you about the inner world of the child, about his relationship with both parents and peers.

Exercise "Mirror"

An adult passes a mirror in a circle and invites each child to look at himself, smile and say: "Hello, it's me!"

After completing the exercise, attention is drawn to the fact that when a person smiles, the corners of his mouth are directed upward, the cheeks can support the eyes so that they turn into small slits.

Some children pretend to be smiling. You need to pay special attention to them.

If the child finds it difficult to turn to himself the first time, do not insist on this. In this case, it is better to immediately transfer the mirror to the next member of the group. Such a child also requires special attention from adults.

This exercise can be varied by inviting children to show sadness, surprise, fear, etc. Before execution, you can show the children a pictogram depicting a given emotion, paying attention to the position of the eyebrows, eyes, mouth.

Game "Drive the anger"

Adult: “And now I will teach you some tricks that will help you further drive your anger away. Take the newspaper and pretend that you are very angry with someone (pauses). Now crumple the newspaper with force and throw it aside. "

Children complete the task, and the teacher makes sure that they present their anger as naturally as possible by crumpling the newspaper. Children should not throw lumps at each other. This game will help aggressive children to relieve stress in the future.

Guess the emotion game

There are pictograms of various emotions on the table. Each child takes a card without showing it to the others. After that, the children take turns trying to show the emotions drawn on the cards. The audience must guess what emotion is shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game. This game will help you determine how well children are able to correctly express their emotions and "see" the emotions of other people.

Baba Yaga (study for the expression of anger)

Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl later, and she fell asleep. She woke up, but Alyonushka did not - she ran away. Baba Yaga was angry that she was left without dinner. Runs around the hut, stamping his feet, swinging his fists.

Focus (study for the expression of surprise)

The boy was very surprised: he saw the magician put a cat in an empty suitcase and close it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.

Chanterelle overhears (study for expression of interest)

The chanterelle stands at the window of the hut in which the cat and the cock live, and overhears what they are talking about.

Salted tea (study for the expression of disgust)

The boy watched TV while eating. He poured tea into a cup and without looking, by mistake, instead of sugar, poured two tablespoons of salt. He interfered and took the first sip. What a disgusting taste!

New girl (study for the expression of contempt)

A new girl came to the group. She was in an elegant dress, holding a beautiful doll in her hands, and a large bow was tied on her head. She considered herself the most beautiful, and the rest of the children were unworthy of her attention. She looked down on everyone, pursing her lips contemptuously ...

Psychological game "Volcano" for children from four years old.

"Volcano" helps to release negative emotions and improve communication with peers.

This game is for a group of children. Children stand in a circle and join hands.

One of the children will be a volcano. He walks to the center of the circle, squats and pretends to be asleep. For a while he sits quietly, while everyone else is waiting for the volcano to wake up.

Then the volcano begins to wake up. At first, he begins to hum quietly, gradually get up from his haunches and increase the volume of the hum. The rest of the children help him and also hum. The higher the child rises, the louder he buzzes, and when he straightens up completely, he jumps up sharply and throws his arms up. Straightening up, the volcano can make several jumps until it throws out all the unnecessary that has accumulated in it.

After the volcano has thrown out all the negative, it begins to fade, squats down again and falls asleep. Then he calmly gets up and returns to the circle. When the child takes his place in the circle, he tells that he threw away the negative and the bad. For example: “I threw out my grudge against Seryozha. He didn't share the toy with me today. " It is best if the first volcano is an adult.

Psychological game "I can" for children from 5 years old.

The game can be played as a group or with one child.

You need a ball to play.

I can do well ...

It is necessary, having caught the ball, loudly say: "I can do well ..." and name what works well. Usually, children call: draw, sculpt, cut, glue, swim, etc. The main thing is the child's confidence that he can do it.

The facilitator also participates and suggests ideas, giving direction: “I can put dishes on the shelf”.

When the game is in a group, the child, listening to other children, tries on their skills, and for a shy child it is a lifesaver. He can choose the one that suits him from a large number of answers.

The more “I can” the child says, the more interesting it will be to play and the more pride he feels for himself, because he can do so much. This kind of play promotes self-esteem.

The emotional-volitional sphere of the psyche of the blind and visually impaired is the least studied in typhlopsychology, which is mainly associated with the difficulties of objectively studying emotions, feelings and will.

Emotions and feelings as a specific reflection of the external world, manifested in a person's subjective attitude to reality, depend on how fully, accurately, comprehensively the surrounding world is reflected and what exactly is the object of reflection. Of course, the absence of vision, which narrows the sphere of sensory knowledge, cannot affect the most general qualities of emotions and feelings, their nomenclature, significance for life, etc. Blindness, as observations show, can affect only the degree of manifestation of certain emotions, their external expression and the level of development of certain types of feelings.

It is obvious that a number of positive and negative emotions that arise as a direct reaction of those who normally see to visually perceived objects, phenomena, their properties, are absent in the blind. The lack of vision also causes changes in the nature and dynamics of needs, which in turn affects the emotional experiences that arise when they are satisfied or not satisfied.

Emotions arising from the satisfaction or dissatisfaction of organic needs and from direct reactions to objects and phenomena of the surrounding world, with the loss of visual functions, obviously, do not undergo such significant changes as feelings. The information available in typhlopsychology about the strength and depth of the emotional experiences of the blind is very contradictory. Some authors believe that the blind are less emotional than the sighted, while others, on the contrary, emphasize the intensity of the emotional life of the blind. However, this issue can hardly be resolved unambiguously. It is obvious that a number of needs (for example, for food or for sleep) are satisfied by the blind as well as by those who normally see, and the emotions that arise when these needs are satisfied will depend only on what place this need takes in the structure of needs and how much she is fully satisfied. Therefore, in this case, it is unlikely that there will be any differences between the blind and the sighted.

As for the needs, the satisfaction of which is associated with the normal functioning of the visual analyzer, there is no doubt that blindness affects the sign (positive or negative) and the depth of emotions. For example, often observed in blind people negative emotions or lack of emotional attitude in direct response to some objects can be explained in one case by the dissatisfaction of cognitive needs, and in the other - by the absence of the need to cognize this object. At the same time, one can see that a number of objects and their properties, situations that almost do not evoke emotions in those who normally see, cause strong emotional experiences in the blind.

As an example, we can cite situations in which a visually impaired person finds himself in the environment of normally seeing. In this case, the blind person loses his anonymity, becoming the center of attention, which causes irritation and emotional stress on his part. For example, pouring water into a glass in the presence of sighted people, using the usual method (controlling the water level with a finger lowered into the vessel), becomes a problem for a blind person, he has the feeling that he is being watched. This can also explain the persistent refusal of many blind people to use a cane for orientation in space, which attracts the attention of others.

Constantly high emotional stress can in some cases cause emotional distress. Some authors see the cause of emotional disorders mainly in the attitude of the sighted towards the blind (attitudes of concern, sympathy, disgust, etc.) assimilated by the disabled. In other words, the behavior of sighted relatives, friends, strangers causes a negative emotional attitude to reality in the blind, against the background of the loss of anonymity, as already noted, this kind of attitude leads to constantly high emotional stress. At the same time, two positions are possible here: 1) acceptance of the view of the sighted on their personality, which entails a loss of self-esteem, an inferiority complex, and 2) emotional resistance to the ideas of the sighted about their social and physical inferiority, expressed in hostility, avoidance, and aggressiveness towards others.

It should be noted here that, in general, the perceptions of the sighted about the mood of the blind are often erroneous. This is not a world of darkness, sadness, despair, as they believe, at least for those born blind and blind in childhood, this world visually perceived by the sighted should be neutral (without light and without darkness).

At the same time, the attitude of the sighted towards the blind is assessed as clearly negative by the latter, as a rule, incorrectly. A survey of the sighted (both with experience of communicating with the visually impaired and not), conducted by V.M. Sorokin, showed that they have no prejudice towards the blind, views of the blind as inferior members of society. Giving a generalized portrait of a blind person, the sighted emphasize their properties such as inner concentration, self-depth, a special rich inner world, a high moral level, developed strong-willed character traits, etc. At the same time, the simplified ones emphasized that blindness is not perceived by them as a physical handicap. Rather, it is assessed as a form of everyday household helplessness. Despite the obvious idealization, V.M. Sorokin, this portrait clearly shows a positive attitude towards the blind.

From this it follows that in the course of rehabilitation work, it is necessary to correct the ideas about each other, the relationship in the system of the sighted - blind, both in some and in others, i.e. real integration of people with disabilities in society can be carried out only if the society understands the problems of persons with visual impairments, their real personal value and at the same time eliminates the prejudice of the blind about the existing attitude of the sighted towards the blind as members of low value. This should be seen as an important way to regulate the emotional life of children with visual impairments.

Thus, it can be argued that blindness, limiting the reflective capabilities of a person, disrupting homeostasis (balance with the surrounding physical and social environment), causes certain shifts in the emotional sphere, some changes in the emotional attitude to certain (difficult to understand) aspects of reality, without changing in the whole essence of emotion.

Feelings, originating in the sphere of emotions, are a special form of a person's relationship to the world around him. These are stable emotional attitudes towards reality, and emotions reflect the significance of situational phenomena. Feelings inherent only in humans have a pronounced social character. Various types of feelings - moral, intellectual and aesthetic - are inherent in all people to one degree or another, which is explained by their socio-historical nature.

Different types of feelings in different ways are associated with the direct reflection of reality. The least connected with it are moral feelings, more intellectual ones, and the closest connection exists between sensations, perceptions and ideas, on the one hand, and aesthetic feelings, on the other. Therefore, the narrowing of the sensory sphere has a different effect on certain types of feelings.

According to the nomenclature, the feelings of the blind and the sighted cannot have any differences. The specificity of the feelings of the blind, caused by a violation of relations with the natural and social environment, is manifested only in the nature of expression and the dynamics of the development of feelings.

Sometimes observed with blindness and low vision disorders in the development of moral and intellectual feelings (lack of a sense of duty, selfishness, lack of a sense of camaraderie, sense of humor, etc.) also occur in the sighted and in no way can be explained by blindness. Inharmonious development and the appearance of negative feelings can only be explained by the shortcomings of upbringing. First of all, this concerns moral feelings, which have a pronounced social character and reflect the existing system of human relations. Not blindness and low vision, but the wrong attitude in the family (petty custody, opposing the child to other family members, as “offended by fate,” or, conversely, abandonment) give rise to negative moral feelings. Understanding the essence of moral feelings and numerous examples from the life of the blind make it possible to assert that with proper education, the moral feelings of the blind and visually impaired do not deviate from the norm.

Intellectual feelings also significantly depend on the social status of a person and his environment. A prerequisite for the development of intellectual senses is participation in mental activity. Providing the blind with this opportunity, in particular their education in secondary and high school, opens up wide opportunities for the development of intellectual feelings.

At the same time, the development of intellectual feelings is due to the success of cognitive activity and the ability and ability to discover more and more new sides in objects and phenomena, to penetrate into their essence, to establish the laws of development. Blindness and low vision narrow the sphere of sensory cognition, which in turn adversely affects the development of thinking, puts serious obstacles to the development of intellectual feelings that arise in the process of cognition. That is why blind people, especially preschoolers, often lack curiosity. However, enormous compensatory capabilities allow the blind to overcome numerous obstacles to mastering knowledge, to successfully engage in mental activity, in the process of which intellectual feelings develop.

Blindness has the most significant effect on aesthetic feelings that arise and develop when a person perceives and creates beauty. Aesthetic feelings arise not only in the visual, but also in the perception of other modalities (auditory, tactile, gustatory and olfactory). However, total or partial blindness completely or partially makes it impossible to perceive those aspects of reality that have the strongest emotional impact on a person. The same reasons determine the negative change in the field of cultural needs and interests, which also have a significant impact on the development of aesthetic feelings.

In this regard, the most important question seems to be: is it possible to compensate for the deficiencies in the development and manifestations of the aesthetic feelings of the blind? In the process of teaching and upbringing, the blind develop correct ideas about beauty and the correct attitude towards it.

Features of the emotional development of preschool children with visual impairment.

According to research data, in correctional psychology and pedagogy, at present, not only for our country, but also for countries around the world, an increase in the number of children with various developmental disorders is characteristic. At the same time, violations of the emotional sphere as a secondary defect in this category of children are becoming more and more diverse and difficult for the implementation of correctional support (V.Z.Deniskina, L.I. Plaksina, L.I. Solntseva, G.V. Nikulina)

Emotions have an impact on all types of mental activity of a preschool child, which is confirmed by the scientific works of teachers and psychologists.

It should be noted that the most important tool for understanding the emotional life of a person is social ideas and, in particular, ideas about emotions, which are considered as a set of knowledge about an emotional phenomenon. In the process of social cognition, ideas about emotions are formed, the development of which determines the child's ability to recognize emotion at the level of representation.

The modern social situation does not always help to meet the needs of preschoolers with disabilities in positive emotional experiences that contribute to their enrichment with vivid impressions of the world around them. Many phenomena and events that excite children of this category and leave an indelible mark on their souls remain unnoticed by teachers and parents; adults do not always understand their problems and difficulties of orientation in the world around them. In this regard, cases of various kinds of deviations in the emotional development of children, manifestations of aggressiveness, anxiety, egocentrism, and unwillingness to sympathize and empathize with others have become frequent.

Thus, children are characterized by such traits as emotional instability, mood swings, the predominance of negative emotions, increased anxiety and, as a result, loneliness, fears, problems in the formation of the moral and aesthetic sphere, the sphere of social emotions. Children are not ready for emotionally "warm" relationships with their peers, with close adults. The impoverished emotional life of a child with functional visual impairments, the primitiveness of emotional experience cannot always be replenished in subsequent age stages.

These changes in the emotional sphere are especially pronounced in children with visual impairment. There are significant differences in the emotional development of preschoolers with strabismus and amblyopia and normal seeing peers.

In addition to the limited perception created as a result of visual pathology, children with functional visual impairments are subject to serious loads of medical, psychological and pedagogical support. Treatment of vision creates particular difficulties in visual-spatial orientation: turning off the better seeing eye leads to monocular orientation, that is, orientation with one eye, which causes "spatial blindness". This is manifested in the fact that preschoolers do not emphasize depth, distance, extension, which leads to dissatisfaction in communication with the outside world.

Experts from the Volgograd Pedagogical University, specifically V.P. Zubkova, carried out an experimental study of the age-related dynamics of the formation of ideas about emotions in preschoolers with visual impairments. The study involved children with functional visual impairments and normal seeing children of different age groups.

As evidenced by the research data, the most understandable, accessible for perception by children of younger preschool age, both with normal seeing and with visual impairment, are contrastingly distinguishable emotions…. how cheerful, sad, angry.

The most difficult to understand and reproduce were emotional states, frightened and surprised.

The emotions of joy were the most formed.

In the groups of older preschool children, there was an increase in the percentage of emotion recognition (in percent).

It can be noted that children of the younger preschool age of both categories, when demonstrating the emotional series, mainly used facial expressions, and children of the older preschool age used facial expressions and pantomime. However, the indicators of children with visual impairment are lower than those of children with normal vision.

In conditions of visual impairment in preschoolers with strabismus and amblyopia, specific features of emotional development are distinguished:

Lack of integrity of comprehension, understanding of emotional experiences of people;

Misinterpretation of emotions, lack of knowledge about emotions;

Lack of ideas of children with amblyopia and strabismus about the inner world of people - insufficient ideas about the reality of emotional experiences, which remain superficial, infantile, insufficiently adequate to the situation;

The presence of negative reflection of the type of uncertainty, anxiety and impulsivity.

The experimental study made it possible to reveal a number of features of the formation of ideas about emotions in preschoolers with visual impairment:

Slower pace of development of emotions compared to children with normal vision (children with visual impairments show emotional development results corresponding to those of younger children who see normally)

Using facial expressions as the main component, a signaling complex of non-verbal behavior.

Difficulty using pantomime when showing emotions

Insufficient formation of ideas about social standards of emotions

All this points to the need for appropriate corrective work, which makes it possible to improve the understanding of preschoolers with visual impairments of their emotional states and the states of other people.

That is why purposeful work on the development of the emotional sphere in children with visual impairments is extremely necessary.

Lyudmila Kondratyeva
Development of the emotional-volitional sphere in children with visual impairments

Development of the emotional-volitional sphere in children with visual impairments

Emotional-volitional sphere the psyche of the blind is the least studied in typhlopsychology, which is mainly associated with the difficulties of objective study emotions, feelings and will.

Emotions and feelings as a specific reflection of the external world, manifested in the subjective attitude of a person to reality, depend on how fully, accurately, comprehensively the surrounding world is reflected and what exactly is the object of reflection. Of course, the absence visionnarrowing scope sensory cognition, cannot affect the most general qualities emotions and feelings, their nomenclature, significance for life, etc. Blindness, as observations show, can only affect the degree of manifestation of certain emotions, their external expression and at the level development certain types of feelings.

Dependence emotions and feelings from the state of the sensory spheres mediated by material and spiritual needs, development which is directly related to the accumulation of sensory experience.

Arising from the same source and closely related to each other, emotion and feelings are at the same time levels of mental activity that are different in the nature of the relationship.

Emotionsthat arise with the satisfaction or dissatisfaction of organic needs and with direct reactions to objects and phenomena of the surrounding world, with the loss of visual functions, obviously, do not undergo such significant changes as feelings.

As for the needs, the satisfaction of which is associated with the normal functioning of the visual analyzer, there is no doubt that blindness affects the sign (positive or negative) and depth emotions... For example, often observed in the blind, negative emotions or lack of emotional relations with a direct response to some objects can be explained in one case by the dissatisfaction of cognitive needs, and in the other - by the absence of the need to cognize the given object. At the same time, you can see that a number of objects and their properties, situations that almost do not cause emotions of normally seeingthe blind cause the strong emotional experiences.

Feelings originating in the sphere of emotions, are a special form of a person's relationship to the world around him. It is sustainable emotional relationship to reality, and emotion reflect the significance of situational phenomena. Feelings inherent only in man have a pronounced social character. Various types of feelings - moral, intellectual and aesthetic - are inherent in all people to one degree or another, which is explained by their socio-historical nature. Different types of feelings are in different ways associated with the direct reflection of reality. The least connected with it are moral feelings, more intellectual ones, and the closest connection exists between sensations, perceptions and ideas, on the other hand, and aesthetic feelings, on the other. Therefore, the narrowing of the sensory spheres has a different effect on certain types of feelings.

According to the nomenclature, the feelings of the blind and the sighted cannot have any differences. The specificity of the feelings of the blind, due to breaking relations with the natural and social environment, manifests itself only in the nature of expression and dynamics development of feelings.

Sometimes anomalies in blindness development moral and intellectual feelings (lack of a sense of duty, selfishness, lack of a sense of camaraderie, sense of humor, a sense of the new, etc.) also occur in the sighted and in no way can be explained by blindness. Inharmonious development and the appearance of negative feelings can only be explained by the shortcomings of upbringing. First of all, this concerns moral feelings, which have a pronounced social character and reflect an essential system of human relations. Not blindness, but the wrong attitude in the family (petty custody, caressing, opposing the child to other family members, like "Offended by fate" or, conversely, abandonment at school (emphasizing the child's inability to live, reproaches with the benefits received through the social security system, overestimating opportunities and abilities, etc.) generate negative moral feelings. Understanding the essence of moral feelings and numerous examples from the life of the blind make it possible to assert that with proper education, the moral feelings of the blind do not deviate from the norm.

Intellectual feelings also significantly depend on the social status of a person and his environment. A prerequisite for development intellectual senses is participation in mental activity. Providing the blind with this opportunity, in particular their education in secondary and high school, opens up wide opportunities for development intellectual senses.

In the same time development intellectual feelings due to the success of cognitive activity and the ability and ability to discover more and more new sides in objects and phenomena, to penetrate into their essence, to establish patterns development... Blindness narrows scope sensory knowledge, which in turn adversely affects development of thinking, puts serious obstacles on the way development intellectual feelings arising in the process of cognition. That is why blind people, especially preschoolers, often lack curiosity. However, enormous compensatory capabilities allow the blind to overcome numerous obstacles to mastering knowledge, to successfully engage in mental activity, in the process of which and develop intellectual senses.

The most significant effect of blindness has on the aesthetic feelings that arise and developing in the perception and creation of beauty by man. Aesthetic feelings arise not only with visual, but also with the perception of other modalities (auditory, tactile, gustatory and olfactory)... However, total or partial blindness fully or partially makes it impossible to perceive those aspects of reality that have the strongest on a person. emotional impact... The same reasons determine the negative change in the field of cultural needs and interests, which also have a significant impact on development of aesthetic senses.

In typhlopsychology of the XIX century. it was widely believed that the blind are inherent in the enjoyment of the beautiful, since they have an innate ideal of beauty, and for development their potentialities need special education. The thesis about the need for aesthetic education of the blind is valid to this day, although we see the basis for it not in the innate ideal of beauty, but in the ability of the blind to correctly reflect the world around them with the help of integral activity of intact analyzers. In the process of teaching and upbringing, the blind develop correct ideas about beauty and the correct attitude towards it.

Literature

1.Ermakov V.P., Yakunin G.A. Development, education and training children with visual impairments... M., 1990.

2. Zemtsova MI Ways to compensate for blindness. M., 1956.

3. Zotov A. M. Defect vision and mental development of personality... / Psychological characteristics of blind and visually impaired schoolchildren. L., 1981.

4. Litvak A. G., Sorokin V. M., Golovina T. P. Workshop on typhlopsychology. M .: Education, 1989.

EMOTIONAL SPHERE OF CHILDREN

WITH VISUAL IMPAIRED

Ignatieva Anzhelika Viktorovna

state budgetary educational institution

Belebeevskaya special (correctional)

Primary school - kindergarten number 37 "Berry" type IV

The formation of a child's personality cannot be considered in isolation from the society in which he lives, from the system of existing relationships, from communication with other people. The nature of the interpersonal relationships in which the child is, affects his development, upbringing, the formation of his personality. It is in interpersonal relationships that the individual qualities of a child as a person are manifested - emotional and volitional properties, intellectual capabilities, learned norms and rules of behavior.

Special studies of such domestic scientists as L.I. Bozovic, L.S. Vygotsky, A.V. Zaporozhets, A.R. Luria, D.B. Elkonin et al., Indicate that the mental health of a child is determined by his emotional well-being. Among the emotions of children, not only positive, but also negative emotions often occupy a significant place, which negatively affect both the general psychological mood of the child and his activities, including educational ones.

Negative emotional states lower the vitality of the personality and are the cause of the emergence of emotional detachment of a person, characterized by a break in interpersonal relations. The researchers note that in recent years there have been more and more children with psycho-emotional development disorders, which include emotional instability, hostility, aggressiveness, anxiety, which leads to difficulties in relationships with others.

In modern conditions, there is an increase in the number of children with various visual impairments. Deficiencies in visual perception lead to the formation of fuzzy, unclear images and ideas, negatively affect the development of mental operations (synthesis, analysis, comparison, generalization, etc.), which leads to difficulties in teaching children at school, in the assimilation of educational material. Also, research data show that visual impairment significantly narrows the scope of sensory cognition, affects the general qualities of emotions and feelings, their importance for life. Visual impairment in children also affects the formation of a person's personal qualities. Children often feel doomed and useless, and this depression leads to a slowdown in intellectual growth. Typhlopsychologists emphasize that one of the main reasons for the development of negative emotions and feelings (lack of a sense of duty, selfishness, lack of a sense of the new, a sense of hostility, negativism) is inadequate upbringing (overprotection) and attitudes towards a blind child.

N.N. Budai in the differentiation of children without visual and hearing impairments and with impairments notes that children with visual impairments have the following specificity: children have an increased personal level of anxiety, children have a poorly developed emotional-volitional sphere, poorly correlate emotion with the expression of facial expressions, are not competent enough the manifestation of emotions, poorly understand the mimic manifestations of the emotions of other people, insufficient or poorly developed reflection.

The psychological literature highlights the following features of the emotional sphere of children with visual impairment:

3. Preschoolers with impaired vision, poorly navigating the elements of expressive body movements and not being able to use gross motor skills to express their mood, their desires, do not pay attention to the pantomime of other people. They see in movements and postures only practical actions aimed at performing any activity.

EP Ermakov, considering the concept of emotional distress of a child with visual impairment, defines it as a negative state of health in various social situations. EP Ermakov notes that emotional distress associated with difficulty in communicating with peers and other children can lead to two types of behavior.

The first group includes children with visual impairment, unbalanced, easily excitable; unrestrained emotions often cause disorganization of their activities. In the event of conflicts with peers, the emotions of this category of children often manifest themselves in affects: outbursts of anger, resentment, often accompanied by tears, rudeness, and fights. Concomitant vegetative changes are observed: skin redness, increased sweating, etc. Negative emotional reactions: flashing quickly, quickly fade away.

The second group consists of children with visual impairments with a persistent negative attitude towards communication. Their resentment, discontent, hostility remain in their memory for a long time, but when they are manifested, children are more restrained. For such children, isolation is characteristic, they avoid communication. Emotional distress is often associated with reluctance to attend kindergarten, with dissatisfaction with relationships with teachers or peers. ...

Makhortova G.Kh. after conducting a number of studies, she concluded that there is a relationship between the nature of intrafamily relationships and the degree of intensity of emotional experiences of children. In her opinion, the unsatisfactory character of intrafamily relations from a psychological point of view leads to the formation of zones of increased emotional tension, which tend to persist, but at the same time they are mutating, transforming, changing the place of localization in the structures of consciousness and subconsciousness. Zones of increased and high emotional tension, in turn, change the course of the process of harmonious development of the child. The results of her research show that children with zones of increased emotional tension have difficulties in communicating with their peers, and not only. They prefer loneliness, often come into conflict, are not collected in the lessons and are inattentive. ...

E. Gasparova notes that a significant reason that causes emotional distress are the individual characteristics of the child, the specificity of his inner world: impressionability, susceptibility, leading to the emergence of fears.

A.I. Zakharov believes that the unjustifiably strict position of an adult and inadequate means of education lead to overstrain of the nervous system and create a fertile ground for the emergence of fears. He refers to such means as threats, severe or corporal punishment, artificial limitation of movements, neglect of the interests and desires of a child with visual impairment, and so on. A.I. Zakharov says that constant intimidation leads to the fact that children become powerless, lose their ability to reason, and experience acute emotional discomfort.

Many researchers note that children with visual impairments have increased anxiety. I.P. Podlasiy draws attention to the conclusions of scientists that increased anxiety gives rise to excessive needs, that is, protective mechanisms that a normally developing child does not need, but which are necessary for an anxious one in order to level his anxiety with protection against it. The author identified common signs of anxiety in children with visual impairment:

Increased excitability, tension, closeness;

Fear of everything new, unusual;

Self-doubt, low self-esteem;

Expectation of troubles, failures;

Striving to do the job as best as possible so as not to be scolded;

Lack of initiative, passivity;

The tendency to remember more bad than good;

Fear of meeting new people

Inability to control your feelings, whining, tearfulness. ...

According to psychologists, among the blind, a significant place in the system of emotional states is occupied by such emotions as guilt, fear, resentment. For most, they are associated with "social fears" of communicating with other people, including representatives of the opposite sex. Researchers, analyzing the attitude of children to their defect, say that they have a comparison of themselves with sighted people, a desire to prove that they are better than them. This also reveals deep internal conflicts and inadequacy of behavior.

When a child enters school, a significant personal neoplasm arises - the inner position of the student, which ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to conform to the model of a “good student”. If the most important needs of the child, reflecting the position of the student, are not satisfied, he may experience persistent emotional distress, expressed in the expectation of constant failure at school, bad attitude towards himself on the part of teachers and classmates, in fear of school, unwillingness to attend it.

According to Krainikova T.A., timely provided psychological support for the emotional development of schoolchildren contributes to the formation of emotional regulation of children's behavior, their successful adaptation to school life and the strengthening of psychological and mental health. This approach will stabilize the emotional states of children and their adaptation at school.

The emotional and volitional sphere of children is formed from childhood. Family, preschool, peers and society at large take part in this. That is why it is in our power to do everything to ensure that children with visual impairments feel needed, desired and loved in our world.

List of references:

1. Budai NN Features of correction of the emotional-volitional sphere of children with visual impairments.