Keyword: «emotional development»

The author, as a result of studying of theoretical aspects of the studied problem, proves possibilities of application of means of physical culture in development of the emotional sphere of children of the advanced preschool age in practical activities.

The article presents a study of the self-esteem of older preschoolers in families with different types of parent-child relationships. In the work, such aspects of the development of a preschooler as self-esteem and socialization, since it is at this age that the active formation of basic self-esteem takes place both in the family and in society. The study empirically substantiates the assumption that a favorable attitude of parents to children, characterized by emotional acceptance and cooperative forms of interaction, contributes to the formation of self-esteem of middle and high levels in older preschool children. Low self-esteem is formed under the influence of negative forms of parent-child relationships (emotional rejection, infantilization of the child, tight control).

The content of the article reveals the relevance of this process, its timeliness, in the conditions of increasing risks caused by the peculiarities of the modern society development due to globalization, informatization, technologization. In addition, the need to examine this problem is due to the psychological, pedagogical and age-related prerequisites for the development of children of primary school age. The purpose of the study is a theoretical study of the problem of pedagogical support for the emotional development of primary school children. The methodological approaches that served as the basis for considering the problem of pedagogical support for the emotional development of primary school children are: humanistic, personality-oriented, systemic activity-oriented approaches. The article describes the age characteristics of the emotional development of primary school students (impressionability, spontaneity, frankness of feelings expression, emotional instability, little experience in recognizing emotional states in other people and in themselves, etc.). As a result, the essence of the "emotions", "support" and "pedagogical support" concepts was clarified. In the modern primary school, pedagogical support for the emotional development of the student, as noted by the researchers, takes on new meanings, based on the idea that the implementation of any activity is ensured by the coherence of functioning, the unity of the intellectual and emotional spheres. The theoretical and practical significance of the study correlates with the requirements outlined in the provisions of the Federal State Educational Standard of Primary General Education, which indicate the need to search for directions, forms, methods of pedagogical support for primary school students, expanding the range of subjects participating in the process of emotional development of students (parents, teachers, classmates, peers), organized with taking into account such principles as targeting, personalization, timeliness, consistency, etc.

This article analyzes the features of the development of children with mental retardation( PDA), identifies the main characterological aspects of the emotional development of children. The article also provides an analysis of anxiety-phobic states in preschool children with ASD and identifies the features of correcting children's anxiety.

The presented study is relevant due to the need for primary school teachers to have effective ways of organizing the development of the emotional sphere of younger students using animation. Development of universal competences among primary school students through classroom and extracurricular activities is particularly important in the current stage of society's progress. However, the educational system remains largely focused on providing students with a prepared system of knowledge, skills, and abilities based on successful learning of academic disciplines' educational programs. In this regard, it is necessary to modernize the system of primary education so that it becomes a field for the formation and development of the personality of students, which meets the needs of society. Animation is an effective means of developing the emotional volitional sphere of primary school students. The article aims to describe the results of a natural pedagogical experiment to test the developed model for organizing an animation studio's work for the emotional development of younger students. The results are of practical interest, as primary school teachers can use such model for organizing the work of an animation studio for the emotional development of younger students, the «Diary of Emotions» and a set of tasks using animation. The study's theoretical significance lies in expanding ideas about emotional development and determining the structural components of the system, their content, which are included in the described model for organizing the work of an animation studio for the emotional development of primary school students. The practical significance of the study is due to the development of a model for organizing the work of an animation studio for the emotional development of primary school children and the compiled training tasks for students, developed by the «Diary of Emotions» as a means of working in an animation studio.