Keyword: «emotions»

Depression is a common affective disorder, and disturbances in the emotional sphere in this pathology are obvious. Emotionality acts as a psychological property of a person; recent studies have made it possible to determine the qualitative and quantitative characteristics of this virtue. In order to study the relationship between the characteristics of emotionality and the manifestations of depression at a young age, a study was conducted. In the course of the work, it was revealed that the somatic manifestations of depression are more pronounced with increased emotional excitability and significant negative influence of emotions; the cognitive-affective characteristics of depression can be determined by the general level of emotional excitability of the individual.

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.

The article analyzes the influence of psycho-emotional factors (emotions, motivation and needs) on the behavioral responses of children with disabilities. The authors prove that the physical activity realized in the behavior of these children is a form of their life activity that changes the duration of communication with the external environment and is able to meet the needs of their body.

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 article presents recommendations for conducting physical education classes aimed at developing the motor skills of the hands of younger schoolchildren with health abnormalities. The conclusions are argued that the physical activity realized in the behavior of these children is a form of their daily life activity capable of satisfying the needs of their body.