Keyword: «emotional well-being»

Article is devoted to studying the conditions of optimization of parent-child relationships in order to ensure the emotional well-being of children with HIA. The authors suggest the forms and methods of work with children emphasize that these needs is a condition of normal mental development of children. For psycho-pedagogical correction of this problem, they proposed this form of work, family room, where in the framework of theater techniques used play therapy, dramatherapy, tales therapy, cocoteraie. Authors identify the objectives, principles and criteria of effectiveness of remedial work in child-parent group, offering abstract classes.

Annotation. This article presents a discussion of the relation of physical makeovers and emotional well-being of adolescents. Analyzes the domestic research of physical makeovers as a separate phenomenon and one of the most important factors of emotional distress. There is a shortage of similar studies on body dissatisfaction in considering him as one of the manifestations of physical makeovers. The article presents the results of a study of the physical relationship of perfectionism with the emotional distress, expressed in the symptoms of depression and anxiety, the example of students in grades 8-10.

The article reveals the problem of emotional well-being of children of primary school age. As a result of a survey of 50 pupils of 3 classes of a rural school, as well as their parents (50 people), a category of children with low indicators of emotional well-being was identified with help of the set of diagnostic methods by M. Yu. Mikhailina, Ya. K. Nelyubova, of expert assessment, of the methodology of unfinished offers, of the projective methodology “Non-existent animal” and questionnaires “Child and gadgets” by M. V. Bortsova, S. D. Nekrasov. The results of a formative experiment with a group of younger pupils aimed at shaping the emotional well-being of a person using animation and visual arts are presented.

the article reveals the concept and characteristics of the emotional well-being of primary school children, describes the content of the work on identifying the level of the psychophysical state of primary school children as an indicator of the emotional well-being of the individual. Empirical data were obtained using the " SAN Methodology (well-being, activity, mood)", M. Yu. Mikhailina, Ya. K. Nelyubova. The sample of the study was made up of students of the fourth grade, in the number of 53 people from a rural school in the Krasnodar Territory. Recommendations for the prevention of emotional well-being of children of primary school age are proposed.

In the context of digitalization of the preschool education system, there are reasonable risks in the field of psychological safety of the child's personality. The widespread use of digital resources in the process of teaching, upbringing and development of preschoolers undoubtedly contributes to a deeper realization of the personal creative potential, intensive cognitive development, stimulates cognitive interest and motivating component of children's activities. At the same time, the problem of the negative impact of digitalization on the emotional sphere of a preschooler actively immersed in the digital world remains relevant. The purpose of the article is to identify the specific features of the use of electronic content in the education, upbringing and development of preschool children in terms of ensuring their psychological safety using the example of the work at the Pelican educational center of M. E. Evseviev Mordovia State Pedagogical University. The research used the following methods: theoretical and comparative analysis of sources, experimental and mathematical methods. The study used several methodological approaches and principles: personality-oriented, activity-based approaches, principles of expediency, polymodality, adaptability, which allowed us to consider digital resources and tools as effective and safe means of teaching, upbringing and development of a child. Understanding the psychological safety of a person as a certain state of the psyche, manifested in the integrity, sustainability of development, adaptability and flexibility of a person, the ability to control oneself, led the authors to the idea that psychological safety is possible only in a comfortable educational environment, as well as under the condition of developing proper requirements for the use of digital tools in working with preschool children. Based on these requirements, its content includes various software and digital products selected in accordance with the training areas of preschool education and relevant areas of additional education for children: cognitive, artistic and aesthetic, socio-communicative and speech developing, physical development, sports and health protection, the development of natural scientific thinking and technical creativity. The authors have identified positive dynamics in the level of emotional intelligence development, anxiety and negative emotional states of children. The results obtained show that it was possible to ensure the psychological safety of preschoolers with the active use of digital resources and technologies. The theoretical significance and novelty of the study lies in identifying the methodological foundations and specifics of the use of digital resources in working with preschoolers without compromising psychological safety. The practical significance of the study lies in the fact that the results and conclusions obtained will contribute to improving the process of digitalization of preschool education, ensuring the personal psychological comfort of the children with the active use of digital resources.