Daria Viktorovna Zharova, candidate of psychological sciences, associate professor of the department of social and organizational psychology of the Nizhny Novgorod State Pedagogical University named after K. Minin, Nizhny Novgorod [email protected]

Ivanova Ekaterina Vladimirovna, Student of the correspondence department of the psychological and pedagogical faculty of the Nizhny Novgorod State Pedagogical University named after K. Minin, Nizhny Novgorod [email protected]

Formation of empathy in preschool age

Abstract. The article is devoted to the problem of the development of empathy in preschool age (using the example of senior preschool age, 56 years old). The authors consider the approaches of domestic and foreign scientists to the definition of the term “empathy”, reveal the features of empathic experiences of preschool children, and conduct empirical research. Key words: senior preschool age, empathy, sympathy, empathy, formation.

The problem of forming relationships to the outside world and other people in childhood represents one of the most interesting problems in psychology. The psychology of emotions is one of the few problems that invariably receives attention, both in traditional and modern science; the issue of the development of empathic experiences in children is one of the least studied. In this regard, we find it interesting to analyze studies on the problem of empathy, given in our work. It reflects the diversity, ambiguity of approaches and views regarding the problem of development and formation of empathy. Analysis of the problem of empathy, conditions and methods of its formation in preschool age is of no small importance not only for the development of skills and abilities of full communication, but for the formation of the child’s personality, his inclusion to the inner world of other people. The child’s entire future life will depend on what sign (positive or negative) the child has towards the people around him - success in activities, relationships with loved ones, with peers, adaptation in the complex and changing world of relationships. In connection with the above , we determined the purpose of the study - to study the specifics of the formation of empathy in preschool children.

The concept of empathy arose in American psychology on the basis of the concepts of sympathy (A. Smith, G. Spencer, A. Schopenhauer) and empathy (T. Lipps) that existed in European psychological schools. The term “empathy” itself was introduced in 1909 by E.B. Titchener. Analysis of psychological literature allowed us to identify the most common definitions of the term “empathy” in foreign science: 1) empathy is the imaginary transference of oneself into the thoughts, feelings and actions of another and structuring the world according to his model (R. Diamond); 2) empathy is temporary living another life, delicately staying in it without evaluation and condemnation (K. Rogers); 3) empathy is the ability to penetrate the psyche of another, to understand the affective orientations of others (M.V. Stover);

4) affective connection with another, sharing the state of another (E. Stotland, S. Berger). Since the 1970s, training on the development of empathy and sensitivity, based on the theory of K. Rogers, has been widely practiced (for example: psychotherapeutic classes by B. Henry for parents and children). According to the training program, subtle skills were taught, such as expressiveness, the ability to recognize one’s feelings and accept them, and empathy. In the USA, R. Whittington developed a program whose goal was to develop the ability of a child from 5 to 12 years old to show empathy. The main task was to teach children the basic skills of human relationships, including maintaining mental health, understanding the behavior of another person, and his feelings. Lesson topics: empathy, recognizing feelings, listening skills, actions and words of empathy, you are unique and special, find ways to understand others, when someone is sick, what happens when a family member is away from home. The results of testing this program gave reason to believe that children can be taught empathy. Since 1990, Hawaiian experts decided to extend the “Teaching Empathy” program to 3rd grade students. In Russian literature, problems of empathy are not studied so intensively. The concepts of “sympathy”, “sympathy”, “empathy” have a place in the research of N.I. Anikeeva, A.P., Sopikov, L.P. Strelkova, P.M. Jacobson, T.P. Gavrilova, A.D. Kosheleva, I.M. Yusupov, E.N. Vasilyeva, E.I. Kulchitskaya, N.A. Menchinskaya, E.E. Shishlova. In the research of G.P. Gavrilova gives a deep theoretical and experimental analysis of the concept of “Empathy”. By empathy she understands the specific ability of an individual to respond emotionally to the experiences of another, be it a person, an animal or an object. L.N. Bozhovich, G.E. Konnikova, G.P. Gavrilov divides empathy into 2 types: “sympathy” and “sympathy”, indicating that emotional responsiveness to the joy and grief of other people constitutes the most important link moral development human and therefore should become a special task moral education. They especially emphasize the importance of developing such a form of empathy as “sympathy.” In terms of studying the role of emotional experiences in the development of children's relationships and the specific features of their manifestation in practical activities, the studies of A.D. are interesting and indicative. Kosheleva and Yu.A.Prikhodko. In the work of Yu.A. Prikhodko experimentally proved that different forms of organizing joint activities have different effects on the nature of children’s emotional manifestations towards each other. The author suggested that a positive emotional orientation towards a partner in an activity is formed in the process of organizing it in such a way that the object of the child’s experiences becomes not only his own success, but also the success of a friend, the success of a common cause. The subject of research by A.D. Kosheleva was the process of development and formation of the emotional relationship of a preschooler to a peer in the conditions of children’s practical activities. HELL. Kosheleva revealed an extremely wide range and ambiguity of the emotional response of children of the 6th year of life to the state of disadvantage of a peer. The subjects varied significantly in their ability to experience empathy: from their complete absence to pronounced empathy. The different behavior of the subjects in a situation of adversity allowed the author to identify 3 groups of indicators of their emotional response or emotional responsiveness: 1) high indicators of emotional responsiveness, found in the form of assistance to a child’s peer; 2) average indicators of emotional responsiveness, found in the form of empathy or sympathy for a child’s peer;

3) low levels of emotional responsiveness or its complete absence. Studying research on empathy (T.P. Gavrilova, I.M. Yusupov, K. Rogers, etc.), we identified three components of the development of this personality quality: 1) Emotional recognition of the emotional states of another person. It is characterized by the manifestation of empathy, expressed in the recognition of pantomimic intonation and behavioral ethics. 2) Cognitive perception - understanding of the inner world, feelings and experiences of another person. Characterized by empathy.3) Behavioral

The ability to establish interpersonal interaction, the desire to provide effective assistance. Manifests itself in the desire for assistance. Thus, based on research data, we can say that by preschool age the child’s stability of feelings increases, they become deeper, more conscious and generalized, the child’s ability to regulate his emotional reactions increases, new, higher feelings appear: the child is able to sympathize and empathize other people. It is at the age of 56 that a child masters the highest forms of expression - expressing feelings through facial expressions and intonation, which helps him understand the experiences of another person. In this regard, we can say that we should pay special attention to the development of empathy at the age of 56 years.

Summarizing the above, we note that the problem of empathy has been and remains relevant, but not sufficiently developed. The genesis and functions of empathy, the relationship between the structure of personality and the emotional sphere of a person remain poorly understood.

Analysis of psychological and pedagogical literature in domestic and foreign science allows us to draw the following conclusions: 1) empathy is the most important condition for effective communication. As a result of empathy, an understanding of the thoughts, feelings and mood of another occurs. 2) The development of empathy is associated with the influence of those social groups into which the child finds himself. Violations of empathic relationships in the family or in a peer group adversely affect the development of the child’s personality. 3) By older preschool age, children have increased opportunities for emotional regulation of their behavior and activities, emotional reactions become more adequate to the situation, empathic manifestations in most cases lead to assistance. 4) The formation of empathic experiences is significantly influenced by: specially organized educational work, the use of special techniques, as well as the organization various types activities taking into account the emotional component. 5) Empathy is realized and developed in the process of intellectual and personal communication between the child and adults (this can be specially organized classes, trainings). Theoretical analysis of the research problem allowed us to move on to the study of empathic experiences in preschool children. The general program of our experimental research includes: 1. studying the specifics of developing empathy for peers in preschool children;2. identifying the capabilities of older preschoolers in terms of developing emotional responsiveness and empathy in specially organized group communication and using a specially designed series of developmental activities.

The study was aimed at solving the following specific tasks: 1. studying the age-related characteristics of the formation of empathy for peers in children of senior preschool age. 2. Development and testing of a series of developmental activities aimed at developing empathy in communication, including:

the ability to understand and distinguish between one’s own and others’ emotional states;

the ability to empathize and sympathize, to respond with adequate feelings;

the ability to listen and hear a communication partner;

mastery of special vocabulary, the language of feelings, replenishment of the vocabulary with concepts naming state, emotions, mood, its shades, experiences. We formulated the following hypotheses: 1. We assume that a specially developed system of correctional developmental activities based on the use of fine arts, music, theater art, fiction and including elements of emotional sensitivity training will have a positive impact on the formation of emotional responsiveness and empathy. 2. The purposeful formation of empathy in the process of group communication will have a positive impact on the relationships of children in the group, on the formation of personality as a whole. The empirical study was conducted on the basis of the preschool kindergarten No. 6 “Berezka” D.B. Selki. Preschoolers took part in the study senior group(25 respondents). To study empathy in preschool children, we used the following methods: 1. The methodology “Studying the understanding of the emotional states of people depicted in the picture” (G.A. Uruntaeva, Yu.A. Afonkina) is aimed at children understanding the emotional states of people. 2. The “Problem Situations” technique (questionnaire by U.V. Ulienkova, S.V. Dmitreva) is intended to identify the presence of empathic experiences in children by predicting their own behavior in 10 problem situations, proposed in the form of an individual conversation. 3. Methodology “Study of the characteristics of empathy among subjects towards peers in a practical situation.” The experiment was borrowed from A.D. Koshelev. During the practical situation of dressing in the locker room for a walk, we investigated the manifestation of empathy in a real situation. The experiment was carried out individually with each child. A situation was artificially created where the subject was left alone with a comrade, a peer who was in a difficult situation (he could not fasten the straps on his shoes or the top button on his coat). The subject had the choice of going for a walk or trying to help him. If the subject left the locker room without noticing the difficulty of his friend, the experimenter indirectly encouraged him to help: “Can you help?” If the child did not respond to this proposal, a direct urge was expressed: “Help!” The children's behavior and reactions were recorded in a protocol. Analysis of the results using the method “Studying the understanding of the emotional states of people depicted in the picture” (G.A. Uruntaeva, Yu.A. Afonkina) allows us to say that children of senior preschool age are good at distinguishing pronounced emotional states, such as: joy ( 100%), anger (88%), sadness (92%). When shown pictures with these emotional states, most children, without hesitation, answered the question: “the girl feels good, has fun,” “She is happy,” “There is a fun performance at the circus, she smiles, claps her hands, and is happy.” To the question: “Why do you think she is happy?” the children answered: “She has cheerful eyes,” “She smiles and laughs.” When naming

The emotional state of “anger”, children used words such as “angry”, “angry”. It is interesting that pictures with emotional states “anger”, “joy”, “sadness” found the greatest response in children and this was based on their facial expressions: calling the emotional state “joy”, the children smiled, their eyes sparkled, they recalled cases of manifestation of their own joy; when naming emotional states “anger”, “sadness”, their faces acquired expressions similar to these emotional states. Children were worse at distinguishing between emotional states: fear (48%) and interest (40%), and very often confused the state of fear with sadness, sadness, and interest with joy. Here are some correct answers to questions about these emotional states: “The girl is scared,” “Her eyes are big, she saw something scary,” “The boy is interested, he is reading a book,” “He likes something, he is interested.” But very often children could not find words to describe the emotional state. To the question “What does the boy feel?” the children answered: “He is looking somewhere,” “I don’t know,” “He is smiling.” And older preschoolers are very poor at distinguishing and understanding less pronounced emotional states, such as insult (28%), shame (20%). To the question “What does a girl or boy feel?” many answered: “I don’t know,” “She lowered her eyes,” or were silent in response. Most preschoolers have not developed the “language of feelings” at all; children find it difficult to choose words to define a particular emotional state, except for words such as joy, sad, angry. Thus, it can be noted that children of older preschool age are good at distinguishing only clearly expressed emotional states, have poor command of the “language of feelings,” and yet understanding the emotional state of a person is a very significant factor in the development of the ability to sympathize and empathize with other people. That is why the program of correctional development classes included exercises to develop the ability to understand and distinguish between one’s own emotional states and the emotional states of other people, as well as exercises aimed at developing the “language of feelings”, i.e. mastering special vocabulary, replenishing the vocabulary with concepts naming states, emotions, moods, its shades, experiences. These words make it possible to “clarify” to determine desires, goals, sensations. Results of children’s answers using the “Problem Situations” method (questionnaire by U.V. Ulienkova, S.V. Dmitreva)

indicate that children of senior preschool age, in a situation of predicting their own behavior, are inclined to show sympathy, emotional responsiveness, and help a peer. Largest quantity positive answers were given to groups of questions reflecting the situations most frequently encountered in Everyday life kindergarten groups to which the teacher draws the attention of his pupils. These are the situations: 1. Your friend next to you can’t hang a towel on the hanger, and the teacher calls you for lunch, everyone is already at the table. What will you do? 2. Kolya was punished for breaking a flower in the flowerbed, and now he needs to weed a whole bed in the garden. The walk will soon end, and Kolya has not yet done half the work, although he tried very hard. What would you do? 3. During the lesson, the teacher gave the task to make a craft from natural material. Whoever has done the work can go and play. You have already completed a craft, but your neighbor at the table has decided to make a complex craft; he is still far from finishing his work. What will you do?

4. A new person came to the group. There are no extra lockers in the locker room, so he has nowhere to undress. But you can put things directly on the bench. What would you suggest? Fewer positive answers were given to questions reflecting situations that often fall outside educational work(for example: a manifestation of joy, children simply do not know how to behave, or a manifestation of sympathy for a child who has violated some norm): here children are mainly guided by the opinion of an adult or a moral norm. According to the method “Study of the characteristics of the manifestation of empathy in subjects to peers in a practical situation” (A.D. Koshelev), we see the following data: 32% of children in a real situation show sympathy for a peer and provide help to him, and of these, 20% of children independently decided to provide help. Typical statements from such children were: “Let me help you, I can fasten the straps” or “Help you? You just can’t fasten them,” i.e. the children themselves offered help, saw their peers’ difficulties, and actively sympathized. 12% of children responded to their friend’s request. Without hesitation, they agreed to help their peer: “Now I’ll help you,” “First I’ll fasten my straps, then I’ll help you,” “Let me help and let’s go for a walk together.” After indirect encouragement, 16% of children provide help with pleasure, and only 4% with some irritation: “I’ll help, just stand straight and don’t turn around!” "We need to go for a walk faster." After the experimenter’s indirect prompting: “Help!” A fairly large percentage of children, 32%, ignored the experimenter’s instructions, did not sympathize or provide assistance, citing various reasons: “Let him study on his own,” “The guys are waiting for me, we’ll play scouts.” In the case of showing help after a direct prompt from the experimenter, we often recorded an official emotional attitude towards a peer: “So be it, I’ll help, otherwise they won’t let you go out because of you,” “Now I’ll help, but next time I won’t, study at home yourself.” Overall, only 52% of children showed empathy towards their peers. This group included children who provide help independently, at the request of a friend, and who provide help with pleasure after indirect encouragement. The first stage of the empirical study allows us to draw the following conclusions: 1. As a rule, in pedagogical practice Moral standards of behavior are presented in verbal forms, repeated several times and thus fixed in the child’s mind. At the same time, in practical life these norms are often not paid attention to. 2. In the process of educational work, teachers in kindergarten often they do not pay attention to such an aspect of the development of a child’s personality as his ability to communicate and cooperate with other children. 3. Educators and parents rarely draw children’s attention to people’s emotional compassion and ways of expressing them. Children do not know how to express their feelings and understand the feelings of another, they do not know how to listen to another, ask for help. 4. Children do not understand that it is possible to show sympathy and empathy for their friend not only in a situation of his troubles, but also when he experiences joy, i.e. e. show compassion, be happy for another. 5. Preschoolers often do not pay attention to the emotional state of another, to the difficulties they encounter, to their needs and interests. They often act without considering the emotional state of their peers, trying to meet the expectations of an adult (educator) or moral standards.

6. Older preschoolers have absolutely no developed “language of feelings.” In their dictionary there is a minimum number of words naming states, emotions, mood, its shades, experiences, and yet the “language of feelings” is important in a child’s ability to understand himself and others, to sympathize with them. Focusing on this ascertaining cross-section, we identified children with varying degrees of emotional responsiveness: group 1 - high level of emotional responsiveness. They have formed emotional responsiveness, empathy, manifested in sustainable assistance to others. Children react sensitively to the emotional state of another child and are able to show empathy and joy. Their vocabulary contains words that name states, emotions, moods (8 people) 32% of children. 2nd group

average level of emotional responsiveness. Children of this group notice only the pronounced disadvantage of another and show sympathy and assistance. They come to help only at the request of a friend or at the indirect suggestion of the experimenter, but willingly. There are few words in the vocabulary that name the state, emotions, mood (5 people) 20% of children. 3 group

low level emotional responsiveness. They do not show empathic feelings, they do not provide help, the ability to understand the emotional state of another is not developed, the “language of feelings” is not developed at all (12 people) 48%

children. Focusing on the ascertaining cross-section and identification of a subgroup of children with varying degrees of emotional responsiveness, we compiled a series of correctional developmental activities aimed at developing the emotional sphere of children. The development of activities we propose for children of senior preschool age aims to develop the following skills: 1. the ability to capture, understand, and distinguish between one’s own and others’ emotional states, the development of emotional sensitivity; 2. the ability to empathize and sympathize, respond with adequate feelings; 3. the ability to listen and hear a communication partner; 4. mastery of special vocabulary, the “language of feelings”, replenishing the vocabulary with concepts naming states, emotions, moods, its shades, experiences. In the program of correctional developmental classes, we used, in our opinion, the most optimal methods, means and techniques, promoting the development of these skills. They are based on the use of works of fine art, theatrical art, and psycho-gymnastics in classes. Of particular interest in terms of our research are the techniques and means used to develop emotional sensitivity, because Before you sympathize and empathize with another, you need to understand and feel the emotional state of this person. The training program included developments by G. Yunova and M. I. Chistyakova. Music is an equally important means of developing emotional sensitivity, the ability to sympathize, and empathize. The perception of music does not require preliminary preparation and is accessible to children who are not yet one year old. The emotional content of musical works sometimes reaches the feelings of children better than any words or evidence, awakening in them certain emotional experiences. We tried to awaken children's ability to empathize, sympathize, and rejoice for others through music. They also used musical games of dramatization, correlating the mood of the music with the color background. Other means, methods and techniques were used in the classes: analysis of practical situations, illustration situations, drawing one’s mood, games, conversations, outdoor games, acting out scenes, role-playing games, creating special practical situations aimed at encouraging children to show empathy for each other and influence this basis of real help.

For empathy and the ability to show adequate reactions to other people’s emotions, a child needs the experience of living together with his own emotions and the emotions of a communication partner in emotional influences of different nature. Therefore, we considered it effective to organize developmental classes in the form of group communication training. After conducting developmental classes and additional work outside of class, an experiment was conducted, which consisted of methods of ascertaining experiment. Having analyzed the results of the control experiments, we can summarize: 1. The children of the experimental group began to express their feelings and understand the emotional state of another person much better. 2. The stock of words naming the emotional state and moods of people increased in their vocabulary. 3. Preschoolers began to pay more attention to the difficulties encountered by their peers, to their needs and interests, there have been increased cases of children showing sympathy and empathy not only in situations of trouble, but also when they experience joy. In practical situations, children began to be more sensitive to their comrades, provide them with help, assistance, they began to listen and hear communication partners better. The formative program significantly influenced the relationships of the children in the experimental group. If before training only 8 children (32%) were at level I of emotional responsiveness, then after training 14 children (56%) are at level 1. Positive dynamics are also noticeable at lower levels of emotional responsiveness. Before training, 5 people were at the average level of emotional responsiveness. (20%), after training 7 people (28%). The experimental data are presented in Figure 6. Thus, we can confidently say that targeted assistance to children to enrich their emotional experience in personal contacts with peers is not only possible, but also necessary. It has an effective influence on the formation of positive emotional relationships with peers, on the formation of empathy. The results obtained allow us to assert that the formation of empathic experiences occurs most successfully in specially created conditions, in the process of developmental communication. It seems to us that it is effective to develop emotional responsiveness, the ability to sympathize, and empathize in the process of various activities based on a combination of various types of arts: music, fine arts, literature, theatrical art and including elements of emotional sensitivity training. This means that the hypotheses we proposed were confirmed. Theoretical analysis and experimental research have shown that the study of empathy, the ways of its formation, its genesis is necessary to penetrate into the nature of relationships between people, to understand the patterns of formation and development of personality, and is currently acquiring great importance not only for the development of skills and abilities of full communication, but also for the formation of the child’s personality, introducing him to the inner world of other people. Education of feelings, starting from the first years of life, is the most important task, no less, and in some sense more important, than education of the mind than teaching a child various kinds of knowledge and skills. In order for children to be able to enter into mutually satisfying and productive relationships with people in the future, they must develop an attitude towards another as a unique individual, with

With which they are able to share his existence, participate in his problems and experiences. Preschool age is sensitive for the development of social emotions, and in particular empathic experiences. Children have a more developed intuitive ability to sense someone else's emotional state than adults. Therefore, it is important not to miss this grateful time for the development of empathy, compassion, sociability, and kindness in a child. However, the problem of the development and formation of empathic experiences is one of the least developed in psychology, and in particular in child psychology. Developing effective, science-based methods for educating feelings is a very difficult matter, much more complex than creating methods for teaching a child any knowledge and skills, and a number of key issues in the psychology of emotions and their development still remain unclear and insufficiently studied. Therefore, it seems interesting to analyze the research of foreign and domestic psychologists on the issue of the formation and development of empathy, which we made in this work. It can serve as a theoretical basis for further research in the field of the formation of empathic experiences in children. Our study collected and systematized factual data illustrating individual and age-related manifestations of empathy in children, identified the initial theoretical principles and created a series of correctional developmental classes on their basis, and traced general the possibility of developing empathy in older preschoolers in the process of targeted psychological and pedagogical influence, the most important theoretical principles underlying our initial hypothesis were developed and specified. The diagnostic techniques used in the work, aimed at identifying the characteristic features of the emotional attitude towards peers, turned out to be quite informative, which allows us to recommend them as diagnostic ones in the practice of working with children. The material can be used in the process of educational work in children's institution, will be useful not only to practical psychologists, but also to educators working with preschool children and parents.

Links to sources1. Rogers K. Empathy. Psychology of emotions. Proceedings. M., 1984.2. R. Whittington. Teaching American children empathy. In the book: Theory and practice of social work: domestic. and foreign experience. M., 1993.3. Gavrilova T.P. The concept of empathy in foreign psychology. Questions of psychology, No. 2. 4. Bozhovich L.N., Konnikova G.E. On the moral development and upbringing of children. Jl Questions of Psychology, No. 1, 1975.

5. Kosheleva A.D. Emotional development of a preschooler / edited by Kosheleva A.D. M., 1985. P.1366. Prikhodko Yu.A. Formation of a positive emotional attitude of children towards each other in the process of joint activities: Abstract of thesis. Candidate of Pedagogical Sciences 7. Egan J. Basic empathy as a communication skill. Journal of practical psychology and psychoanalysis / Transl. Isakova O., Glushchenko M., 2000. No. 1.

Zharova Darya,Candidate of PsychologicalSciences, associate professor at the chair of social and organizational psychology "The Nizhny Novgorod state pedagogical university of a name of K. Minin", Nizhny NovgorodIvanova Ekaterina,Student correspondence department of psychology and pedagogical faculty of "The Nizhny Novgorod state pedagogical university of a name of K. Minin", Nizhny Novgorod.Empathy formation at preschool ageAbstract.Article is dedicated to a problem of development of empathy at preschool age (on the example of the advanced preschool age, 56 years). Authors consider approaches of domestic and foreign scientists to term

"empathy" definition, open features of the empathetic experiences of children of preschool age, conduct empirical research. Keywords: advanced preschool age, empathy, sympathy, empathy, formation.

3.1. ORGANIZATION OF METHODOLOGICAL WORK

1. Pedagogical skill is:
A) The highest level of pedagogical activity, manifested in the teacher’s creativity, constant improvement of the art of teaching, education and human development.
2. Pedagogical monitoring is:
A) Constant monitoring of the state of the pedagogical system for making management decisions, its functioning and development.
3. Individual forms of methodological work include:
B) Mentoring.
4.Which of the documents determines the specifics of the organization of the educational process in a particular preschool educational institution, taking into account the standard of preschool education:
A) Educational program.
5. Chairman of the Council of Teachers:
B). Elected by the Council of Teachers.
6.An important management function that ensures the systematic rational and effective operation of all departments of the preschool educational institution:
A) Planning.
7. Organizational and legal document regulating one of the aspects of the institution’s activities:
B) Position (local act).
8. The sequence of actions is:
B) Algorithm.
9. Meetings of the Council of Teachers are valid if they are attended by:
A) Half of its members.
10. What is the name of the type of control that involves studying the teacher’s work system within a certain topic provided for by the program?
B) Thematic.
11. It is advisable to carry out pedagogical diagnostics with children:
B) Twice a year.
12. Calendar type of planning:
C) Determines the order of work with children during the day.
13. A preschool educational institution with an ethnocultural component of education is an institution that implements an educational program at the preschool level of study within the standard and provides the study of:
B) National language, culture, traditions of the people.
14. A form of methodological work, which is characterized by group lessons according to a specific plan in order to increase the theoretical level of teachers, is:
A) Seminar.
15.What technologies can be considered innovative for preschool educational institutions:
A) Problem-based learning.
C) Developmental training.
16. The mode of life of a preschool educational institution, which assumes a qualitatively new state of all elements and the system as a whole, is called:
A) Development mode.
17.The quality of preschool education is:
A) ... such an organization of the pedagogical process in a preschool educational institution in which the level of education and development of each child increases in accordance with taking into account his personal, age and physical characteristics in the process of education and training.

3.2. Theory and methodology of formation mathematical representations
1. Sensory education as the basis of mathematical education for preschoolers is...
b) a purposeful pedagogical process aimed at the formation of sensory cognition and improvement of sensations and perceptions;
2. M. Montessori’s didactic material is aimed at developing...:
b) sensory abilities;
3. Traditional means of forming elementary mathematical concepts are:
a) equipment for games and activities, visual aid kits didactic material, literature;
4. Classes on the development of elementary mathematical concepts are aimed at...
b) presentation of new knowledge, repetition and systematization of the material covered, consolidation of skills and abilities;
5. IN junior groups The use of the verbal method in mathematics classes is accompanied by:
d) mysterious, fairy-tale tone, slow tempo and multiple repetitions;.
6. Eliminate unnecessary tasks in the mathematical development of preschoolers.
c) development of design activities;
7. Developing children’s cognitive interest in mathematics requires teachers...
a) creating a subject-developmental, gaming and everyday environment;
8. Areas of work on the formation of mathematical concepts are related to...
a) development of intellectual abilities and the formation of meaningful, mathematical ideas and concepts;
9. Eliminate the extra section of the program for the formation of mathematical concepts:
b) “Modeling”;
10. According to the training program, pre-numerical activities younger preschooler includes...
b) highlighting the properties of objects necessary for mastering mathematical concepts and comparison actions;
11. The basis for introducing a child into the world of numbers as an older preschooler is...
a) performing actions with quantities, using a conventional measure;
12. Didactic games and exercises in classes to develop mathematical concepts contribute...
a) consolidation of knowledge, skills and abilities, development of mental processes;
3.3. Theory and methodology environmental education preschoolers

1. Nature is used as a means:
c) for the comprehensive development of children;
2. Directions for environmental education of preschoolers as a temporary standard are formulated in the book:
a) “Certification and accreditation of preschool educational institutions”;
3. Which of the following statements does not relate to the concept of “ecological culture”:
d) is considered as an innate personality trait;
4. The ecological approach to understanding the diversity in living nature consists of:
Answer options:
a) to show children that the physiological and morphofunctional characteristics of an organism correspond to its habitat;
b) the need to demonstrate to children that at each stage of an organism’s development, its connection with the environment acquires its own specific expression;
c) to show that the morphofunctional similarity of plants and animals is due to the similarity of the relationship with the environment;
d) to demonstrate to preschoolers the consistent process of development of a living organism with different requirements for environmental conditions using specific representatives of the flora and fauna;
e) everything is correct in totality.
5. An ecological approach to keeping animals and plants in a corner of nature at a preschool educational institution is:
b) in creating conditions that fully correspond to the needs and adaptability of living organisms to them;
6. Seasonal objects of a corner of nature can be:
d) vegetable garden on the window.
7. An element of environmental development subject environment can't be:
e) dressing corner.
8. The pedagogical meaning of environmental leisure holidays is to...
b) evoke a positive emotional response in children;
9. Environmental actions are socially significant events that are carried out in preschool educational institutions:
e) in senior groups with the involvement of children, employees and parents.
10. “Development of children through the means of nature, prolonged exposure to the air, life in harmony with nature” - these are the tasks:
c) Mulle Forest Schools in Sweden;
11. Partial programs of socio-ecological orientation include:
d) “Economics and ecology”;
14. Correctly and skillfully carried out diagnostics of children’s environmental education...
Answer options:
a) shows the level of development of children;
b) determines real progress in the development of children;
c) reveals children’s attitude towards natural objects;
d) makes it possible to see the effectiveness of the program in terms of its impact on the development of children;
d) all answers are correct in total.

3.4. Theory and methods of children's speech development

1. What is the subject of studying speech development methods?
a) the process of mastering children in native speech and verbal communication skills in conditions of targeted pedagogical influence;
2. What functional load lies on the group of “personal” characteristics of language?

c) a means of realizing one’s own “I”;
3. What means of communication are the most important for children from 0 to 6 months?
b) expressive-facial (focusing on the adult’s face, smiling, gestures, etc.);
4. At what age does a child develop his first words?;
b) by 1 year;
5. The methodological principle of ensuring active speech practice is based on the proposition that speech development occurs only...
c) in the process of communication;
6. Word formation is a component...
Answer options:
a) the grammatical aspect of speech;
7. What motive is the leading one for children of senior preschool age when entering into communication with peers?
c) self-esteem and satisfaction of the need for recognition;
8. At what age do children not only perceive the actions of heroes of literary works, but also understand the motives for these actions?
e) 5.5 - 7 years.
9. What is not considered a form of children's verbal creativity
c) reading poems by heart;
10. What contradicts the hygienic rules of working with a computer during classes, including those on the development of children’s speech?
e) 2 children should work at the same computer at the same time.
11. What is the maximum duration of classes on speech development and familiarization with the outside world using a computer for children 6 years old?
b) 10 min;.

12. What does not apply to the tasks of teaching children foreign language? Answer options:
d) develop skills and abilities in calculations and measurements;
13. What is the essence of planning work on speech development?
b) in designing the formation and development of children’s speech, predicting the dynamics of pedagogical influence on speech and its effectiveness;

14. In which program document was the independent section “Speech Development” first highlighted?
e) Model program of education and training in kindergarten.
15. What statement regarding the adaptation of the children’s speech development program to specific conditions preschool work, wrong?
b) sections on speech development are presented in the program in isolation, without taking into account the relationship between them;
16. What is the purpose of the speech development technique?
a) development on a scientific and pedagogical basis of the most effective means, methods and techniques for speech development that increase the success of pedagogical influence;

3.5. Methodology for the development of children's visual creativity
1. Determine the indicators characteristic of children’s perception in the pre-graphic period:
d) lack of focus.
2. The goal of teaching children visual arts is...
d) promoting the development of a creative personality;
3. What teaching method is used at the first stage of working with children?
d) a sample story that reveals the teacher’s emotional and personal attitude to the picture;

4. What visual movements does a child master during the second year of life?
c) various drawing movements of a tool nature;
5. What qualities characterize children's works in the visual period?
c) depth of thought;
6. What is not considered by scientists as a type of visual activity?
a) drawing;
7. To which section of the program does the task of teaching children to perform elements of decorative painting (for 1 turn, flower, berry, leaf) belong?
a) drawing up patterns;
8. What technique is not used in applique?
e) drawing on wet.
9. Integrated classes in visual arts are aimed at...
d) providing children with greater independence in choosing techniques and materials;

10. Which work, which is most often used in the method of introducing preschoolers to painting, was written by V. A. Serov?
d) “Girl with Peaches”;

11. At what age preschool educational institutions groups Are they starting to introduce children to making crafts from natural materials using glue and plasticine?
a) average;
12. At what age does it become possible for children to participate in such types of manual artistic work as patchwork, weaving, weaving, and embroidery?
d) senior preschool;
13. The presence of regulation of drawing movements in a child is not determined by...
c) originality of the image;

3.6. Methodology physical education preschoolers
1. The process of formation and change throughout life of the natural morphofunctional properties of the child’s body and the psychophysical qualities based on them is...
d) physical development;
2. Complete the sentence: “Between the activity of the central nervous system and the work of the human musculoskeletal system there is...”.
b) the closest connection;
3. Which position expresses readiness for action and creates the most favorable conditions for the correct execution of the exercise?
b) original;
4. Which group of methods forms children’s ideas about movement, the brightness of sensory perception and motor sensations, and develops sensory abilities?
b) visual;
5. What concept characterizes the transition of the idea of ​​muscle movement into the actual execution of this movement and the activation of ideomotor ideas through verbal instructions?
a) ideomotor act;
6. Irradiation, specialization and stabilization - physiological patterns of the formation of motor...
d) skill;
7. Conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules mandatory for all players, is ...
d) outdoor game;
8. Senior preschoolers are taught the following sports games:
Answer options:
a) badminton, basketball, gorodki, table tennis, hockey, football;
b9. The main form of organized systematic training physical exercise is...
d) physical education activity.
10. Which task is not an educational task? physical development children in preschool?
e) improving the protective functions of the body.
11. Using a variety of shapes motor activity creates optimal...
b) motor mode;
12. During physical education classes, compliance with the following loads is monitored:
b) psychological, physical;

13. Various types of physical education classes include:
a) mixed type, sports, plot, games, on simulators, rhythmic gymnastics, for interests, control and testing, etc.;

3.7. SOCIO-PSYCHOLOGICAL DEVELOPMENT OF PRESCHOOL CHILDREN
1. What is considered in modern pedagogical concepts as the main path of personality development in the ontogenesis of children’s involvement in the social world?
d) unity of socialization and individualization;
2. Socialization is...
c) the process of assimilation and active reproduction of social experience by a child, carried out in communication and activity, and its result;
3. Diagnosis of the level of children’s assimilation of social norms is the study of children’s ideas...
Answer options:
a) about the rules of behavior in society;
4. Diagnosis of the level of empathy development in preschoolers involves assessing the level...
e) skills to empathize with adults and peers.
5. What method of help from an adult is most effective for a child in overcoming peer alienation?
e) creation of real life situations that ensure social success in a group of peers and their parents.
6. Find a goal that does not correspond to the content of the SA program. Kozlova “I am a man”:
d) formation of national identity and respect for Orthodoxy;
7. The role of play in introducing preschoolers to the social world is...
a) mastering the main vectors of human relationships;

8. A preschooler's social self-image presupposes...
a) acquiring the ability to self-esteem;
9. What manifestation of social development is characteristic of the “7-year crisis”?
e) awareness of oneself as a subject of communication.
10. How does a child’s communication change throughout preschool age?;
b) by the form of communication and type of relationship;

11. Who developed the method and methodology of sociometry?
a) J. Moreno;
12. The cause of a child’s emotional distress in a peer group, which can be identified in the process of timed observations, is...
b) lack of need for communication, inability to communicate and play with peers;
13. What is an indicator of delayed personal social development of an older preschooler?
a) inability to communicate;
14. Assessing the level of formation of a culture of behavior in a preschool child involves...
d) the formation of social needs and the assimilation of all components of cultural communication with adults and peers;

15. When diagnosing a child’s readiness to communicate at school, attention is paid to...
d) ability to communicate in school relationships;
16. What age does the non-situational-cognitive form of communication with adults, which modern programs take into account, correspond to?
Answer options:
d) from 3-4 years to 5 years;

17. What is the role of role-playing games in the socio-psychological development of a preschooler?
a) the game forms the initial forms of self-control, self-esteem, organization, and interpersonal relationships of children;
18. Knowledge of the age-related psychological characteristics of the social development of children helps the teacher:
Answer options:
a) diagnose the level of social development;
b) adequately assess the behavior of children in a peer group;
c) organize teamwork;
d) develop guidelines for parents;
d ) all answers are correct.
19. One of the reasons for the occurrence of violations of social contacts in children is...
Answer options:
a) deprivation;
b) congenital physical defects;
c) lack of positive experience of communication in the family;
d) lack of attention and love from adults;
d ) all answers are correct.

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Ministry of Education and Science of the Russian Federation

FSBEI HPE "Tver State University"

Faculty of Education

Department of Preschool Pedagogy and Psychology

Direction of training: 050400 “Psychological and pedagogical education”

Profile of training: “Preschool pedagogy and psychology”

Course work

“Psychological features of the development of empathy in older preschoolers”

Kutuzova Angelina Pavlovna

4th year student, group 41

Scientific adviser:

Candidate of Psychological Sciences, Associate Professor O.O. Gonina

Introduction

1. The phenomenon of empathy and features of its development in preschool age

1.1 The concept of empathy

1.2 Patterns of development of empathy processes in ontogenesis

1.3 Factors in the development of empathy in preschool age

1.4 Methods and means of developing empathy in preschoolers

2. The process of developing empathy in preschool children

2.1 Diagnosis of the development of empathy in preschool children

2.2 Analysis and processing of diagnostic results

2.3 Program for developing empathy in preschoolers

Conclusion

Bibliography

Applications

Introduction

This course work is devoted to the problem of psychological characteristics of the development of empathy in children of senior preschool age. Preschool children react differently to the experiences of other people, sympathize or remain indifferent to the suffering of others. What influences a child’s development of understanding of the inner world of another person, the desire to help, sympathize, and be happy for other people? The topic of the work is determined by the search for answers to these pressing questions.

Empathy has been studied and considered by many foreign and domestic psychologists and psychotherapists, such as: E. Titcher, J. Mead, K. Rogers, Z. Freud, L.I. Bozovic, T.P. Gavrilova, D.B. Elkonin, L.P. Strelkova, Ya.Z. Neverovich. The concept of empathy was closely associated by many of them with sympathy, empathy, feeling, and empathic behavior. The problem of developing empathy in preschoolers is an important and relevant problem. The relevance of the research topic is due to the fact that the level of development of empathy of an older preschooler directly affects his socialization in society, the ability to establish relationships, understand the actions, intentions, feelings and experiences of other people. It is important to develop from the very beginning early age a feeling of compassion, empathy, experience, empathy in children, then there will be fewer “isolated”, “rejected” children, unhappy in their loneliness.

Object research is empathy.

Item research: psychological characteristics development of empathy in older preschoolers 6-7 years old.

Target our research: to identify the psychological characteristics of the development of empathy in children of senior preschool age.

Research objectives:

1. Study and analyze the literature on the problem of empathy and the conditions for its development in preschool children;

2. Plan and conduct an experimental study to confirm the hypothesis we have put forward;

3. Draw conclusions about the level of development of empathy in preschool children.

Hypothesis The study lies in the assumption that children of senior preschool age are characterized by a different ratio of empathy components. The most pronounced is the behavioral component.

Problem research lies in the ambiguity of the term “empathy” and the multiplicity of definitions of its essence: different scientists define empathy either as an ability, or as a process, or as a state.

Research methods

In solving the research problems and testing the reliability of the hypothesis put forward, the following were used: groups of research methods:

1. Group of theoretical methods: theoretical analysis of scientific literature on the problem under study.

2. Group of empirical methods: ascertaining experiment, use of a series of techniques for diagnosing manifestations of empathy; observation; qualitative and quantitative analysis of the results of diagnostic techniques.

1. The phenomenon of empathy and features of its development in preschool age

1. 1 Empathy concept

The word empathy comes from the Greek empatheia, which means empathy. In modern psychology, empathy means 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. E. Titchener combined philosophical ideas about sympathy with the theories of feeling of E. Clifford and T. Lipps.

Among the modern definitions of empathy are the following:

Knowledge about the internal state, thoughts and feelings of another person;

Experiencing the emotional state in which another is;

The activity of reconstructing another person's feelings using imagination; thinking about how a person would behave in the place of another;

Feeling sad in response to another person's suffering;

An emotional reaction oriented towards another person, corresponding to the subject’s idea of ​​​​the well-being of another.

It was found that an important aspect of empathy is the ability to take the role of another person, which allows us to understand not only real people, but also fictional characters in works of art. Empathic ability has also been shown to increase with more life experience.

The most striking example of empathy is the behavior of a dramatic actor who gets used to the image of his hero. 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 communities.

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 words “you should think and feel this way.”

In positive psychology, empathy is one of the highest human qualities, along with optimism, faith, and courage. Empathy is also highlighted here as a personality trait, which can be cognitive in nature, the ability to understand and anticipate, affective - the ability to react emotionally, and active - the ability to participate.

According to A. Vallon, a child at 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 extra-intellectual consonance, the need for orientation in the emotional mood of other people.

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.

Women and men do not differ in levels of emotional intelligence, but men have a stronger sense of self-esteem, and women have a stronger sense of empathy and social responsibility.

There are several mechanisms of empathy:

· emotional empathy - based on the mechanisms of projection and imitation of the motor and affective reactions of another;

· cognitive empathy - based on intellectual processes - comparison, analogy;

· Predicative empathy - manifested as the ability to predict the affective reactions of another in specific situations.

Special forms include:

1) empathy - experiencing the same emotional states that another experiences, through identification with him;

2) sympathy - experiencing one’s own emotional states in connection with the feelings of another.

An important characteristic of the processes of empathy that distinguishes it from other types of understanding of identification, role-taking, and decentralization is the weak development of the reflexive side, isolation within the framework of direct emotional experience 10].

Not everyone is given the ability to experience a deep sense of empathy, but sometimes we are obliged to show it. Rules good manners dictate that we show empathy. Sincere empathy usually occurs between two close people and allows you to feel mutual understanding.

In psychology, there are two types of empathy - it can be emotional and cognitive. Emotional empathy is the ability to empathize with a person on a feeling level, and this is very deep empathy. The cognitive variety allows, by logical thinking understand what a person feels at such a moment, and through this get closer to true empathy.

Empathy is a multifaceted concept, and within itself it has three divisions into levels. Let's look at them in order.

Level 1 empathy is considered the lowest. People who belong to this level are focused on themselves, they are absolutely not interested in the thoughts and feelings of other people. Sometimes they are confident that they understand others, but their opinion is wrong. Due to concentration on themselves, they are not able to realize this.

Level 2 empathy is the most common. Most people can ignore other people's thoughts and feelings not all the time, but occasionally. It is believed that in various manifestations this type is characteristic of the vast majority of people.

Level 3 empathy is considered the highest. Such people are rare, and history often remembers them. People whose sense of empathy has the third level constantly deeply feel those around them, are able to mentally recreate any experiences, and understand people better than themselves. Such people do not impose their opinions and give the most effective advice - after all, they are given from the point of view of the questioner. These are the people who become the most best friends and psychologists.

It is easy to guess that empathy and sympathy are closely related. We are drawn to people who understand us well, and push away those who are unable to understand us. Every person strives to have friends around him who will understand him as he does.

M. A. Ponomareva considers empathy as a systemic formation that includes cognitive, emotional, and conative components. Thus, the full empathic process includes empathy, sympathy and assistance.

L.P. Vygovskaya proposes to consider empathy as a holistic phenomenon in which three interacting components can be distinguished: cognitive - mental operations, factual knowledge about an object or another person; affective - emotional reactions to a certain object or person, emotions, feelings, experiences; conative - motor reactions, a person’s behavioral intention towards a person or object of attitude, action, deed. She notes that empathy can develop both towards antisocial behavior and towards prosocial behavior.

The links of the empathic process are the perception of another, empathy, sympathy, internal assistance, real assistance. At each link of the process, the autonomous functioning of all components (cognitive, affective, conative) or their combination occurs with the dominance of one of them. Each previous link determines the functioning of the next one.

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.

1.2 Patternsdevelopmentempathy processes in ontogenesis

In developmental psychology, A. Beck and V. Stern began 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.

The manifestation of empathy is observed already in the early stages of ontogenesis: the behavior of a baby who, for example, burst into tears in response to the strong crying of a “comrade” lying nearby, while his heartbeat also quickens, demonstrates one of the first types of empathic response - undifferentiated, when the child is essentially 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 draw their 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 this as a child. such conditions of education

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 basis of the development of empathy, assimilation moral standards lies the child’s emerging orientation toward others, determined by the peculiarities of children’s communication with adults and, above all, with parents.

According to A. Vallon, in the second year of life the child enters a “situation of sympathy.” At this stage, the child merges 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. As mental development the child 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 children who are adapted to social life and who have 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 as the child develops emotionally and intellectually.

Sympathy in children 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, and did not instill 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.

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, has bad influence on the development of children, 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 internalize not only positive, but also negative behavior patterns of their parents.

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. The style of parental attitude towards children is very important, in which emotional acceptance or rejection of the child, educational influences, understanding of the child’s world, and prediction of his behavior in a given situation are manifested.

It is very important for a child that he grows up 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. 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 and are more likely to hear about their parents' feelings and emotional states.

Empathy has a significant impact on the nature of the individual’s relationship to the outside world, to himself, to other people, and 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: empathetic attitude towards the child in the family.

Empathy is primary in relation to behavior and, through internalization and subsequent exteriorization, is “absorbed” by the individual into himself, and then directed towards other people

The child’s experiences, his desires and expression of desires, behavior and activities usually represent an insufficiently differentiated whole in a preschooler.

Experiences acquire meaning thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences.

In the process of activity, learning about the world around him and himself, in the process of communicating with adults and peers, the child experiences a variety of emotions and feelings. He experiences what happens to him and what is done by him, and relates in a certain way to what surrounds him. The experience of this relationship of a person to the environment constitutes the sphere of feelings and emotions. Emotions and feelings are considered as forms of reflection of reality, manifested in the child’s attitude to the world around him, in experiences about the emergence, satisfaction or dissatisfaction of needs.

The following general lines of development of emotions and feelings are identified: the formation of emotional states in connection with changes in situations in the child’s life, the formation of higher feelings based on emotions in line with personal developments. The development of emotions and feelings in ontogenesis has certain patterns.

In ontogenesis, emotions first appear, reflecting the simplest experiences associated with the satisfaction of natural needs. Animals also have such emotions. But the simplest emotions of a child should be distinguished from the simplest emotions of animals, since the form of their manifestation in humans has a social character. Human emotions are determined by the social form of satisfying needs. The result of social influences is the emergence of positive emotions, the appearance of a revival complex in infants, and a conscious smile. Positive emotions serve as an activating mechanism through which communication is carried out between different analyzers, which creates the prerequisites for learning.

The development of emotions occurs as their differentiation, as the enrichment of experiences. An example of experiences that have a positive emotional tone and a negative emotional tone would be experiences associated with the satisfaction or dissatisfaction of an infant's need for food. A preschooler’s experience of displeasure can manifest itself as an experience of fear, anger, disgust, and the experience of pleasure as an experience of tenderness, tenderness, and spiritual closeness with parents. The differentiation of emotions and the enrichment of experiences are associated with the general development of the child’s personality, the expansion of the range of phenomena that evoke an emotional response from an innate organic need to relationships with other people, evaluation of one’s own actions, and perception of events in social life.

In childhood, the development of the dynamic and meaningful aspects of emotions and feelings occurs. The development of the content side is due to the expansion and deepening of the child’s knowledge about the world around him, an increase in the range of objects and phenomena to which he has a stable attitude. The dynamic aspect of emotions and feelings is characterized by the depth, duration, and frequency of occurrence of experiences. The development of emotions and feelings is associated with the development of other mental processes and, to the greatest extent, with speech. With the help of speech, the child becomes aware of his feelings and emotional manifestations and manages them. Children not only talk about the need to satisfy their needs, but also characterize their experiences in a certain way. Empathy is inextricably linked to human emotional development.

In preschool age, a child the ability to put oneself in the position of another appears, with the separation of oneself and a peer as independent partners of communication and experience. The ability to sympathize with other people, to experience other people's joys and sorrows as one's own, which is formed in a child under the influence of the experience of communication and collective activity, leads to affective decentration.

This affective or emotional decentering makes it possible for the child to emotionally switch from his own experiences to the experiences of another, carried out first in an involuntary form, and then manifested in a conscious change in behavior as a result of the comparison and integration of positions different from his own. It is this mechanism that underlies the emergence and development of empathy in preschool children.

Empathy in preschool age has its own specific manifestations. They are associated with the transformation of the child’s immediate emotional response into the form of empathic experience, conditioned by the experience of moral values ​​and relationships.

For the first time, the dynamics of the empathy process in preschool childhood highlighted by A.V. Zaporozhets, and it looks like this: from empathy to sympathy and to real assistance.

Many modern researchers consider empathy in preschool children as a result of socialization, the presence in a child of a combination of three social experiences: empathy, sympathy and assistance, which a preschooler needs for joint activities and communication with other people.

Empathy is the subject’s experience of the same emotional states experienced by another person through identification with him.

Sympathy is the experience of one’s own emotional states regarding the feelings of another person.

Assistance is a complex of altruistic acts based on compassion, empathy and sympathy.

1.3 Factorsdevelopmentempathy in preschool age

The relationships of preschool children are very complex, multifaceted and constitute an integral system with its own internal structure and dynamics of development, as evidenced by numerous studies. Ya. L. Kolominsky believes that “from the moment a child enters a peer group, his individual development can no longer be considered outside of relationships with other members of the group.”

Thus, the child’s immediate environment in the educational system of a preschool educational institution consists of both adults and peers who form a social development situation that determines the level of the child’s personal development and the development of his “communicative competence.”

The characteristics of children's relationships, the specifics of emerging complications and their resolutions are largely determined by the nature of the educational influence, which is provided mainly by the educational program implemented in kindergarten. The variable nature of preschool education has greatly expanded the range of impacts educational program on the personal development of the child, which manifests itself, first of all, in the nature of the interaction of children in a play situation, in the development of their “communicative competence”, in the peculiarities of the emergence, course and resolution of conflicts in children in play.

The age of 6-7 years is sensitive in the development of empathic experiences. Therefore, it is recommended to start this work with children of older preschool age. It is noted that empathy brings people closer together in communication, promoting a level of trust. Therefore, children who are able to sympathize, empathize, and sincerely rejoice in the achievements of others, adapt more easily to society, communicate more freely with peers, and are more often accepted into the game.

It has been established that the empathic ability of individuals increases with increasing subjective experience. Empathy is easier to realize if the behavioral and emotional reactions of subjects are similar. The teacher is the subject of pedagogical activity and professional experiences.

Based on the development of empathic experiences, it is important for the teacher to learn to accept the child as he is, with his thoughts and desires, his emotions and behavioral reactions, with his feelings and experiences. The development of empathic experiences is associated with non-judgmental acceptance of the child by the teacher. Non-judgmental acceptance means: addressing the child by name only. a proper name is a powerful incentive to establish contact; verbalization of feelings, i.e. reflection in speech; “attachment” to the child’s soul; an emotional reflection of his condition. Where “active listening” is a mandatory component; psychological “stroking”: “You are good.”

Considering that interaction is a two-way process, it is important to learn to show the child that the life of an adult is also filled with emotions, feelings, and experiences. Therefore, when communicating with a child, the main thing is not only to show emotions and feelings, but also to pronounce what is in this moment experienced by an adult, thereby enriching the emotional and behavioral experience of the child.

The main thing for a teacher is, regardless of age and situation, the ability to put oneself in the child’s place, and then analyze one’s own reaction - feelings, thoughts, behavior.

The peculiarity of a child’s behavior is, first of all, determined by the emotional and sensory sphere. The ability to empathize with children in all their joys and sorrows, comprehend thoughts and stimulate their inner impulses, understanding feelings and thoughts can ensure success and establish friendly relationships with children.

Empathy is a socially approved personality quality. But it can have an individual, selective character, when the response does not arise to the experience of any person, but only to a significant person, for example, a spouse or child.

The highest form of empathy is expressed in complete interpersonal identification. In this case, identification is observed, not only mental, not only felt, but also effective. The highest form of empathy - effective - characterizes both the psychological and moral essence of the individual. The personalities of parents play a significant role in the life of every person. The specificity of the feelings that arise between children and parents is determined mainly by the fact that the care of parents is necessary to support the child’s very life. And the need for parental love is truly a vital need of a small human being. Parents must take care to maintain contact with their child. Deep, constant contact with a child is a universal requirement for upbringing, which can be equally recommended to all parents. The basis for maintaining contact is not only sincere interest in everything that happens in the child’s life, but also empathy, the desire to understand, to observe all the changes that occur in the soul and consciousness of a growing person. Contact can never arise on its own; it must be built.

Mutual understanding, emotional contact between children and parents is a kind of dialogue, the interaction of a child and an adult with each other. The main thing in establishing dialogue is a joint desire for common goals, a joint vision of situations, and commonality in the direction of joint actions. Of primary importance is the fact that there is a focus, and a joint one, towards resolving problems.

The most significant characteristic of dialogical educational communication is the establishment of equality of positions between the child and the adult. Equality of positions means recognizing the active role of the child in the process of his upbringing. Children have an undeniable educational effect on the parents themselves. But in order for an adult to accept this influence, it is necessary to have fairly highly developed empathic tendencies. Equality of positions in dialogue lies in the need for parents to constantly learn to see the world in its most diverse forms through the eyes of their children.

Contact with a child, as the highest manifestation of love for him, should be built on the basis of a constant, tireless desire to learn the uniqueness of his individuality. Constant tactful peering, feeling into the emotional state, the inner world of the child, the changes occurring in him, especially the mental structure - all this creates the basis for deep mutual understanding between children and parents and requires parents to show empathy.

In addition to dialogue, it is important to accept the child - recognition of the child’s right to his inherent individuality, to be different from others, including being different from his parents. It is necessary to pay special attention to the assessments that parents express when communicating with their children. Negative assessments of the child’s personality or inherent character traits should be categorically rejected. Parents should not evaluate the child himself negatively, but criticize only an incorrectly carried out action or an erroneous, thoughtless act.

Very often, behind parental condemnation there is dissatisfaction with one’s own behavior, actions, irritability, fatigue, which arise for completely different reasons. Behind a negative assessment there is always an emotion of condemnation and anger. Acceptance makes it possible to penetrate into the world of deeply personal experiences of children, the emergence of sprouts of complicity

Speaking about the relationship between parents and children, you should determine how to show your love for children in the most delicate way.

There are no ideal parents. Just like no parent can raise a perfect child. But parents can enjoy themselves and their children more if they try to learn to understand themselves and their children, as well as their actions and theirs.

In addition, parents need to be able to respect themselves and their children. This helps the child become a full-fledged, developed personality and forms positive parent-child relationships.

Improving higher emotions and feelings means the personal development of their owner. This difference can go in several directions. Firstly, in the direction associated with the inclusion of new objects, subjects, events, and people into the sphere of a person’s emotional experiences. Secondly, by increasing the level of conscious, volitional management and control of one’s feelings on the part of a person. Thirdly, towards the gradual inclusion of higher values ​​and norms in moral regulation: conscience, decency, duty, responsibility.

The emotional development of a preschooler is associated primarily with the emergence of new interests, motives and needs. The most important change in the motivational sphere is the emergence of social motives that are no longer conditioned by the achievement of narrowly personal utilitarian goals. Therefore, social emotions and moral feelings begin to develop intensively. The establishment of a hierarchy of motives leads to changes in the emotional sphere. Isolation of the main motive, to which a whole system of others is subordinated, stimulates stable and deep experiences. Moreover, they relate not to the immediate, momentary, but rather distant results of activity. That is, emotional experiences are now caused not by the fact that is directly perceived, but by the deep internal meaning that this fact acquires in connection with the leading motive of the child’s activity.

The preschooler develops an emotional anticipation, which makes him worry about the possible results of his activities and anticipate the reactions of other people to his actions. Therefore, the role of emotions in a child’s activities changes significantly. If earlier he fulfilled a moral norm in order to deserve a positive assessment, now he fulfills it, anticipating how those around him will be happy about his action.

It is in preschool age that a child masters the highest forms of expression - expressing feelings through intonation, facial expressions, pantomime, which helps him understand the experiences of another person and “discover” them for himself.

Thus, on the one hand, the development of emotions is determined by the emergence of new motives and their subordination, and on the other hand, emotional anticipation ensures this subordination.

Changes in the emotional sphere are associated with the development of not only motivational, but also cognitive sphere personality, self-awareness. The inclusion of speech in emotional processes ensures their intellectualization, when they become more conscious and generalized. The older preschooler, to a certain extent, begins to control the expression of emotions, influencing himself with the help of words.

In preschool age, the development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing play leads to the further development of sympathy, empathy, and the formation of camaraderie. Higher feelings are intensively developed: moral, aesthetic, cognitive.

The source of humane feelings is relationships with loved ones. At previous stages of childhood, by showing kindness, attention, care, love, an adult laid a powerful foundation for the formation of moral feelings.

If in early childhood a child was more often the object of feelings on the part of an adult, then the preschooler turns into a subject of emotional relationships, empathizing with other people. Practical mastery of behavioral norms is also a source of development of moral feelings. A powerful factor in the development of humane feelings is role-playing game. Role-playing actions and relationships help the preschooler understand the other, take into account his wishes, mood, desire. When children move from simply recreating actions and the external nature of relationships to conveying their emotional and expressive content, they learn to share the experiences of others.

The development of intellectual feelings in preschool age is associated with the development of cognitive activity. Joy in learning new things, surprise and doubt, bright positive emotions not only accompany the child’s small discoveries, but also cause them. The world, nature especially attracts the baby with mystery and mystery. She presents him with numerous problems that the baby tries to solve. Surprise gives rise to a question that needs to be answered. empathy preschool psychology

Features can be highlighted emotional development in preschool age:

· the child masters social forms of expressing feelings;

· the role of emotions in the child’s activities changes, emotional anticipation is formed;

· feelings become more conscious, generalized, reasonable, arbitrary, non-situational;

· higher feelings are formed - moral, intellectual, aesthetic.

Awareness of one's own individuality is nothing more than awareness of one's own emotional reactions and states, indicating an individual attitude to what is happening.

The main condition for a child’s awareness and manifestation of individuality is the naming, acceptance and support by adults of his emotional manifestations.

Based on the above, we can 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.

Preschool childhood is a period of special social-emotional sensitivity, a time of discovering oneself to the world and the world for oneself. The most important tasks that children solve at this age are communication with others: peers and adults, nature and themselves, mastering the essence of human relationships.

So, let's summarize some results:

· the formation of empathy occurs at all stages of personality development and is one of the important indicators of human socialization and the culture of interpersonal relationships;

· orientation in the emotional world of people is a necessary condition for their joint practical and spiritual activities. Emotionally sensitive people better predict the reactions, actions, opinions of others, are more successful in communication and interaction with them, have a high level of social creativity and self-realization;

· in preschool childhood, empathy is one of the main mechanisms for the education of feelings, the basis of the child’s moral behavior;

· on early stages In the mental development of a child, the first component of the empathy process is laid - empathy, which manifests itself on the basis of such mechanisms as emotional contagion and identification.

· as the second component of the empathic process—sympathy—becomes established, cognitive components—moral knowledge and social orientations of the child—begin to play a dominant role. True empathy involves not only emotional sensitivity, but also a high level of understanding.

· based on the first two components of the empathy process, preschoolers develop an impulse to assist others, which encourages the child to take specific actions.

1.4 Methods and means of developing empathy in preschoolers

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 lack of emotional contacts, the process of mental personal development is hampered and distorted. 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 has been and is recognized by most Western and domestic psychologists. However, communication with adults acts in them as external factor, contributing to development, but not as its source and beginning. The attitude of an adult towards a child - his sensitivity, responsiveness, empathy - only facilitates the understanding of social norms, reinforces appropriate behavior and helps the child submit to social influences. Mental development is considered as a process of gradual socialization - the child’s adaptation to external conditions for him. social conditions. The mechanism of such adaptation may be different. This is either overcoming innate instinctual drives, or reinforcement of socially acceptable behavior, or the maturation of cognitive structures that subjugate asocial, egocentric tendencies. 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 an organically necessary condition for his human development. A child cannot live and develop outside of society; he is initially included in social relations, and how younger child, the more social a creature he is.

One of the main research methods was a comparative study of children raised with and without a family 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 under conditions of pathology as one of the methods of 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, clothing and toys, and educational activities. 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 the mastery of objective actions, on the development of speech, on the child’s attitude towards an adult.

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, positive attitude towards oneself, a feeling of inner well-being, 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 side.

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 different age periods. 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.

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, a 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.

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.

Empathy means the ability of a person 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.

Empathy is a complex multi-level phenomenon, the structure of which represents the totality of emotional, cognitive, and behavioral abilities, skills and abilities of another person.

There are several mechanisms of empathy: emotional, cognitive and predicative empathy.

The development of empathy and the assimilation of moral standards 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.

The development of feelings in children occurs as a generalization of emotions aimed at a specific object. In the formed system of emotions and feelings, emotions are a manifestation of the experienced feeling. In children, the system of emotions and feelings is still being formed. Therefore, their emotions are not so much a manifestation of the feeling they are experiencing, but rather material for generalization and the formation of higher feelings on their basis.

The process of development of the child’s emotional sphere is characterized by a gradual separation of the subjective attitude from the object of experience. The younger the child, the more the characteristics of the object and the characteristics of subjective experience are fused for him. The unity of the object of experiences and relationships to it is manifested in the identification of the object of experiences with oneself.

The development of intellectual feelings in preschool age is associated with the development of cognitive activity. Joy when learning new things,

surprise and doubt, bright positive emotions not only accompany the child’s small discoveries, but also cause them. We can highlight the features of emotional development in preschool age: the child masters social forms of expressing feelings; the role of emotions in the child’s activities changes,

emotional anticipation; feelings become more conscious, generalized, reasonable, arbitrary, non-situational; higher feelings are formed - moral, intellectual,

aesthetic.

Awareness of one's own individuality is nothing more than awareness

own emotional reactions and states, indicating an individual attitude to what is happening.

Communication with adults acts as an external factor contributing to the development of empathy. The attitude of an adult towards a child - sensitivity, responsiveness, empathy - facilitates the understanding of social norms, reinforces appropriate behavior and helps the child submit to social influences. 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 an organically necessary condition for 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.

2. The process of developing empathy in preschool children

...

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To obtain an empirical database, we conducted a series of diagnostic techniques with children of senior preschool age in preschool educational institutions. 20 children aged 6-7 years took part in the experiment. The purpose of the ascertaining experiment was to identify the level of development of empathy in older preschoolers. Based on our previous theoretical analysis of the essence, forms and features of the development of empathy in children of senior preschool age, we identify the following content components in the structure of empathy: 1. emotional component of empathy ( experience-sympathy ) , 2. cognitive component of empathy (experience-self-affirmation) , 3. behavioral component of empathy (experience-action).

Diagnostics “Understanding emotional states.”

Target: studying the understanding of the emotional states of people depicted in the picture.

Literature: Uruntaeva G.A., Afonkina Yu.A. Workshop on child psychology. – M., 1998. – P. 226.

Material:

Pictures depicting children and adults who have a clearly expressed emotional state of both basic emotions (joy, fear, anger, grief) and their shades (cyclograms, schematic representations of emotional states).

Story pictures depicting positive and negative actions of children and adults.

Procedure: The experiment was carried out individually with children 6–7 years old in two series.

First episode. The child is successively shown pictures depicting various emotional states and asked: “Describe the picture. Who is depicted on it? How is he feeling? How did you guess about this?

Second series. The child is shown sequential pictures and asked questions: “What are children (adults) doing? How do they do it (friendly, quarrel, do not pay attention to each other, etc.)? How did you guess? Which of them is good and which is bad? How did you guess?"

Data processing: count the number of correct answers in different age groups separately for each series and for each picture, determine whether children can understand the emotional states of adults and peers, what signs they rely on, and who they understand better: an adult or a peer. The dependence of these indicators on the age of the children is determined.

Diagnostics “Study of emotional manifestations of children.”

Target: learning ways to express emotions.

Literature: Emotional development of a preschool child / Ed. A.D.Kosheleva. – M., 1985. – P. 99 – 100.

Study preparation: select situations from the lives of children that are close and understandable to them:

Sick mother lies in bed, eldest daughter ( preparatory group) brings his brother (nursery group).

During lunch in the group, a boy accidentally spills soup, all the children jump up and laugh; the boy is scared, the teacher sternly explains that he needs to be careful and that there is absolutely nothing to laugh about here.

The boy lost his mittens and his hands became very cold during a walk, but he does not want to show others that he is very cold.

The girl was not accepted into the game, she went to the corner of the room, hung her head low and was silent, about to cry.

A boy (girl) is happy for his friend (girlfriend), whose drawing turned out to be the best in the group.

Conducting research: The study is carried out with children 6–7 years old.

First episode. Children prepared in advance act out a skit in front of the group, then the experimenter asks the children how the characters in this skit feel.

Second series. The experimenter describes the situation and suggests depicting it:

I situation - show the sad, suffering face of the mother, the capriciously crying boy and the sympathetic face of the girl;

Situation II - show the stern face of the teacher, laughing and then embarrassed children, the frightened face of the boy;

III situation - how the boy does not want to show that he is cold;

IV situation – show the girl’s resentment;

V situation - to show genuine joy for another.

If children do not expressively or incorrectly portray the feelings and emotions of the characters, the experimenter again describes the situations and tells in detail what each of the characters is experiencing.

Data processing. They analyze how children embody the emotional states of characters in sketches. They draw a conclusion about the expressiveness and richness of expressive and facial means of communication and about the development of the ability to empathize with other people.

In the context of education, the teacher organizes the child’s practical activities, during which he enters into real relationships with the outside world and assimilates the values ​​​​created by society. At the same time, activities that evoke a strong emotional response in the child and infect him acquire a special role: playing, listening to music and perceiving a literary work, performance, etc. A special place among the listed types of children's activities in the development of empathy in older preschoolers is occupied by theatrical activities.

A significant role in the child’s assimilation of the meanings and motives of human activity, the reproduction of social relations, and the formation of value orientations is played by theatrical activity . Theater is one of the brightest, most colorful and accessible spheres of art for a child. It brings joy to children, develops imagination, promotes creative development. Theatrical activities have enormous potential for developing the creative characteristics of children, and also contribute to the development of the emotional sphere of preschoolers. Children who have received artistic and aesthetic education turn out to be more developed and emotional than their peers. Theatrical and play activities bring children together, give them the idea of ​​a sense of partnership, mutual assistance, relieve constraint, promote initiative, accelerate the process of mastering public speaking skills, and help to believe in themselves.

Theater is one of the effective means of education, which is based on the activity of the emotionally sensual sphere of the individual.

Theater for children is a school of feelings and perception, a school of high emotional culture, human communication and relationships.

Theatrical activities are a powerful means of harmonious development and creative potential of a preschool child.

Plays a major role in the formation of a person’s moral culture reading fiction. The need to use works of fiction in the education of empathy has been justified by many researchers and educators: L.N. Tolstoy, K.D. Ushinsky, A.S. Makarenko, V.T. Belinsky, A.S. Pushkin, A.M. Gorky, Ya.A. Komensky, I.P. Pestalozzi, D. Lock, I.A. Ilin, D.S. Likhachev, L.S. Vygotsky, V.V. Davydov, L.I. Bozovic. Research by L.S. Strelkova, B.M. Teplova, L.M. Gurovich show that one of the most effective means of developing empathy in children of senior preschool age is a fairy tale. A fairy tale influences the child’s feelings and mind, develops his sensitivity, emotionality, consciousness and self-awareness, and shapes his worldview. L.P. Strelkova noticed that at the age of 4-5 years, a child acquires a fundamentally new ability - to empathize with fictional characters. This is why it is so important to use fiction, namely fairy tales, in developing empathy. Fairy tale heroes do everything that ordinary people do. All this contributes to a better understanding of the fairy tale by the child. The child takes the position of the hero of the work and tries to overcome the obstacles standing in his way. B.M. Teplov, considering the nature of a child’s artistic perception, pointed out that empathy and mental assistance to the hero of a work constitutes the “living soul of artistic perception.” A fairy tale offers a child images that he enjoys unnoticed, learning vital information. The fairy tale poses and helps solve moral problems. In it, all the heroes have a clear moral orientation. They are either entirely good or entirely bad. This is very important for determining the child’s sympathies, for distinguishing between good and evil, for streamlining his own complex feelings.

The role of fairy tales in the formation of the ability to empathy, trust, sympathy, and compassion is invaluable. Aggressive children, as a rule, have low levels of empathy. Aggressive children, most often, do not care about the suffering of others; they cannot even imagine that other people might feel unpleasant and bad. It is believed that if the aggressor can sympathize with the “victim,” his aggression will be weaker next time. Thus, the use of fairy tales in the education of empathy plays a big role.

A game- the most accessible type of activity for children, a way of processing impressions received from the surrounding world. Since the leading activity of preschool children is play, it is in play that children’s emotional resources are especially effectively manifested, the foundations of emotional culture are formed, trusting relationships between a child and an adult, and interaction skills in everyday and conflict situations are developed. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world. Through play, a child indirectly becomes involved in the lives of adults and masters culture as a source of humanizing relationships.

Listening to music- a purposeful process of perception and awareness of a musical work.

There are certain conditions, pedagogical techniques and methods that contribute to the effective formation of empathy and the development of compassion in children, one of such means is art.

Music, like any other art, is capable of influencing the comprehensive development of a child, inducing moral and aesthetic experiences, leading to a transformation of the environment, and to active thinking. Along with fiction, theater, and fine arts, it performs a social educational function.

Music has long been recognized as an important means of shaping a person’s personal qualities and his spiritual world. Modern scientific research indicates that musical development has an irreplaceable effect on overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and in life.

Music as an art form opens up the opportunity for a person to understand the world and develop in the process of learning. The educational effectiveness of musical influence lies in the very specifics of comprehending music at the level of musical perception as artistic communication, when in the musical sound not just sounds or structural elements are perceived, but “a person’s social feelings and aesthetic experience consists of empathy, sympathy for expressed joy or grief, friendship or enmity."

Musical art, through communication and dialogue, “pulls” a growing person into a model of life, determines development and self-development, makes him capable of changing the sociocultural environment, bringing personal and individual values ​​into line with universal values. Musical perception helps to comprehend and acquire life values, promotes the expansion of interests, the development of tastes, and encourages information exchange.