"Development of social and communicative competence in children of senior preschool age"
Excellent material (theoretical). It can be used in working with children, for self-education, for preparing consultations for teachers.
1. Emotional and social development of a preschooler. Scientific grounds for solving the problem of identifying and developing social competencies.
2. Social and emotional competencies.
3. The structure of the social competence of a preschooler.
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Social and emotional competencies.
What are social and personal competencies?
Respectful attention and understanding (1); a fair assessment (2) and the installation of unconditional acceptance and recognition of the value of the child's personality (3) are the three conditions without which the development of personality and healthy self-worth does not occur. Only an adult can provide these conditions. In order for an adult to tune in to the children's world and better see what is happening with children, in the history of psychology and pedagogy, contents were isolated that turned into social and emotional competencies. At their core, they represent typical social situations from the life of a child or situations in which the child turns to himself (we can divide two spheres of life according to this criterion public / social and intimate / related to the inner world, according to the same criterion were dividedsocial and emotional intelligence). Competent behavior describes how a child of a given age would behave in this situation if he had a healthy self-worth.Thus, the list of social and emotional competencies is a list of special cases of manifestations of a successfully developing personality. Here are some examples. Atto join the gamerequires perseverance and flexibility reflects the ability to stand up for one's interests, just asthe ability to ask for help from an adult, skill. At ability to express sympathy to another childis based on the feeling “I don’t need to defend myself now, I can pay attention to you, and I like you” - that is, it describes a person experiencing a harmonious state in the inner world and an open benevolent attitude towards the outer world.
It is necessary to distinguish between "competence" and "competence". Competence is a culturally accepted pattern of behavior, when it is appropriated by a child, he acquires competence.
The question arises: where did certain competencies come from in culture? If we turn to the history of pedagogy, we will see that in every era there was an idea of certain contents that were set by the values of the social stratum, the values of the era. Noblenotions of honorintelligence of a raznochinets, the Soviet concept"culturally educated person" -all this could give rise to interesting systems of competencies.Intergenerational transmission of experience and values at all times was carried out on patterns of behavior in situations.Only in the post-war period in the United States did the topic of social competencies become a scientific problem. It was taken up by social psychology and personality psychology, trying with the help of an experiment to answer a painful question: how did fascism spread in civilized cultural Europe, why did people turn out to be unable to resist the manipulation of the totalitarian system? Today, not even psychologists are well aware of the experiments of S. Asch, G. Milgram, Zimbardo. They proved that there are psychological mechanisms that underlie conformity - inability to resist pressure in certain situations. Participants in the experiments ordinary people from the street, under the pressure of experimenters, they committed acts that were incompatible with their personality, and subsequently could not understand how they managed to be manipulated. Public consciousness was shocked: fascism could have arisen in America! And then it was in the school that the first programs for training the skills of resistance to manipulation appeared. These included competencieshow to refuse(how to say no without feeling guilty)the ability to assert oneself ability to deflect unacceptable offers. Very quickly, the list of skills was expanded due to the ability to resist aggression directed at you and skills that are alternative to aggression. When the humanist movement entered the history of United States psychology in the late 1960s, skills of understanding, empathy, listening, encouragement, and encouragement were added, which were taught to both children and adults. So social and emotional competencies did not appear today and not in America. The set of skills we have identified is generally recognized in the education systems of the developed countries of the world (see Social and Emotional Education. An International Analysis, 2008). It corresponds to the accepted doctrine of the superiority of the significance of emotional intelligence over rational intelligence. Researchers have shown that adult satisfaction own life has a correlation with IQ by 20%, while with EQ - by 80%. Therefore, the introduction of programs for the development of social competencies in preschool educational institutions is not only the most important link in preparing children for school, but also for life.
List and short description social competencies
We emphasize that most of these skills cannot be formed directly. The structure of social competence is given so that an adult observer can compare the behavior of a particular child with the reference behavior of a socially competent preschooler.
1. Ability to listen
a) the child listens to the teacher's explanations in class;
b) the child listens to a peer's story about an interesting event.
When the skill is not formed
The child asks a question and runs away without hearing the answer. Interrupts the speaker or switches to another activity while the speaker is talking.
- The child looks at the person who is speaking.
- Doesn't talk, listens silently.
- Trying to understand what was said.
- Says "yes" or nods her head.
- Can ask a question on the topic (to better understand).
Situations in which this skill can manifest itself:
a) the child has difficulty completing the task and asks for help from the teacher;
b) At home, the child turns to an adult for help with problems that have arisen.
In many situations, children must turn to adults for help, adults often help them solve the problem by providing the necessary information.
When the skill is not formed
The child either does not ask for help, remains alone with an overwhelming task and experiences a feeling of helplessness (cries, closes, gets angry), or requires help and is not ready to wait, reacts negatively to the proposal to try to correct himself. The child does not ask for help, but begins to attract attention with the help of bad behavior.
The steps that make up this skill are:
1. Evaluates the situation: can I handle it myself?
2. Approaches a person from whom he can receive help, addresses him by name (or first name and patronymic).
3. If they paid attention to him, he says: "Help (those) me, please."
4. Waiting for a response; if the person agrees, he continues, explaining his difficulty. If the person refuses, look for another adult or peer and repeat the request.
5. Says "Thank you."
Situations in which this skill can manifest itself:
a) one of the adults or peers helped the child in something, even if this help is insignificant.
Many do not attach importance to the good things that others do for them, taking it for granted, or, on the contrary, experiencing a sense of gratitude, are embarrassed to say kind words. Recognition as a direct form of expressing gratitude requires some measure or even restraint, as it can become a form of manipulation.
When the skill is not formed.
The child perceives help as "for granted" behavior in relation to him. Does not notice the efforts of other people, is shy or does not know how to openly say words of gratitude.
The steps that make up this skill are:
1. The child notices someone who has done something good or helped him.
2. Can choose the right time and place.
3. Friendly says "Thank you".
Situations in which this skill can manifest itself:
a) the child performs the task of the educator, having carefully listened to the instructions;
b) the child enthusiastically agrees to perform some task of an adult.
Here we only give the steps for the first part of the skill, because. the second child is not yet available. The second part will be formed a little later, but already now adults should teach the child to correctly assess their capabilities.
When the skill is not formed.
The child takes on overwhelming tasks, begins to do it without listening to the instructions, or says “okay”, not intending to do it.
The steps that make up this skill are:
1. The child listens to the instructions carefully.
2. Asks about what he did not understand.
3. Can repeat the instruction at the request of an adult or quietly repeats to himself.
4. Follows instructions.
Situations in which this skill can manifest itself:
a) the child completes the task in class until the desired result is obtained;
b) the child fulfills the request of the parent to help him with something at home;
c) the child completes the drawing.
When the skill is not formed
The child abandons unfinished work because he switches to another activity or simply does not notice that it is not completed.
The steps that make up this skill are:
1. The child carefully looks at the work and evaluates whether it is finished.
2. When he thinks the work is finished, shows it to an adult.
4. Can cheer himself up by saying, “Just a little more! One more time! I did everything! Well done!"
Situations in which this skill can manifest itself:
a) the child is talking to adults, younger children or peers;
b) there was a new one in the group of children who is embarrassed.
When the skill is not formed
The child either does not participate in the conversation, or interrupts and begins to talk about himself or about what interests him.
The steps that make up this skill are:
1. The child can add something to the conversation about a certain subject.
2. Understands if it is related to the topic of discussion.
3. Tries to formulate what he wants to say.
Situations in which this skill can manifest itself:
a) the child offers to help the teacher arrange chairs for the lesson;
b) the child at home offers his mother to help clean the room, because he sees that she is tired.
When the skill is not formed
The child does not notice that the people around him need help, does not see where he can help, does not know how to offer help.
The steps that make up this skill are:
1. The child notices that someone needs help.
2. The child can feel if he can help here.
3. Approaches an adult, choosing a time when he can be heard.
8. Ability to ask questions
Situations in which this skill can manifest itself:
a) something is not clear to the child, and he must find out from the teacher or parents;
b) the child collects or checks information about something.
When the skill is not formed
The child is afraid to ask, because he has already had a negative experience (scolded for questions and "lack of understanding"). Or instead of a question, he interrupts and talks about something of his own.
The steps that make up this skill are:
1. The child feels or understands whom to ask about something.
2. The child senses or understands when it is appropriate to ask.
Situations in which this skill can manifest itself:
a) the child wanted to drink water while walking;
b) the child wanted to go to the toilet during the lesson;
c) the child became sad during the joint work and wanted to take his favorite toy.
When the skill is not formed
The child suffers and is silent, or endures, and then demonstrates inappropriate behavior (crying, angry).
The steps that make up this skill are:
1. The child listens to himself and feels his needs.
2. He knows/understands that it is right to tell an adult about it (he is not shy or afraid).
Situations in which this skill can manifest itself:
a) the child is doing the task in class, and someone in the group distracts him from this;
b) the child in the lesson performs the task of an adult, but cannot concentrate.
When the skill is not formed
The child switches from one activity to another, while it can interfere with other children, responds to external stimuli.
The steps that make up this skill are:
1. The child knows how to use a count to five or a rhyme to distract himself from an external stimulus.
2. For example, he might say to himself, “I want to listen. I will continue to draw."
3. Continues to work.
Situations in which this skill can manifest itself:
a) the child did something differently than the teacher explained, did not understand his instructions;
b) the child wants to do something in his own way, to make changes in the instruction of the educator.
When the skill is not formed
The child quits work or loses interest in it if he was pointed out to a shortcoming. Either he stubbornly insists on his own, coming up with excuses like: “I drew a sick bunny!”
The steps that make up this skill are:
1. The child hears (pays attention to) a hint from an adult: what else can be improved in his work.
2. Can agree with the hint without offense or disagree, and say so calmly.
3. If he agrees, he will make improvements in his work.
II. Peer Communication Skills / “Friendliness Skills”
12. The ability to get acquainted
Situations in which this skill can manifest itself:
a) the child was transferred to another kindergarten, and in new group he must meet the guys;
b) at home the child meets his parents' acquaintances for the first time;
c) walking in the yard, the child gets acquainted with those children whom he sees for the first time.
When the skill is not formed
The child is withdrawn or shy or intrusive.
The steps that make up this skill are:
1. The child feels whether he wants to get to know a person or not.
2. If he wants, he chooses the right time/situation for this.
3. He comes up and says: “Hi, I’m Petya, and what’s your name?”
Situations in which this skill can manifest itself:
a) the child wants to join the children playing indoors or walking in the kindergarten;
b) the child wants to join peers playing in the yard.
When the skill is not formed
The child either shyly stays away from the players, or does not accept the refusal, offended, crying or angry, complains to the teacher.
The steps that make up this skill are:
1. A child in a situation of joint play feels that he would like to play with others and tries to join them.
2. Selects the right moment in the game (for example, a short break).
3. Says something relevant, such as: “Do you need new members?”; "Can I play too?"
4. Keeps a friendly tone.
Situations in which this skill can manifest itself:
a) the child wants to join the game, the rules of which he does not know;
b) during the game, the child has to follow rules that require patient submission from him.
When the skill is not formed
The child forgets to ask about the rules of the game, so he involuntarily violates them, causing criticism from other participants in his address. The child breaks the rules by not being able to obey,
The steps that make up this skill are:
1. When a child feels like playing with other children, he is interested in the rules of the game. .
2. After making sure that he understood the rules, he joins the players (see skill No. 13).
3. Can patiently wait for their turn if required by the rules.
Situations in which this skill can manifest itself:
a) the child needs the help of a peer in moving the table;
b) the child asks a peer to lend him a pencil for drawing.
When the skill is not formed
The child tries to do everything himself, when it doesn’t work out, he gets upset or angry, or orders and demands instead of asking.
The steps that make up this skill are:
1. When a child feels that he needs help, he finds another and turns to him (see skill number 2).
Situations in which this skill can manifest itself:
a) the child offers a peer to help carry something heavy;
b) the child offers a peer to help clean the room after class.
When the skill is not formed
The child does not have the habit of helping, on the contrary, he may even taunt a peer who does hard work (cannot cope with something)
The steps that make up this skill are:
1. The child may find that a peer needs help (How does he look? What does he do or say?).
2. The child can feel if he has the strength and ability to help.
3. Offers help in a friendly way by asking instead of insisting, e.g. “Can I help you?”..
17. Ability to express sympathy
Situations in which this skill can manifest itself:
a) the child really likes one of his peers, and he would like to make friends with him.
b) one of the children is sad or feels lonely.
When the skill is not formed
The child is too shy or acts arrogant because he does not know how to talk about his sympathies for another child.
The steps that make up this skill are:
1. The child feels joy, gratitude, pity, tenderness for other children (or for one of their peers).
2. He also feels if the other child would like to know about his feelings for him (for example, the person may become embarrassed, or he will feel good).
3. He can choose the right time and place.
Situations in which this skill can manifest itself:
a) an adult praises a child for something he has done;
b) one of the elders tells the child how handsome he is today.
When the skill is not formed
The child is embarrassed in a situation of praise, or in a situation of praise begins to behave deliberately.
The steps that make up this skill are:
1. A child who is told something pleasant by a person nearby can look into his eyes and smile.
2. Says "thank you" without embarrassment or arrogance.
Situations in which this skill can manifest itself:
a) the child invites the children to play some kind of game and undertakes to organize it.
When the skill is not formed
The child does not take any initiative, expecting it from others.
The steps that make up this skill are:
1. The child invites peers to do something together.
2. He can think of ways the children can collaborate, such as taking turns or sharing work among the participants.
2. Tells the guys who will do what.
20. Ability to share
Situations in which this skill can manifest itself:
b) the child shares sweets or other sweets with the children.
When the skill is not formed
The child appears stingy or greedy to assert himself.
The steps that make up this skill are:
3. Can choose the right time and place for it.
4. Friendly and sincerely offers something of his own.
21. Apologize
Situations in which this skill can manifest itself:
a) the child fought with a peer before dinner for a place at the table, as a result of which the plate was broken;
b) at home the child offended the younger sister.
When the skill is not formed
The child never apologizes and therefore appears ill-mannered, rude or stubborn.
The steps that make up this skill are:
1. The child may feel that he did something wrong.
2. He understands that someone is upset because of him and sympathizes with him. .
3. Chooses the right place and time to sincerely apologize.
Situations in which this skill can manifest itself:
a) in class, the teacher asks the children to show one of the main feelings.
When the skill is not formed
The child confuses feelings or begins to behave excitedly defiantly, does not understand the feelings of other people.
The steps that make up this skill are:
1. The child can remember when he experienced this or that feeling.
23. Ability to express feelings
Situations in which this skill can manifest itself:
a) the child is angry, screams, stamps his feet;
b) the child joyfully runs towards his beloved grandmother.
When the skill is not formed
The child does not adequately express feelings.
The steps that make up this skill are:
1. When a child feels that something incomprehensible is happening to him, or he is very excited, he turns to an adult.
Situations in which this skill can manifest itself:
a) the child sees that the adult is very upset;
b) the child sees that a peer is sad about something.
When the skill is not formed
The child does not pay attention to the state of another person and behaves with him without regard to the state of the other.
The steps that make up this skill are:
1. The child draws attention to a person who is very excited about something or, conversely, depressed.
2. He intuitively can feel what he is now.
25. Empathy
Situations in which this skill can manifest itself:
a) the child sees that the mother is upset about something and tries to comfort her;
b) the child sees that a peer is in a bad mood and tries to involve him in a joint game.
When the skill is not formed
The child behaves selfishly and is indifferent to others, leaves a situation in which someone feels bad.
The steps that make up this skill are:
1. The child notices that someone nearby needs sympathy.
2. Can say: “Can I help you?”;
Situations in which this skill can manifest itself:
a) the child was building something in the sandbox, and a peer destroyed it;
b) the mother does not allow the child to watch a program that he really wanted to watch;
c) the teacher blames the child for what he did not do.
When the skill is not formed
The child is considered aggressive, quick-tempered, impulsive, conflict.
The steps that make up this skill are:
1. The child knows how to stop (telling himself: “stop” or counting to ten, or finds another way) to “cool down” and think.
2. The child can express his feelings in one of the following ways:
a) tell the person why he is angry with him;
Situations in which this skill can manifest itself:
a) the child is guilty, and the adult is very angry with him;
b) the child on the street met a person in a state of passion;
c) a peer yells at the child for entering his territory.
When the skill is not formed
The child runs the risk of being traumatized (too much/accumulated feeling of helplessness) by not being able to protect himself.
The steps that make up this skill are:
1. A child can stand up for himself in a situation of meeting with an angry person:
a) run away if it is a stranger;
b) seek protection from another adult he knows;
c) answer him calmly.
2. If the child decides to answer calmly, he listens to what the person wants to say, does not interrupt and does not begin to make excuses. To remain calm during this time, he may repeat to himself the phrase: "I can remain calm."
3. After listening, he
a) keeps listening
b) asks why the person is angry either
c) offers another person some way to solve a problem, or
Situations in which this skill can manifest itself:
a) the child watched a movie in which something frightened him;
b) the child had a terrible dream;
c) the child is afraid to tell a poem at a children's party;
d) the child was frightened by a strange dog.
The steps that make up this skill are:
1. The child can recognize if there is a threat in reality or if it is only in a book, in a movie, in a dream.
2. If this is a fantastic fear, the child can tell himself that this is an imaginary fear, you can always stop it: close the book, turn off the computer, TV, assign a pillow as your fear and beat it.
3. If this fear is real, the child may:
a) find protection from an adult;
b) hug your favorite toy;
29. Ability to survive sadness
Situations in which this skill can manifest itself:
a) the child has lost his favorite toy;
b) the boy, with whom the child was very friendly, moved to another city;
c) someone close to the child has died.
When the skill is not formed
A child who is not sad about loss becomes withdrawn, tough and embittered.
The steps that make up this skill are:
1. The child remembers what he lost, talks about what was good in communicating with this person, this animal, this toy.
2. Sad and sometimes crying.
Situations in which this skill can manifest itself:
a) the child wants to go to the zoo with his parents, which they have promised him for a long time, but they will never fulfill it;
b) the child wants to ride a bicycle, it is his turn, and the other child does not want to give him the bicycle.
When the skill is not formed
The child accumulates experience of failure when he is ignored or not taken seriously, he becomes touchy and / or envious.
The steps that make up this skill are:
1. The child already understands how fair what he requires or wants to do.
2. He also understands who does not allow him to do / get what he wants.
3. He can tell the one who interferes about his justified demand.
4. Offers compromises.
5. Persistently and calmly repeats his demand until he gets what he wants.
- Say what's up
- Say or show how you feel;
- Explain why (give reasons).
Situations in which this skill can manifest itself:
a) the child wanted to take a toy that another child had already taken;
b) the place where the child wanted to play, someone has already taken;
c) the child is forced to eat his unloved semolina.
When the skill is not formed
The child either constantly yields, losing respect for himself, or endures to the last, and then defends his own interests in an aggressive way.
The steps that make up this skill are:
1. The child, without waiting until his patience is over, speaks directly about his discontent.
2. Says: “I don’t like it when …” while he does not blame anyone.
Situations in which this skill can manifest itself:
a) the child wants to go for a walk in the yard;
b) the child wants to take something that belongs to an adult.
When the skill is not formed
A child can incur the wrath of adults and even be considered thieving.
The steps that make up this skill are:
Below we provide the steps for obtaining permission to leave the house. Similar steps can be made to obtain any other permit.
1. The child asks permission from the parents or one of the adults who is responsible for him before leaving home (it is important that the question is not addressed to any adult, but to the one who is responsible for him).
3. Listens to the answer of an adult and obeys:
a) if he receives permission, says: “thank you” or “goodbye”;
Situations in which this skill can manifest itself:
a) the child is not accepted into a game that other children are already playing;
b) the children are building something and do not want the child to join them.
When the skill is not formed
The child refuses too easily, leaves and feels lonely, accumulating the experience of resentment.
Children who are more likely to become outcasts:
- children with an unusual appearance (strabismus, noticeable scars, lameness, etc.);
- children suffering from enuresis or encopresis;
- children who do not know how to stand up for themselves;
- children unkemptly dressed;
- children who rarely attend kindergarten;
- children who are unsuccessful in the classroom;
- children who are overprotected by their parents;
- children who can't communicate.
Adults need to pay attention to them Special attention.
The steps that make up this skill are:
1. A child who is not taken into the game may
a) ask why he is not taken into the game;
b) once again ask to play;
c) suggest a role that he can play in this game;
d) ask for help from an adult.
2. Having received a repeated refusal, the child may ask if it will be possible to play with the guys tomorrow / after a nap, later.
Situations in which this skill can manifest itself:
a) peers laugh at the child about his habits, appearance, interests;
b) parents tease their own child about his behavior or appearance.
When the skill is not formed
The child experiences resentment and begins to feel like a “black sheep”, lonely and bad.
The steps that make up this skill are:
1. The child can handle the initial "bump" and regain balance.
3. He may ask himself, "Should I believe what the abuser said?"
4. He shows a willingness to respond to a provocation (although it’s not good to start teasing yourself, but you can and should answer teasers!).
Situations in which this skill can manifest itself:
a) a child with physical disabilities met in the yard;
b) there is a child of another nationality in the group.
When the skill is not formed
The child is cruel and arrogant, behaves provocatively.
The steps that make up this skill are:
1. The child notices that someone is not like him or other children. He can talk about it, ask an adult.
2. Gradually, often with the help of an adult, he may feel that these differences are not so important.
3. He can also notice similarities between himself and an unlike child and tell an adult about it.
Situations in which this skill can manifest itself:
a) the child went for a walk without asking permission from an adult;
b) the child did not want to share his toys with the children, and they in response did not accept him in the game;
c) the child took someone else's thing without permission in the kindergarten and brought it home.
When the skill is not formed
The child begins to dodge, cheat and deceive in order to avoid a situation of confessing his guilt. Or constantly feels guilty (neurotic development).
The steps that make up this skill are:
1. The child may treat the mistake as a permitted phenomenon: “I made a mistake, this is normal. All people make mistakes."
2. He can independently (albeit not immediately after the conflict) say what the mistake taught him: “I won’t do this anymore, because ...”
3. He can appropriate an attitude towards an adult's mistake and say to himself: “Now I know what not to do. And this is good".
Situations in which this skill can manifest itself:
a) the teacher accuses the child of a misconduct committed by another child;
b) parents blame the child for the loss of a thing that they themselves hid and forgot about it.
When the skill is not formed
The child cannot stand up for himself, gets used to feeling guilty in any situation (neurotic development).
The steps that make up this skill are:
1. The child can intuitively feel whether he is deservedly accused.
2. He may decide to say that he is not guilty, and they accuse him unfairly.
3. He is willing to listen to an adult explain his point of view.
4. If he agrees with the accusation, he will make it clear, and may even thank you. If he does not agree, he will tell an adult that he still considers the accusation undeserved ..
Situations in which this skill can manifest itself:
a) the child broke his mother's vase;
b) in kindergarten, the child did not want to fall asleep and jumped on the bed when the teacher came out.
When the skill is not formed
The child begins to dodge, cheat and deceive in order to avoid a situation of confessing his guilt.
The steps that make up this skill are:
1. The child understands what he is accused of and can withstand the accusations.
2. If guilty, then chooses something that can correct the situation:
a) ask for forgiveness
b) clean up after yourself, etc.
39. Ability to lose
Situations in which this skill can manifest itself:
a) the child lost the game;
b) the child could not do something that another child did.
When the skill is not formed
Envy and resentment accompany the whole life of such a child, he is busy asserting himself, tirelessly and without understanding the means.
The steps that make up this skill are:
1. The child focuses attention on himself and gets upset, but this does not last long.
2. He draws attention to the mistake, can ask an adult about it: “What did I do wrong? What should be taken into account next time?
3. Then the child turns his attention to the comrade who won, or to his work and his mood improves: “You did great!”, “What a beautiful drawing you have!”
Situations in which this skill can manifest itself:
a) the child likes some toy of another child;
b) the child wants to ask something from an adult that he really wants to take.
The steps that make up this skill are:
1. The child is interested in who owns the property that he wants to use.
2. He knows that permission must be asked from the owner: "Can I take yours ...?".
3. He also does not forget to tell what he is going to do and when he plans to return the thing to the owner.
4. The child takes into account what he was told in response and, regardless of the decision of the person, says “thank you” to him.
41. The ability to say "no"
Situations in which this skill can manifest itself:
a) older children offer the child to deceive an adult or a peer;
b) older children "incite" the child to use things that belong not only to him, without the permission of the parents.
When the skill is not formed
The child gets into conflict situations, turns out to be “set up” by other children.
The steps that make up this skill are:
1. The child is able to intuitively feel “I don’t like this!” when an unacceptable offer is made to him, even if he does not understand why (based on feelings of anxiety and embarrassment).
Situations in which this skill can manifest itself:
a) the child politely asked a peer for a toy and was refused;
b) the child asked his mother to buy him a new one computer game but my mother disagreed.
When the skill is not formed
The child obsessively and aggressively demands what he wants, is offended and complains. He does not know how to ask politely, his requests resemble demands or orders.
The steps that make up this skill are:
1. A child in a situation of refusal does not fall into an affect, but, after thinking, re-addresses the person more politely.
2. If he was again refused, he can ask why the person does not want to do what he asks.
Situations in which this skill can manifest itself:
a) no one pays attention to the child’s appeals, everyone is busy with their own business;
b) children are too keen on the game, and the child's requests to take him into the game are not paid attention.
When the skill is not formed
Touchy, obsessive, capricious children who do not know how to gain authority from their peers.
The steps that make up this skill are:
1. A child who wants to take part in a common activity can politely ask the guys about it.
2. He may repeat the request if it seems to him that he was not heard.
Situations in which this skill can manifest itself:
a) the child is asked to recite a rhyme in front of a large number of strangers;
b) the child at a party spilled juice on the tablecloth;
c) the child interrupted the conversation of adults and was pointed out to him.
When the skill is not formed
The child is afraid and avoids public situations, because, embarrassed, he does not know what to do and silently suffers.
The steps that make up this skill are:
1. The child is naturally embarrassed in an awkward situation, maybe blushes, lowers his eyes.
2. He understands what confused him and considers what can be done to cope with embarrassment:
Situations in which this skill can manifest itself:
a) the child is very upset because of losing the game and runs around the playground;
b) The child is upset that he was not allowed to watch the movie and hits the pillow.
When the skill is not formed
Having experienced stress, the child does not move, but freezes, which is why the stress does not go away for a long time. In another case, emotional discharge through whims and tears.
The steps that make up this skill are:
1. The child feels that he is overwhelmed with negative emotions and is ready to discharge physically.
2. He finds a way to discharge through active physical actions a) beat the pillow; b) dance vigorously; c) something else.
1.2.3.K How does the actual development of abilities and mastery of skills take place?
Is it true that the allocation of the basic level of achievements, provided for by the competence model, and the further development of competence according to the steps determined in the age model social behavior reflects the developmental path of self-worth and socialization common to most children? It is possible that the development of competence occurs in a more complex, "indirect" way. Do knowledge and understanding always and for all children occur cumulatively, when the subsequent and more complex is built on the basis of the previous, simpler one? Since we have an extraordinary variety of characterological features of children, the speed of development, ways of assimilation, emotional loading of biographical experience that affect interpersonal understanding and interaction, it would be a big mistake to consider the profile of social competencies as a norm or a diagnosis. It is important to note that the diagnosis of social and emotional competencies is not a set bar, but just a guide for the teacher, an indicative basis for a better understanding of the child and building an accurate and effective program of psychological and pedagogical action in relation to him (see Chapter 2).
The concept of competence is strong in that it allows you to check memorized, perhaps only for a short time reproducible fragments of knowledge, but alsowhat a child can really do!For competencies, according to F. Weinert, are “available to individuals or able to be mastered by them in the learning process abilities and skills to solve certain problems, as well as the motivational and volitional readiness and abilities associated with them, which make it possible to successfully and responsibly solve problems also in new difficult situations.
The processes of individual development of competencies are very difficult to rationally distinguish from those situations in which the assimilation of competencies is manifested. Situations often set the context explanation which is a direct function of an adult.
An analysis of the phenomenon of skill (=competence, when a child is really good at doing something and independently copes with various situations for which there are no ready-made solutions) suggests
a) analysis of the situation and the task into which the existing problem must be turned (what is the “challenge of the situation”?);
B) highlighting the “components” of competence (= what this skill “consists” of, on what premises it is based),
c) study of the genesis of mastering these structures (= thanks to what kind of experience do these components and prerequisites of competence arise),
d) creation of an activity relevant to this competence, in which structural components skills will be consistently mastered (=game, conversation, joint activities, prayer, self-regulation techniques, etc.);
E) development of procedures for diagnosing growth (= how to identify and measure what the child really knows).
Preview:
The structure of social competence of a preschooler |
After analyzing the experience of the world's leading economic countries in the development of social and emotional skills and abilities of children aged 5-7 years, we have compiled a list of social competencies. The list of basic social competencies of older preschool children contains 45 skills and abilities, combined into 5 groups, reflecting various aspects of a child's life: communication, emotional intelligence, coping with aggression, overcoming stress, adaptation to an educational institution. |
We emphasize that most of these skills cannot be formed directly. The structure of social competence is given so that an adult observer can compare the behavior of a particular child with the reference behavior of a socially competent preschooler (over 5-7 years old). |
I. Skills for adapting to an educational institution |
1. Ability to listen |
2. Ability to ask for help |
3. The ability to express gratitude |
4. Ability to follow instructions received |
5. The ability to bring the work to the end |
6. Ability to enter into a discussion |
7. Ability to offer help to an adult |
8. Ability to ask questions |
9. Ability to state your needs |
10. Ability to focus on your work |
11. Ability to correct shortcomings in work |
II. Peer communication skills |
12. The ability to get acquainted |
13. Ability to join playing children |
14. Ability to play by the rules of the game |
15. Asking for favors |
16. Ability to offer help to a peer |
17. Ability to express sympathy |
18. Ability to accept compliments |
19. Ability to take initiative |
21. Apologize |
III. Feelings skills |
22. Ability to reproduce basic feelings |
23. Ability to express feelings |
24. Ability to recognize the feelings of another |
25. Empathy |
26. Ability to handle your own anger |
27. Ability to respond to the anger of another person |
28. Ability to cope with fears |
29. Ability to survive sadness |
IV. Aggression Alternative Skills |
30. Ability to peacefully defend your interests |
31. Ability to express dissatisfaction |
32. Ability to ask permission |
33. The ability to calmly respond in a situation where they are not accepted into the general activity of the group |
34. The ability to adequately respond to a situation when teased |
35. Ability to show tolerance |
36. The ability to accept the consequences of one's own choice (attitude towards one's mistake) |
37. Ability to respond to undeserved accusations |
38. The ability to respond in a situation where one is to blame |
V. Stress Coping Skills |
39. Ability to lose |
40. Ability to deal with someone else's property |
41. The ability to say "no" |
42. Ability to adequately respond to failure |
43. Ability to cope with a situation of ignoring |
44. Ability to deal with embarrassment |
45. Ability to cope with accumulated stress with the help of physical activity |
Tatyana Bodyakshina
Development of social and communicative competences of a preschool child.
Socio-communicative competencies include 2 directions concepts: socialization and communication. social competence child is a process of personality formation in certain social conditions. The child learns the norms of behavior, moral standards, values and guidelines that are accepted in this society. In junior preschool socialization occurs gradually, first the child adapts to the society in which he lives, then begins to acquire new knowledge by imitating the teacher. Gradually, the child develops knowledge and skills, develops a manner of behavior in accordance with the place and situation.
Communicative competence is the ability to establish and maintain the necessary contacts with other people (child - child, child - adult). In order for them to be effective, and the child could qualitatively master communication skills, he must learn the following skills:
Level model of communicative child development.
(according to E. V. Rybak)
Level External manifestations Assimilation of norms, rules of communication Interaction, cooperation with adults and peers Attitude towards others
IV - high Lively interest, endurance, calmness, richness of emotions Creativity, independence, reasonable diligence Activity, co-creation, trust, understanding, consent, mutual control Humane; sensitivity, generosity, devotion, love, respect
III - above average Interest, activity, positive emotions, calmness Restraint, politeness, diligence, self-control Cooperation, desire to help, activity, ability to reckon with other people's opinion Tolerance, caring, respectfulness, attentiveness
II - medium Indifference, passivity, indifference, weakness, lethargy of emotions, familiarity Performance (formally under control, knowledge, but not execution, uncompromisingness, authoritarianism Passivity, execution of instructions on demand; neutrality towards others, automatism, lack of initiative Lack of interest, inattention, indifference, secrecy, formalism
I - low Rudeness, disrespect, negative emotions, impulsiveness, antics, violent reactions, excessive
activity (passivity, loudness Lack of knowledge; inability to comply with the rules and norms of behavior; challenge, lack of control Selfishness, inability to reckon with other people's opinions, conflict (pugnacity) Open - hidden negativism, deceit, suspicion, fawning and false modesty
The effectiveness of introducing the child to social world depends on the means used by the teacher. It is important to select and reflect in the pedagogical process those phenomena and events that will be understandable to the child, will be able to affect him for "live". Cognition of objects and phenomena of the surrounding world occurs through communication with the teacher. The teacher tells, shows and explains - the child adopts the style of behavior and social experience. Fiction literature of various types should be included in the life of the child genres: fairy tales, poems, stories. For example, cockerels fluffed up, but did not dare to fight. If you cock a lot, you can lose feathers. If you lose your feathers, there will be nothing to cock.
Games and exercises are of great importance. development spheres of communication of the child, in which the following tasks:
1. Overcoming protective barriers, uniting the group.
2. Development of social observation ability to give a positive assessment to a peer.
3. Development group interaction skills, the ability to negotiate and find compromise.
Thus, development communication skills will contribute to the child's ability to communicate, behave correctly in society, establish friendly relations between peers, which will lead to high-quality development of social and communicative competence of a preschooler.
Related publications:
Consultation for educators "The influence of communicative games on the development of social confidence in preschool children" Methodical development "The influence of communicative games on the development of social confidence in preschool children" Introduce the child into the world.
Brain ring for teachers "Development of communication skills in preschool children" Brain - a ring for educators on the topic: "The development of communication skills in preschool children." The purpose of the event: level up.
Games for the development of social and communicative qualities in children 5–6 years old Games for the development of social and communicative qualities in children 5-6 years old. Contents: 1. "Zoo" 2. "Live picture" 3. "Film tape" 4. "Box.
The program "Formation of social and communication skills in children of senior preschool age by means of pantomime" Municipal budgetary preschool educational institution Kindergarten of the combined type No. 144 of the city of Irkutsk. Working programm.
The formation of communication is an important condition for the normal psychological development of the child. And also one of the main tasks of training.
Development of communication skills of preschool children by means of LEGO construction Currently, the basic principles of preschool education are being revised. Children strive to learn about the reality around them.
At present, the question of improving the quality of education is increasingly being posed as a question of “change in the quality of education” or “new quality of education”.
Understanding the quality of education as the ratio between the request and the degree of its satisfaction, we must take into account that the individual, society and, finally, the state form the request for the education system in their own way. At the same time, the order concerns, first of all, new universal abilities of the individual and behavioral models, but not the requirements for specific knowledge as a “perishable product”. To date, the order of the state is formulated in federal state requirements. The practice of kindergartens shows that there is an imbalance in the educational load in the direction of intellectual development: cognitive development is 47%, artistic and aesthetic 20-40%, physical - 19-20%, social and personal 0 - 13%. The program "Childhood", according to which our preschool contains the section "The child enters the world of social relations". Which, in turn, is divided into subsections "Child and adults", "Child and peers", "Attitude of the child to himself". The above content is, in our opinion, the basis for the implementation of the educational areas "Socialization" and "Communication", the goals of which are to master the initial ideas of a social nature and include children in the system of social relations, mastering constructive ways and means of interaction with people around them.
The mental development of a child is closely related to the peculiarities of the world of his feelings and experiences. Young children are often in a "captivity of emotions", because they still cannot control their feelings, which leads to impulsive behavior, complications in communicating with peers and adults.
Everyone knows that children are self-centered, which is why it is so important to teach a child to look at the situation from the position of his interlocutor. Social experience is acquired by the child in communication and depends on the variety of social relations that are provided to him by his immediate environment.
Socialization: the process of assimilation and further development by an individual of the socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:
Labor skills;
Knowledge;
Norms, values, traditions, rules;
The social qualities of a person that allow a person to comfortably and effectively exist in the society of other people.
Based on the above, I have determined the topic of the work: "Formation of social competence of children of senior preschool age"
Target: Increase the child's awareness of their emotional manifestations and relationships with peers and adults.
Tasks:
- To promote self-knowledge of the child, help him to realize his characteristic features and preferences;
- Develop social behavior skills, a sense of belonging to a group.
- Teach your child to express their love to loved ones.
- Help your child identify their emotional state.
- To develop positive character traits in a preschooler that contribute to better mutual understanding in the process of communication; to correct his undesirable traits of character and behavior.
Educational Outcome: the ability of the child to:
1. Control your behavior
2. Formulate your interest, preferences;
3. Express your attitude;
4. Comment on your actions;
5. Follow simple rules;
6. Negotiate rules;
7. Establish contacts;
8. Keep up the conversation;
9. Use elementary norms of communication;
10. Collaborate (with adults and children) different ages) in the proposed forms.
Conduct form: game trainings
Diagnostic methods:
- "Sociometry" (Repina)
- Drawing tests "My family", "My group d / s", "My teacher"
- Questionnaire for the educator: "Assessment of the socio-emotional development of a preschooler."
Game trainings are like once a week with older preschool children. Trainings are built in an accessible and interesting way.
For this I use:
- Educational games (dramatization games, role-playing games, games for developing communication skills);
- Examination of drawings and photographs;
- Reading works of art;
- writing stories;
- Conversations;
- Dealing with problem situations;
- Teaching self-regulation techniques emotional states(n/r: relaxation games: "Sunny Bunny", "Polyanka", "Waves", etc.);
- Exercises to develop the ability to feel the mood and empathize with others.
Following the results of each training, parents are provided with information about a specific lesson, recommendations for consolidating the material covered.
According to the results of the work, preschoolers increase their awareness of their emotional manifestations and relationships with peers and adults. This further reduces the likelihood of aggressiveness and other negative manifestations, difficulties in communicating with peers and adults. Learning the techniques of self-regulation of one's emotional states allows one to escape from the power of conflict, thereby restoring one's social flexibility.
The effectiveness of work on the formation of social competence of a preschooler increases many times over if the family and teachers work in close contact. To this end, group and individual consultations for parents, questionnaires are organized to study the needs and problems that concern the families of our pupils. Thematic stands (for example: "Punishment and encouragement"). Trainings for parents (for example: "We teach the child to understand and express their feelings"). Also in groups, parents are invited to familiarize themselves with the brochures: "Aggressive child", "Child's self-esteem". Interesting and lively classes are held in the “Successful Parent Club”.
The modernization of education requires, of course, a change in the teacher himself, who is ready to achieve social, informational competencies. One of my activities is to improve professional competence teaching staff. During the year, classes are held in the psychological and pedagogical workshop: "Social and emotional development of preschoolers." Consultations, training games for the development of communication, relaxation games for the removal of psycho-emotional stress. I have developed a toy library on the following topics: to bring children closer to each other and teachers; exercises to develop the ability to feel the mood and empathize with others; methods of self-regulation and removal of psycho-emotional stress in preschool children.
Creating favorable conditions for the formation of social competence in older preschoolers leads to positive results.
The results of the work carried out:
At the end of the year, based on the obtained diagnostic data, we can conclude that there is a positive dynamics in the development of interpersonal relations among older preschoolers.
Chapter I. Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
The history of the development of the concept of emotional intelligence
models of emotional intelligence
Levels of formation of emotional intelligence
Basic principles of development of emotional intelligence
§ 2. The development of empathy in preschool age
Definition of the concept of "empathy" and its types
Development of empathy
· Analysis of the mental content of the crisis of 7 years in the theory of development L.S. Vygotsky
§ 3. Child-parent relationship as a factor in the successful development of the child
Chapter II. An empirical study of the relationship between the emotional competence of parents and preschool children
§ 1. Goals, objectives, methodology and research methods
§ 2. Description of methods
§ 3. Analysis and discussion of the obtained results
§ 4. Conclusions
Conclusion
Bibliography
Application
Introduction
The transformations taking place in our society require a new type of relationship between people, built on a humanistic basis, where an approach to Man as an individual is put forward. The restructuring of human relations takes place in the process of establishing new values, so the formation of the emotional side of relations in the “man-man” system is of particular relevance.
In domestic psychology, data have been accumulated that allow us to consider the development of the emotional sphere in the context of the process of personality formation (G.M. Breslav, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Gippenreiter, A.V. Zaporozhets, V.V. Zenkovsky, V. K. Kotyrlo, A. D. Kosheleva, A. N. Leontiev, M. I. Lisina, Ya. Z. Neverovich, A. G. Ruzskaya, S. L. Rubinstein, L. P. Strelkova , D.B. Elkonin, P.M. Yakobson and others).
The development of the emotional sphere of the child contributes to the process of human socialization, the formation of relationships in the adult and children's communities.
Emotional competence is related to and based on emotional intelligence. A certain level of emotional intelligence is required to teach specific emotion-related competencies.
We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve the goals.
The development of emotional competence is facilitated by such relationships in the family, when parents are attentive to the personal life of children, when the child is listened to and helps him understand his emotions and feelings, when they encourage and share the interests of the child, and take into account his opinion. The tense emotional background in the family, irritability, dissatisfaction of the mother, her unwillingness to communicate with the child do not contribute to its development. High emotional competence helps to find a way out of difficult situations. With its decrease, the level of aggressiveness of the child increases. The less anxiety and frustration of the child, the higher the level of his emotional competence. The formation of emotional competence is influenced by the development of such personal properties of the child as emotional stability, a positive attitude towards oneself, a sense of inner well-being, and a high assessment of one's empathy. The development of these qualities, first of all, is influenced by the general family atmosphere, the relationship of the child with his parents. 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, attempts are made to consider the situation from the other person.
Thus, the relevance of the study is determined, firstly, by the increased importance of such a fundamentally important phenomenon for interpersonal interaction and communication as empathy, secondly, by the insufficient development of the problem during the transition from preschool to primary school age, and, thirdly, by the state a question in practice related to the need to establish the priority of personal interaction based on empathy, as a universal value.
The purpose of the study: to study the emotional and psychological characteristics of preschoolers in relation to the level of emotional competence of their parents.
Research objectives:
Study and analysis of literature on the research topic;
Studying the emotional competence of parents;
Studying the level of empathy of parents;
Study of child-parent relationships;
The study of the frustration of preschool children;
Studying the level of self-esteem of children;
Level learning creative development preschoolers;
The study of the emotional susceptibility of preschool children.
Object of study: emotional competence of parents and preschool children
Subject of study: the relationship between the emotional competence of parents and the emotional and behavioral characteristics of preschool children.
General hypothesis: emotionally competent parents contribute to a more favorable emotional and mental development of the child.
Private hypothesis:
1. A high level of emotional competence of parents correlates with a more psychological maturity of the child in a situation of frustration.
2. Emotional competence of parents is interconnected with more adequate self-esteem and the level of aspirations of their children.
3. The highest level of development of creative imagination and empathy is shown by preschoolers who have parents with a high level of emotional competence.
The following methods were used as psychodiagnostic tools:
Method of literature analysis on the research topic;
Methods of psychodiagnostics (testing)
Methods of mathematical and statistical analysis of the obtained data:
Chapter I. Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
§ 1. The concept and structure of emotional competence
The history of the development of the concept of emotional intelligence
The first publications on the problem of EI belong to J. Meyer and P. Salovey. A very popular book in the West by D. Goleman "Emotional Intelligence" was published only in 1995.
Emotional intelligence (EI) is a psychological concept that arose in 1990 and introduced into scientific use by P. Salovey and J. Mayer, who described emotional intelligence as a type of social intelligence that affects the ability to track one's own and other people's emotions and feelings. Salovey and Mayer initiated research activities aimed at studying the possibilities of developing the essential components of emotional intelligence and studying their significance. For example, they found that in a group of people who watch an unpleasant movie, those who are able to easily recognize the emotions of others (1995) recover faster. In another example, people who easily recognized the emotions of others were better able to adapt to changes in their environment and built a system of social relationships that supported them.
Salovey and Mayer laid the foundation for research activities aimed at studying the features of emotional intelligence, while the concept of "emotional intelligence" was widely used thanks to the work of Daniel Goleman and Manfred Ca de Vries.
In the early 1990s, Daniel Goleman became familiar with the work of Salovey and Mayer, which ultimately led to the creation of the book Emotional Intelligence. Goleman wrote scientific articles for The New York Times, with a section devoted to behavioral and brain research. He trained as a psychologist at Harvard, where he worked with, among others, David McClelland. McClelland in 1973 was one of a group of researchers who were working on the following problem: why classical tests of cognitive intelligence tell us little about how to become successful in life.
IQ is not very good at predicting the quality of work. Hunter and Hunter in 1984 suggested that there is a discrepancy of the order of 25% between different IQ tests.
Weshler suggested that non-intellectual ability is an integral part of the ability to be successful in life. Weshler was not the only researcher to suggest that non-cognitive aspects of IQ are important for adaptation and success.
Robert Thorndike wrote about social intelligence in the late 1930s. Unfortunately, the work of the "pioneers" in this field was mostly forgotten or overlooked until 1983, when Howard Gardner started writing about multiplicative intelligence. He suggested that intrapersonal and interpersonal intelligence are as important as IQ as measured by IQ tests.
An example of a study of IQ limitations is a 40-year longitudinal study of 450 boys from Somerville, Massachusetts. Two-thirds of the boys were from well-to-do families, and one-third had an IQ below 90. However, IQ had little effect on the quality of their work. The greatest differences were between those people who coped well with feelings of dissatisfaction in childhood, could control emotions and do without other people.
It should not be forgotten that cognitive and non-cognitive abilities are closely related. There are studies suggesting that emotional and social skills help develop cognitive skills. An example of such a study is the study of Chaude, Michel and Pick (1990), when a child was asked to either eat one piece of marmalade or two if he waited for the researcher. Many years later, testing of these people showed better development along with emotional and cognitive abilities in those who in childhood were able to wait for the researcher.
Martin Seliman (1995) introduced the concept of "scientific optimism" (learned optimism). He talked about how optimists tend to make special, temporary, external assumptions about the causes of an event (good or bad), while pessimists tend to make global, permanent, internal attributions of causes. Seliman's research has shown that novice sales managers who are optimistic are more effective (in percentage terms, their income is 37% higher than that of "pessimists"). The practical value of emotional intelligence is closely related to the area through which the concept has become widespread - it is the theory of leadership. However, emotional intelligence can also be useful to us in the framework of psychotherapeutic practice.
Emotional Intelligence Models
At the moment, there are several concepts of emotional intelligence and there is no single point of view on the content of this concept.
The concept of "Emotional Intelligence" is closely related to such concepts as empathy and alexithymia.
One of the main functions of emotional intelligence is protection from stress and adaptation to changing life conditions.
There are four main components of EQ: - self-awareness - self-control - empathy - relationship skills.
The concept of emotional intelligence in its populist incarnation is often found in the literature devoted to the problem of effective leadership. Above are the four components of emotional intelligence. Daniel Goleman identifies a fifth among them: motivation.
The study of the features of the structure of emotional intelligence began relatively recently and not in our country, so there are relatively few Russian-language materials on the topic.
IN various sources English emotional intelligence is translated differently.
The use of such a translation option as "emotional intelligence" links EQ (emotionality quotient) with IQ. The question naturally arises as to how reasonable the use of this particular term is, given that we are talking about emotions. To assess the terminological accuracy, it is necessary to have an idea of what semantic content is embedded in the words "emotional intelligence" (this is the ability of a person to understand and express their feelings, as well as to understand and evoke the feelings of other people). It is very risky to associate emotions as manifestations of mental life with the intellect, but the management of emotions at the conscious level is an activity that can be quite classified as intellectual.
The very idea of emotional intelligence in the form in which this term exists now grew out of the concept of social intelligence, which was developed by such authors as Eduard Thorndike, Joy Gilford, Hans Eysenck. In the development of cognitive science in a certain period of time, too much attention was paid to informational, "computer-like" models of intelligence, and the affective component of thinking, at least in Western psychology, receded into the background.
The concept of social intelligence was just the link that links together the affective and cognitive aspects of the process of cognition. In the field of social intelligence, an approach was developed that understood human cognition not as a "computer", but as a cognitive-emotional process.
Another prerequisite for increased attention to emotional intelligence was humanistic psychology. After Abraham Maslow introduced the concept of self-actualization in the 1950s, a “humanistic boom” occurred in Western psychology, which gave rise to serious integral studies of personality, combining the cognitive and affective aspects of human nature.
One of the researchers of the humanistic wave, Peter Saloway, published an article in 1990 called "Emotional Intelligence", which, according to most in the professional community, was the first publication on this topic. He wrote that over the past few decades, ideas about both intelligence and emotions have changed radically. The mind has ceased to be perceived as some kind of ideal substance, emotions as main enemy intelligence, and both phenomena have acquired real significance in everyday life. human life.
Saloway and his co-author John Mayer define emotional intelligence as "the ability to perceive and understand manifestations of personality expressed in emotions, to manage emotions based on intellectual processes." In other words, emotional intelligence, in their opinion, includes 4 parts:
1) the ability to perceive or feel emotions (both one's own and another person);
2) the ability to direct their emotions to help the mind;
3) the ability to understand what this or that emotion expresses;
4) the ability to manage emotions.
As Saloway's colleague David Caruso later wrote, "it is very important to understand that emotional intelligence is not the opposite of intelligence, not a triumph of reason over feelings, but a unique intersection of both processes."
In September 1997, the 6 Seconds Association was formed to support research on emotional intelligence and ensure that its results are translated into practice (6 Seconds provides training and development groups to improve the emotional climate in families, schools and organizations). They offer their understanding of this phenomenon, based on practice: "the ability to get the best result in relationships with oneself and other people." As you can see, the definition is open to interpretation. Options are possible both in the direction of humanism and increasing the degree of mutual understanding, and in the direction of manipulation in order to obtain personal gain. In any case, 6 Seconds understands emotional intelligence from a purely pragmatic point of view.
In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when American-born Israeli psychologist Dr. Reuven Bar-On began his work in the field.
Reven Bar-On offers a similar model. Emotional intelligence in the interpretation of Bar-On is all non-cognitive abilities, knowledge and competence that enable a person to successfully cope with various life situations.
The development of emotional intelligence models can be thought of as a continuum between affect and intelligence. Historically, the first was the work of Saloway and Mayer, and it included only the cognitive abilities associated with the processing of information about emotions. Then a shift was determined in the interpretation of the strengthening of the role of personal characteristics. The extreme expression of this trend was the model of Bar-On, who generally refused to attribute cognitive abilities to emotional intelligence. True, in this case, “emotional intelligence” turns into a beautiful artistic metaphor, since, after all, the word “intelligence” directs the interpretation of the phenomenon into the mainstream of cognitive processes. If “emotional intelligence” is interpreted as an exclusively personal characteristic, then the very use of the term “intelligence” becomes unreasonable.
Ability Model
Emotional intelligence - according to the definition of J. Mayer, P. Salovey and D. Caruso, a group of mental abilities that contribute to awareness and understanding of one's own emotions and the emotions of others. This approach, considered the most orthodox, is called the ability model.
EI components in the ability model
Within the framework of the ability model, the following hierarchically organized abilities that make up EI are distinguished:
1. perception and expression of emotions
2. Improving the efficiency of thinking with the help of emotions
3. understanding your own and others' emotions
4. managing emotions
This hierarchy is based on the following principles: The ability to recognize and express emotions is the basis for generating emotions to solve specific tasks that are procedural in nature. These two classes of abilities (to recognize and express emotions and use them in problem solving) are the basis for the externally manifested ability to understand events that precede and follow emotions. All of the above abilities are necessary for the internal regulation of one's own emotional states and for successful influence on external environment leading to the regulation of not only their own, but also other people's emotions.
It should also be noted that emotional intelligence in this concept is considered a subsystem of social intelligence.
So, summarizing all of the above, it turns out that people with a high level of emotional intelligence are well aware of their emotions and the feelings of other people, they can control their emotional sphere, and therefore in society their behavior is more adaptive and they more easily achieve their goals in interaction with others.
Daniel Goleman's Model of Emotional Intelligence
self-awareness
Emotional self-awareness. Leaders with high emotional self-awareness listen to their inner feelings and are aware of the impact of their feelings on their own psychological state and performance. They are keenly aware of their core values and are often able to intuitively choose the best way to behave in a difficult situation, perceiving the big picture through their instincts. Leaders endowed with developed emotional self-awareness are often fair and sincere, able to speak openly about their feelings and believe in their ideal.
Accurate self-assessment. Leaders with high self-esteem usually know their strengths and are aware of their limits. They treat themselves with humor, readily learn skills they don't know well, and welcome constructive criticism and feedback on their work. Leaders with adequate self-esteem know when to ask for help and what to focus on when developing new leadership qualities.
Control
Self confidence. Accurate knowledge of their abilities allows leaders to fully exploit their strengths. Confident leaders are happy to take on difficult tasks. Such leaders do not lose their sense of reality, have a sense of dignity that will distinguish them from the background of groups.
Harnessing emotions. Leaders with this skill find ways to control their destructive emotions and impulses and even use them to their advantage. The epitome of a leader who is able to control his feelings is a leader who remains calm and reasonable even in conditions of great stress or during a crisis - he remains unperturbed even when faced with a problematic situation.
Openness. Leaders who are honest with themselves and those around them live in harmony with their values. Openness - a sincere expression of one's feelings and beliefs - promotes honest relationships. Such leaders openly admit their mistakes and failures and, without turning a blind eye to this, fight against the unethical behavior of others.
Adaptability. Leaders with adaptability are able to deftly deal with diverse demands without losing focus and energy, and feel comfortable in organizational life that is inevitably full of uncertainties. Such leaders flexibly adapt to the next difficulties, deftly adapt to a changing situation and are alien to inert thinking in the face of new data and circumstances.
The will to win. Leaders who possess this quality are guided by high personal standards, forcing them to constantly strive for improvement - improving the quality of their own work and the effectiveness of their subordinates. They are pragmatic, set low but challenging goals, and are able to calculate risk so that those goals are achievable. The sign of the will to win is constant desire learn yourself and teach others how to work more effectively.
Initiative. Leaders who feel what is necessary for efficiency, that is, who are convinced that they are holding luck by the tail, are distinguished by initiative. They seize opportunities - or create them themselves - and not just sit by the sea and wait for the weather. Such a leader will not hesitate to break or at least circumvent the rules if necessary for the future. Optimism. A leader who is charged with optimism will find a way to get out of difficult circumstances, he will see an opportunity in the situation, not a threat. Such a leader positively perceives other people, expecting the best manifestations from them. Thanks to their worldview (for them, as you know, “the glass is half full”), they perceive all future changes as changes for the better.
social sensitivity
Empathy. Leaders who have the ability to listen to other people's experiences are able to tune in to a wide range of emotional cues. This quality allows them to understand the unspoken feelings of both individuals and entire groups. Such leaders are sympathetic to others and are able to mentally take the place of another person. Thanks to this empathy, the leader gets along well with people from different social strata or even other cultures.
Business awareness. Leaders who are keenly aware of all the movements of organizational life are often politically astute, capable of identifying critical social interactions and understanding the intricacies of power hierarchies. Such leaders usually understand what political forces operate in the organization and what guiding values and unspoken rules determine the behavior of its employees.
Caution. Leaders endowed with this ability strive to create such an emotional climate in the organization that employees who interact directly with customers and customers always maintain the right relationship with them. These leaders keep a close eye on how satisfied their customers are to make sure they get what they need. They themselves are also always ready to communicate with everyone.
Relationship Management
Inspiration. Leaders with these skills are able to resonate with employees and at the same time captivate them with an attractive vision of the future or a common mission. Such leaders personally set an example of desirable behavior for subordinates and are able to clearly state the overall mission in a way that inspires others. They set a goal that goes beyond the daily tasks, and thus make the work of employees more spiritual.
Influence. Signs of the ability to influence people are diverse: from the ability to choose the right tone when addressing a particular listener to the ability to attract interested parties to your side and achieve mass support for your initiative. When leaders with this skill address a group, they are invariably persuasive and engaging.
Help in self-improvement. Leaders who have experience in developing human abilities show a genuine interest in those they help to improve - they see their goals, advantages and disadvantages. Such leaders are able to give their wards timely valuable advice. They are naturally good teachers and mentors.
Promoting change. Leaders who can initiate change are able to see the need for change, challenge the established order, and champion the new. They can speak persuasively in defense of change, even in the face of opposition, making a strong case for the need for change. They know how to find practical ways overcome the obstacles that stand in their way.
Settlement of conflicts. Leaders who are skilled at reconciling differences are able to bring conflicting parties to a frank conversation; they are able to understand different opinions and then find a common ground - an ideal that everyone can share. they bring the conflict to the surface, accept the feelings and positions of all its participants, and then direct this energy into the mainstream of a common ideal.
Teamwork and collaboration. Leaders who are excellent team players create a sense of community within the organization and are themselves examples of respect, responsiveness, and fellowship. They involve others in an active, reckless pursuit of common ideals, strengthen morale and a sense of team unity. They take the time to create and strengthen close human relationships beyond the confines of the work environment.
Levels of formation of emotional intelligence
A well-formed emotional intelligence enables a positive attitude:
To the world around, evaluate it as one in which you can ensure success and prosperity;
To other people (as worthy of such an attitude);
To oneself (as to a person who is able to independently determine the goals of his life and actively act towards their implementation, and is also worthy of self-respect).
Each person has a certain level of formation of his emotional intelligence. Let's look at the options.
The lowest level of emotional intelligence corresponds to:
emotional reactions according to the mechanism of a conditioned reflex (you were crushed in transport - you were rude in response);
implementation of activity with a predominance of external components over internal ones, at a low level of its understanding (someone told you that this is necessary, and you do it without thinking why? why? and whether it is necessary at all?);
low self-control and high situational conditioning (i.e. you do not influence the situation, but the situation influences you and provokes certain actions and emotional reactions).
The average level of formation of emotional intelligence corresponds to the arbitrary implementation of activities and communication on the basis of certain volitional efforts.
High level of self-control, a certain strategy of emotional response. Feeling of psychological well-being, a positive attitude towards oneself. This level of emotional intelligence is characterized by high self-esteem.
A high level of emotional intelligence corresponds to the highest level of development of a person's inner world. This means that a person has certain attitudes that reflect an individual value system. And this system of values was developed by a person independently and is clearly realized by him.
This person clearly knows how he needs to behave in various life situations and at the same time he feels free from various situational requirements. The choice of behavior adequate to the situation is carried out by such a person without excessive volitional efforts. The motivation for such behavior is carried out not from the outside, but exclusively from the inside. Such a person is difficult to manipulate.
And most importantly, a person feels a high level of psychological well-being and lives perfectly in harmony with himself and those around him.
Basic Principles for the Development of Emotional Intelligence
Regarding the possibility of developing EI in psychology, there are two different opinions. A number of scientists (for example, J. Meyer) adhere to the position that it is impossible to increase the level of EI, since this is a relatively stable ability. However, increase emotional competence through training is quite possible. Their opponents (in particular, D. Goleman) believe that EI can be developed. An argument in favor of this position is the fact that the neural pathways of the brain continue to develop up to the middle of human life.
Biological prerequisites for the development of Emotional Intelligence:
v Level of EI of parents
v Right hemispheric type of thinking
v Temperament properties
Social prerequisites for the development of Emotional Intelligence:
v Synthonia (emotional reaction of the environment to the actions of the child)
v The degree of development of self-consciousness
v Confidence in emotional competence
v Parental education and family income
v Emotionally healthy relationship between parents
v Androgyny (self-control and endurance in girls, empathy and tender feelings in boys)
v External locus of control.
v Religiosity
Structure of Emotional Intelligence:
v Conscious regulation of emotions
v Understanding (understanding) emotions
v Distinguishing (recognizing) and expressing emotions
v Using emotions in mental activity.
To understand ourselves and the behavior of other people, we will take three positions as a basis:
1. What you see does not necessarily correspond to reality - the world around us is a little more complicated than it seems at first glance. Much of what is happening is beyond our conscious awareness.
2. Any human behavior, no matter how strange it may seem, always has a logical justification, you just do not know about it.
Many of our desires, fantasies and fears are subconscious. But, nevertheless, it is they who most often motivate us to action.
This is not particularly pleasant to realize - it is much more pleasant to think that we have everything under control. But, like it or not, we all have blind spots, and our job is to learn as much as we can about them.
3. We are all a product of our past. The early stages of life leave a deep mark on each of us, and we tend to repeat certain patterns of behavior developed in childhood. As the Japanese proverb says, "The soul of a three-year-old child stays with a person up to a hundred years."
Efficiency Rules
1. Hope for success - the more confident you are in success, the more effective your actions (if they, of course, take place - just hopes, by themselves, never give any results, and reading books is not considered an action).
2. The universality of human problems - the sooner you realize that your problem is far from being exclusive and is characteristic of another two or three million people, the sooner you will realize that options for solving it have long existed. There are NO unique problems! They all boil down to the top ten.
3. Readiness for altruism - it has a very powerful psychotherapeutic effect. By learning to help yourself, you will be able to help your loved ones, which will positively affect all your relationships.
4. Analysis of the parental family.
5. Development of socializing techniques.
6. The value of interpersonal relationships. You cannot change on your own. This is possible only in relationships with other people.
7. Openly experiencing your own feelings and emotions, as well as an attempt to re-experience those emotions that have been repressed by you throughout your life.
8. Self-esteem and social assessment. Adequate self-assessment to stop depending on the assessments of others.
9. Self-understanding and honesty with yourself.
10. Self-discipline - without this rule, all of the above can even be ignored. To do negligibly little, but EVERY DAY, to cope with the task of ANY COMPLEXITY.
Diagnosis Methods: Testing and Evaluation
Proponents of two models of social intelligence, the ability model and the mixed model, adhere to different methods for determining its level, which depends primarily on their theoretical positions. Proponents of the mixed model use methods based on self-report, and each method is based solely on the subjective views of its author. Supporters of the ability model explore emotional intelligence using a test methodology for problem solving. (We are talking about the most developed and complex methodology - MSCEIT). In each task, the solution of which reflected the development of one of the four components of emotional intelligence mentioned above, there are several answers, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a particular answer option corresponds to the percentage of a representative sample that chose the same option) or on expert opinions(the score corresponds to the proportion of a relatively small sample of experts who chose the same answer). It is the scoring that is considered the weak point of this technique.
Methods for diagnosing EI used in the framework of the ability model
Proponents of the ability model explore emotional intelligence using a variety of test problem-solving techniques. The most developed and complex technique is MSCEIT. It is developed on the basis of the theory of the "early pioneers" of emotional intelligence Peter Saloway and John Mayer. The test consists of 141 questions that evaluate the test subject in two areas ("Experiential" and "Strategic"), and four scales.
1.Scale "Recognition of emotions." It reflects the ability of the tested to perceive and distinguish feelings, both his own and others. In questions of this type, the subjects look at the portrait and must choose how the person depicted on it feels.
2. Scale "Helping thinking". Its meaning becomes clear if we turn to examples of questions: “What feelings will be most appropriate when meeting your partner’s parents?”. That is, in this group of questions, the emphasis is on reflection, the ability of the subject to understand which demonstration of what feelings would be most appropriate in this situation (namely, demonstration, it is not at all necessary to experience them).
Introduction
Chapter I. Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
§ 1. The concept and structure of emotional competence
The history of the development of the concept of emotional intelligence
models of emotional intelligence
Levels of formation of emotional intelligence
Basic principles of development of emotional intelligence
§ 2. The development of empathy in preschool age
Definition of the concept of "empathy" and its types
Development of empathy
· Analysis of the mental content of the crisis of 7 years in the theory of development L.S. Vygotsky
§ 3. Child-parent relationship as a factor in the successful development of the child
Chapter II. An empirical study of the relationship between the emotional competence of parents and preschool children
§ 1. Goals, objectives, methodology and research methods
§ 2. Description of methods
§ 3. Analysis and discussion of the obtained results
§ 4. Conclusions
Conclusion
Bibliography
Application
Introduction
The transformations taking place in our society require a new type of relationship between people, built on a humanistic basis, where an approach to Man as an individual is put forward. The restructuring of human relations takes place in the process of establishing new values, so the formation of the emotional side of relations in the “man-man” system is of particular relevance.
In domestic psychology, data have been accumulated that allow us to consider the development of the emotional sphere in the context of the process of personality formation (G.M. Breslav, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Gippenreiter, A.V. Zaporozhets, V.V. Zenkovsky, V. K. Kotyrlo, A. D. Kosheleva, A. N. Leontiev, M. I. Lisina, Ya. Z. Neverovich, A. G. Ruzskaya, S. L. Rubinstein, L. P. Strelkova , D.B. Elkonin, P.M. Yakobson and others).
The development of the emotional sphere of the child contributes to the process of human socialization, the formation of relationships in the adult and children's communities.
Emotional competence is related to and based on emotional intelligence. A certain level of emotional intelligence is required to teach specific emotion-related competencies.
We understand emotional competence as the ability to use emotional knowledge and skills in accordance with the requirements and norms of society to achieve the goals.
The development of emotional competence is facilitated by such relationships in the family, when parents are attentive to the personal life of children, when the child is listened to and helps him understand his emotions and feelings, when they encourage and share the interests of the child, and take into account his opinion. The tense emotional background in the family, irritability, dissatisfaction of the mother, her unwillingness to communicate with the child do not contribute to its development. High emotional competence helps to find a way out of difficult situations. With its decrease, the level of aggressiveness of the child increases. The less anxiety and frustration of the child, the higher the level of his emotional competence. The formation of emotional competence is influenced by the development of such personal properties of the child as emotional stability, a positive attitude towards oneself, a sense of inner well-being, and a high assessment of one's empathy. The development of these qualities, first of all, is influenced by the general family atmosphere, the relationship of the child with his parents. 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, attempts are made to consider the situation from the other person.
Thus, relevance research is determined, firstly, by the increased importance of such a fundamentally important phenomenon for interpersonal interaction and communication as empathy, secondly, by the insufficient development of the problem during the transition from preschool to primary school age, and, thirdly, by the state of the issue in practice, associated with the need to establish the priority of personal interaction based on empathy, as a universal value.
Purpose of the study:
Research objectives:
Object of study
Subject of study
General hypothesis
Private hypothesis:
1. A high level of emotional competence of parents correlates with a more psychological maturity of the child in a situation of frustration.
2. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspirations of their children.
3. The highest level of development of creative imagination and empathy is shown by preschoolers who have parents with a high level of emotional competence.
Chapter I . Theoretical study of the prerequisites for the relationship between the emotional competence of children and parents
§ 1. The concept and structure of emotional competence
The history of the development of the concept of emotional intelligence
The first publications on the problem of EI belong to J. Meyer and P. Salovey. A very popular book in the West by D. Goleman "Emotional Intelligence" was published only in 1995.
Emotional intelligence (EI) is a psychological concept that arose in 1990 and introduced into scientific use by P. Salovey and J. Mayer, who described emotional intelligence as a type of social intelligence that affects the ability to track one's own and other people's emotions and feelings. Salovey and Meyer initiated a research activity aimed at exploring the possibilities for developing the essential components of emotional intelligence and studying their significance. For example, they found that in a group of people who watch an unpleasant movie, those who are able to easily recognize the emotions of others (1995) recover faster. In another example, people who easily recognized the emotions of others were better able to adapt to changes in their environment and built a system of social relationships that supported them.
Salovey and Mayer laid the foundation for research activities aimed at studying the features of emotional intelligence, while the concept of "emotional intelligence" was widely used thanks to the work of Daniel Goleman and Manfred Ca de Vries.
In the early 1990s, Daniel Goleman became familiar with the work of Salovey and Mayer, which ultimately led to the creation of the book Emotional Intelligence. Goleman wrote scientific articles for The New York Times, with a section devoted to behavioral and brain research. He trained as a psychologist at Harvard, where he worked with, among others, David McClelland. McClelland in 1973 was one of a group of researchers who were working on the following problem: why classical tests of cognitive intelligence tell us little about how to become successful in life.
IQ is not very good at predicting the quality of work. Hunter and Hunter in 1984 suggested that there is a discrepancy of the order of 25% between different IQ tests.
Weshler suggested that non-intellectual ability is an integral part of the ability to be successful in life. Weshler was not the only researcher to suggest that non-cognitive aspects of IQ are important for adaptation and success.
Robert Thorndike wrote about social intelligence in the late 1930s. Unfortunately, the work of the "pioneers" in this field was mostly forgotten or overlooked until 1983, when Howard Gardner started writing about multiplicative intelligence. He suggested that intrapersonal and interpersonal intelligence are as important as IQ as measured by IQ tests.
An example of a study of IQ limitations is a 40-year longitudinal study of 450 boys from Somerville, Massachusetts. Two-thirds of the boys were from well-to-do families, and one-third had an IQ below 90. However, IQ had little effect on the quality of their work. The greatest differences were between those people who coped well with feelings of dissatisfaction in childhood, could control emotions and do without other people.
It should not be forgotten that cognitive and non-cognitive abilities are closely related. There are studies suggesting that emotional and social skills help develop cognitive skills. An example of such a study is the study of Chaude, Michel and Pick (1990), when a child was asked to either eat one piece of marmalade or two if he waited for the researcher. Many years later, testing of these people showed better development along with emotional and cognitive abilities in those who, in childhood, were able to wait for the researcher.
Martin Seliman (1995) introduced the concept of "scientific optimism" (learned optimism). He talked about how optimists tend to make special, temporary, external assumptions about the causes of an event (good or bad), while pessimists tend to make global, permanent, internal attributions of causes. Seliman's research has shown that novice sales managers who are optimistic are more effective (in percentage terms, their income is 37% higher than that of "pessimists"). The practical value of emotional intelligence is closely related to the area through which the concept has become widespread - it is the theory of leadership. However, emotional intelligence can also be useful to us in the framework of psychotherapeutic practice.
Emotional Intelligence Models
At the moment, there are several concepts of emotional intelligence and there is no single point of view on the content of this concept.
The concept of "Emotional Intelligence" is closely related to such concepts as empathy and alexithymia.
One of the main functions of emotional intelligence is protection from stress and adaptation to changing life conditions.
There are four main components of EQ: - self-awareness - self-control - empathy - relationship skills.
The concept of emotional intelligence in its populist incarnation is often found in the literature devoted to the problem of effective leadership. Above are the four components of emotional intelligence. Daniel Goleman identifies a fifth among them: motivation.
The study of the features of the structure of emotional intelligence began relatively recently and not in our country, so there are relatively few Russian-language materials on the topic.
English emotional intelligence is translated differently in different sources.
The use of such a translation option as "emotional intelligence" links EQ (emotionality quotient) with IQ. The question naturally arises as to how reasonable the use of this particular term is, given that we are talking about emotions. To assess the terminological accuracy, it is necessary to have an idea of what semantic content is embedded in the words "emotional intelligence" (this is the ability of a person to understand and express their feelings, as well as to understand and evoke the feelings of other people). It is very risky to associate emotions as manifestations of mental life with the intellect, but the management of emotions at the conscious level is an activity that can be quite classified as intellectual.
The very idea of emotional intelligence in the form in which this term exists now grew out of the concept of social intelligence, which was developed by such authors as Eduard Thorndike, Joy Gilford, Hans Eysenck. In the development of cognitive science in a certain period of time, too much attention was paid to informational, "computer-like" models of intelligence, and the affective component of thinking, at least in Western psychology, receded into the background.
The concept of social intelligence was just the link that links together the affective and cognitive aspects of the process of cognition. In the field of social intelligence, an approach was developed that understood human cognition not as a "computer", but as a cognitive-emotional process.
Another prerequisite for increased attention to emotional intelligence was humanistic psychology. After Abraham Maslow introduced the concept of self-actualization in the 1950s, a “humanistic boom” occurred in Western psychology, which gave rise to serious integral studies of personality, combining the cognitive and affective aspects of human nature.
One of the researchers of the humanistic wave, Peter Saloway, published an article in 1990 called "Emotional Intelligence", which, according to most in the professional community, was the first publication on this topic. He wrote that over the past few decades, ideas about both intelligence and emotions have changed radically. The mind has ceased to be perceived as some kind of ideal substance, emotions as the main enemy of the intellect, and both phenomena have acquired real significance in everyday human life.
Saloway and his co-author John Mayer define emotional intelligence as "the ability to perceive and understand manifestations of personality expressed in emotions, to manage emotions based on intellectual processes." In other words, emotional intelligence, in their opinion, includes 4 parts:
1) the ability to perceive or feel emotions (both one's own and another person);
2) the ability to direct their emotions to help the mind;
3) the ability to understand what this or that emotion expresses;
4) the ability to manage emotions.
As Saloway's colleague David Caruso later wrote, "it is very important to understand that emotional intelligence is not the opposite of intelligence, not a triumph of reason over feelings, but a unique intersection of both processes."
In September 1997, the 6 Seconds Association was formed to support research on emotional intelligence and ensure that its results are translated into practice (6 Seconds provides training and development groups to improve the emotional climate in families, schools and organizations). They offer their understanding of this phenomenon, based on practice: "the ability to get the best result in relationships with oneself and other people." As you can see, the definition is open to interpretation. Options are possible both in the direction of humanism and increasing the degree of mutual understanding, and in the direction of manipulation in order to obtain personal gain. In any case, 6 Seconds understands emotional intelligence from a purely pragmatic point of view.
In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when American-born Israeli psychologist Dr. Reuven Bar-On began his work in the field.
Reven Bar-On offers a similar model. Emotional intelligence in the interpretation of Bar-On is all non-cognitive abilities, knowledge and competence that enable a person to successfully cope with various life situations.
The development of emotional intelligence models can be thought of as a continuum between affect and intelligence. Historically, the first was the work of Saloway and Mayer, and it included only the cognitive abilities associated with the processing of information about emotions. Then a shift was determined in the interpretation of the strengthening of the role of personal characteristics. The extreme expression of this trend was the model of Bar-On, who generally refused to attribute cognitive abilities to emotional intelligence. True, in this case, “emotional intelligence” turns into a beautiful artistic metaphor, since, after all, the word “intelligence” directs the interpretation of the phenomenon into the mainstream of cognitive processes. If “emotional intelligence” is interpreted as an exclusively personal characteristic, then the very use of the term “intelligence” becomes unreasonable.
Ability Model
Emotional intelligence - according to the definition of J. Mayer, P. Salovey and D. Caruso, a group of mental abilities that contribute to awareness and understanding of one's own emotions and the emotions of others. This approach, considered the most orthodox, is called the ability model.
EI components in the ability model
Within the framework of the ability model, the following hierarchically organized abilities that make up EI are distinguished:
1. perception and expression of emotions
2. Improving the efficiency of thinking with the help of emotions
3. understanding your own and others' emotions
4. managing emotions
This hierarchy is based on the following principles: The ability to recognize and express emotions is the basis for generating emotions to solve specific tasks that are procedural in nature. These two classes of abilities (to recognize and express emotions and use them in problem solving) are the basis for the externally manifested ability to understand events that precede and follow emotions. All the abilities described above are necessary for the internal regulation of one's own emotional states and for successful influences on the external environment, leading to the regulation of not only one's own, but also other people's emotions.
It should also be noted that emotional intelligence in this concept is considered a subsystem of social intelligence.
So, summarizing all of the above, it turns out that people with a high level of emotional intelligence are well aware of their emotions and the feelings of other people, they can control their emotional sphere, and therefore in society their behavior is more adaptive and they more easily achieve their goals in interaction with others.
Daniel Goleman's Model of Emotional Intelligence
self-awareness
Emotional self-awareness. Leaders with high emotional self-awareness listen to their inner feelings and are aware of the impact of their feelings on their own psychological state and performance. They are keenly aware of their core values and are often able to intuitively choose the best way to behave in a difficult situation, perceiving the big picture through their instincts. Leaders endowed with developed emotional self-awareness are often fair and sincere, able to speak openly about their feelings and believe in their ideal.
Accurate self-assessment. Leaders with high self-esteem usually know their strengths and are aware of their limits. They treat themselves with humor, readily learn skills they don't know well, and welcome constructive criticism and feedback on their work. Leaders with adequate self-esteem know when to ask for help and what to focus on when developing new leadership skills.
Control
Self confidence. Accurate knowledge of their abilities allows leaders to fully exploit their strengths. Confident leaders are happy to take on difficult tasks. Such leaders do not lose their sense of reality, have a sense of dignity that will distinguish them from the background of groups.
Harnessing emotions. Leaders with this skill find ways to control their destructive emotions and impulses and even use them to their advantage. The epitome of a leader who is able to control his feelings is a leader who remains calm and reasonable even in conditions of great stress or during a crisis - he remains unperturbed even when faced with a problematic situation.
Openness. Leaders who are honest with themselves and those around them live in harmony with their values. Openness - a sincere expression of one's feelings and beliefs - promotes honest relationships. Such leaders openly admit their mistakes and failures and, without turning a blind eye to this, fight against the unethical behavior of others.
adaptability . Leaders with adaptability are able to deftly deal with diverse demands without losing focus and energy, and feel comfortable in organizational life that is inevitably full of uncertainties. Such leaders flexibly adapt to the next difficulties, deftly adapt to a changing situation and are alien to inert thinking in the face of new data and circumstances.
The will to win. Leaders who possess this quality are guided by high personal standards, forcing them to constantly strive for improvement - improving the quality of their own work and the effectiveness of their subordinates. They are pragmatic, set low but challenging goals, and are able to calculate risk so that those goals are achievable. A sign of the will to win is a constant desire to learn and teach others how to work more effectively.
Initiative . Leaders who feel what is necessary for efficiency, that is, who are convinced that they are holding luck by the tail, are distinguished by initiative. They seize opportunities - or create them themselves - and not just sit by the sea and wait for the weather. Such a leader will not hesitate to break or at least circumvent the rules if necessary for the future. Optimism. A leader who is charged with optimism will find a way to get out of difficult circumstances, he will see an opportunity in the situation, not a threat. Such a leader positively perceives other people, expecting the best manifestations from them. Thanks to their worldview (for them, as you know, “the glass is half full”), they perceive all future changes as changes for the better.
social sensitivity
Empathy. Leaders who have the ability to listen to other people's experiences are able to tune in to a wide range of emotional cues. This quality allows them to understand the unspoken feelings of both individuals and entire groups. Such leaders are sympathetic to others and are able to mentally take the place of another person. Thanks to this empathy, the leader gets along well with people from different social strata or even other cultures.
business awareness . Leaders who are keenly aware of all the movements of organizational life are often politically astute, capable of identifying critical social interactions and understanding the intricacies of power hierarchies. Such leaders usually understand what political forces operate in the organization and what guiding values and unspoken rules determine the behavior of its employees.
Caution. Leaders endowed with this ability strive to create such an emotional climate in the organization that employees who interact directly with customers and customers always maintain the right relationship with them. These leaders keep a close eye on how satisfied their customers are to make sure they get what they need. They themselves are also always ready to communicate with everyone.
Relationship Management
Inspiration. Leaders with these skills are able to resonate with employees and at the same time captivate them with an attractive vision of the future or a common mission. Such leaders personally set an example of desirable behavior for subordinates and are able to clearly state the overall mission in a way that inspires others. They set a goal that goes beyond the daily tasks, and thus make the work of employees more spiritual.
Influence. Signs of the ability to influence people are diverse: from the ability to choose the right tone when addressing a particular listener to the ability to attract interested parties to your side and achieve mass support for your initiative. When leaders with this skill address a group, they are invariably persuasive and engaging.
Help in self-improvement . Leaders who have experience in developing human abilities show a genuine interest in those they help to improve - they see their goals, advantages and disadvantages. Such leaders are able to give their wards valuable advice in a timely manner. They are naturally good teachers and mentors.
Promoting change . Leaders who can initiate change are able to see the need for change, challenge the established order, and champion the new. They can speak persuasively in defense of change, even in the face of opposition, making a strong case for the need for change. They know how to find practical ways to overcome obstacles that stand in their way.
Conflict resolution . Leaders who are skilled at reconciling differences are able to bring conflicting parties to a frank conversation; they are able to understand different opinions and then find a common ground - an ideal that everyone can share. they bring the conflict to the surface, accept the feelings and positions of all its participants, and then direct this energy into the mainstream of a common ideal.
Teamwork and collaboration. Leaders who are excellent team players create a sense of community within the organization and are themselves examples of respect, responsiveness, and fellowship. They involve others in an active, reckless pursuit of common ideals, strengthen morale and a sense of team unity. They take the time to create and strengthen close human relationships beyond the confines of the work environment.
Levels of formation of emotional intelligence
A well-formed emotional intelligence enables a positive attitude:
To the world around, evaluate it as one in which you can ensure success and prosperity;
To other people (as worthy of such an attitude);
To oneself (as to a person who is able to independently determine the goals of his life and actively act towards their implementation, and is also worthy of self-respect).
Each person has a certain level of formation of his emotional intelligence. Let's look at the options.
Himself low level emotional intelligence correspond to:
emotional reactions according to the mechanism of a conditioned reflex (you were crushed in transport - you were rude in response);
implementation of activity with a predominance of external components over internal ones, at a low level of its understanding (someone told you that this is necessary, and you do it without thinking why? why? and whether it is necessary at all?);
low self-control and high situational conditioning (i.e. you do not influence the situation, but the situation influences you and provokes certain actions and emotional reactions).
Intermediate level the formation of emotional intelligence corresponds to the arbitrary implementation of activities and communication on the basis of certain volitional efforts.
High level self-control, a certain strategy of emotional response. Feeling of psychological well-being, a positive attitude towards oneself. This level of emotional intelligence is characterized by high self-esteem.
High level emotional intelligence corresponds to the highest level of development of the inner world of a person. This means that a person has certain attitudes that reflect an individual value system. And this system of values was developed by a person independently and is clearly realized by him.
This person clearly knows how he needs to behave in various life situations and at the same time he feels free from various situational requirements. The choice of behavior adequate to the situation is carried out by such a person without excessive volitional efforts. The motivation for such behavior is carried out not from the outside, but exclusively from the inside. Such a person is difficult to manipulate.
And most importantly, a person feels a high level of psychological well-being and lives perfectly in harmony with himself and those around him.
Basic Principles for the Development of Emotional Intelligence
Regarding the possibility of developing EI in psychology, there are two different opinions. A number of scientists (for example, J. Meyer) adhere to the position that it is impossible to increase the level of EI, since this is a relatively stable ability. However, it is quite possible to increase emotional competence through training. Their opponents (in particular, D. Goleman) believe that EI can be developed. An argument in favor of this position is the fact that the neural pathways of the brain continue to develop up to the middle of human life.
Biological prerequisites for the development of Emotional Intelligence:
EI level of parents
Right hemispheric type of thinking
Temperament Properties
Social prerequisites for the development of Emotional Intelligence:
Synthonia (emotional reaction of the environment to the actions of the child)
The degree of development of self-consciousness
Confidence in emotional competence
Parental Education Level and Family Income
Emotionally healthy relationship between parents
Androgyny (self-control and endurance in girls, empathy and tender feelings in boys)
External locus of control.
Religiosity
Structure of Emotional Intelligence:
Conscious regulation of emotions
Understanding (understanding) emotions
Discrimination (recognition) and expression of emotions
The use of emotions in mental activity.
To understand ourselves and the behavior of other people, we will take three positions as a basis:
1. What you see does not necessarily correspond to reality - the world around us is a little more complicated than it seems at first glance. Much of what is happening is beyond our conscious awareness.
2. Any human behavior, no matter how strange it may seem, always has a logical justification, you just do not know about it.
Many of our desires, fantasies and fears are subconscious. But, nevertheless, it is they who most often motivate us to action.
This is not particularly pleasant to realize - it is much more pleasant to think that we have everything under control. But, like it or not, we all have blind spots, and our job is to learn as much as we can about them.
3. We are all a product of our past. The early stages of life leave a deep mark on each of us, and we tend to repeat certain patterns of behavior developed in childhood. As the Japanese proverb says, "The soul of a three-year-old child stays with a person up to a hundred years."
Efficiency Rules
1. Hope for success - the more confident you are in success, the more effective your actions (if they, of course, take place - just hopes, by themselves, never give any results, and reading books is not considered an action).
2. The universality of human problems - the sooner you realize that your problem is far from being exclusive and is characteristic of another two or three million people, the sooner you will realize that options for solving it have long existed. There are NO unique problems! They all boil down to the top ten.
3. Readiness for altruism - it has a very powerful psychotherapeutic effect. By learning to help yourself, you will be able to help your loved ones, which will positively affect all your relationships.
4. Analysis of the parental family.
5. Development of socializing techniques.
6. The value of interpersonal relationships. You cannot change on your own. This is possible only in relationships with other people.
7. Openly experiencing your own feelings and emotions, as well as an attempt to re-experience those emotions that have been repressed by you throughout your life.
8. Self-esteem and social assessment. Adequate self-assessment to stop depending on the assessments of others.
9. Self-understanding and honesty with yourself.
10. Self-discipline - without this rule, all of the above can even be ignored. To do negligibly little, but EVERY DAY, to cope with the task of ANY COMPLEXITY.
Diagnosis Methods: Testing and Evaluation
Proponents of two models of social intelligence, the ability model and the mixed model, adhere to different methods for determining its level, which depends primarily on their theoretical positions. Proponents of the mixed model use methods based on self-report, and each method is based solely on the subjective views of its author. Supporters of the ability model explore emotional intelligence using a test methodology for problem solving. (We are talking about the most developed and complex methodology - MSCEIT). In each task, the solution of which reflected the development of one of the four components of emotional intelligence mentioned above, there are several answers, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a particular answer option corresponds to the percentage of a representative sample that chose the same option) or on expert assessments (the score corresponds to the proportion of a relatively small sample of experts who chose the same answer). It is the scoring that is considered the weak point of this technique.
Methods for diagnosing EI used in the framework of the ability model
Proponents of the ability model explore emotional intelligence using a variety of test problem-solving techniques. The most developed and complex technique is MSCEIT. It is developed on the basis of the theory of the "early pioneers" of emotional intelligence Peter Saloway and John Mayer. The test consists of 141 questions that evaluate the test subject in two areas ("Experiential" and "Strategic"), and four scales.
1.Scale "Recognition of emotions." It reflects the ability of the tested to perceive and distinguish feelings, both his own and others. In questions of this type, the subjects look at the portrait and must choose how the person depicted on it feels.
2. Scale "Helping thinking". Its meaning becomes clear if we turn to examples of questions: “What feelings will be most appropriate when meeting your partner’s parents?”. That is, in this group of questions, the emphasis is on reflection, the ability of the subject to understand which demonstration of what feelings would be most appropriate in this situation (namely, demonstration, it is not at all necessary to experience them).
3. The "Understanding Emotions" scale is explained as the ability to understand complex emotions and "emotional chains" (how emotions move from one to another).
4. Scale "Management of emotions" - as the ability to manage feelings and moods, both in oneself and in others.
In each task, the solution of which reflects the development of one of the four components of emotional intelligence mentioned above, there are several answers, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a single answer option is related to the percentage of a representative sample that chose the same option) or on expert judgment (the score is related to the proportion of a relatively small sample of experts who chose the same answer).
Free test of emotional intelligence on a British site dedicated to psychological testing in English. The test consists of 70 questions and, according to the developers, takes about 40 minutes. The results are issued according to following scales: Behavior, Knowledge, Emotional Insight, Motivation, Expression of Emotions, Empathy and Social Intuition. The authors also provide a fairly detailed description of each factor. The behavioral aspect of emotional intelligence characterizes how a person is perceived by others (bright, sociable, tactful, or reserved, cold, inexpressive, striving for solitude), as well as a person's ability to control his emotions in behavioral reactions.
Factor "Knowledge" reflects a person's knowledge necessary for emotionally "intelligent" behavior. This knowledge may relate to the basic principles of social interaction, self-regulation skills, behavioral manifestations of various emotions, situations in which the manifestation of those other feelings is appropriate.
"Emotional Penetration" means the ability to recognize and name one's feelings (that is, not only to understand from the physiological state that some kind of feeling is being experienced, but also to recognize and name it), as well as to be aware of the motives of one's own behavior.
The next factor is responsible for a person's ability to adequately express and control their emotions, as well as adequately respond to the manifestations of feelings of other people. "Empathy and social intuition", differs from the previous one in that it focuses on whether a person is able to adequately understand the motives behind the actions of others.
The domestic development of the test "Emotional Intelligence" of the Laboratory "Humanitarian Technologies" is an attempt to adapt this test for Russian-speaking users. Initially, this test had the same factorial structure, however, since it is still in the process of testing and modification, the final Russian version may differ from English.
Of the Russian-language tests for emotional intelligence, there is a questionnaire by N. Hall published in Ilyin's 2001 book. There are only 30 statements in it, the degree of agreement with which the subject scales from (-3) to (+3), and the factor structure is similar to the already described factors of the EQ questionnaire from Queendom.com.
also in scientific papers there is a mention of a methodology developed at the Institute of Psychology of the Russian Academy of Sciences (Lyusin D.V., Maryutina O.O., Stepanova A.S.). They distinguish two types of emotional intelligence - intrapersonal and interpersonal, and build their own questionnaire according to this division. They refer to interpersonal intelligence all forms of understanding and interpretation of other people's emotions, and to intrapersonal, respectively, their own.
There are also non-test methods for assessing emotional intelligence based on the “360 degrees” technology, i.e. cross-evaluation (when in a group of subjects each is asked to evaluate each).
§ 2. The development of empathy in preschool age
Definition of the concept of "Empathy" and its types
Empathy (from the Greek empatheia - empathy) is a category of modern psychology, meaning the ability of a person to imagine himself in the place of another person, to understand the feelings, desires, ideas and actions of another, at an involuntary level, to positively relate to his neighbor, to experience feelings similar to him, to understand and accept his current emotional state. To show empathy towards the interlocutor means to look at the situation from his point of view, to be 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.
Among the modern definitions of empathy are the following:
- knowledge about internal state, thoughts and feelings of another person;
- experiencing the emotional state in which the other is;
- activity to reconstruct the feelings of another person with the help of imagination; thinking about how a person would behave in the place of another (role taking);
- grief in response to the suffering of another person; an emotional reaction oriented towards another person, corresponding to the subject's idea of the well-being of another, etc.
It was found that an important aspect of empathy is the ability to take on the role of another person, which allows you to understand (feel) not only real people, but also fictional ones (for example, characters in works of art). It is also shown that empathic ability increases with the increase in life experience.
The most obvious 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 like effective tool 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 in society was necessary for the survival of primitive communities.
Empathy as an emotional response to the experiences of another is carried out on different levels mental organization, from elementary reflex to higher personal forms. However, empathy should be distinguished from sympathy, empathy, sympathy. Empathy is not sympathy, although it also includes the correlation of emotional statuses, but it is accompanied by a feeling of experience or concern for the other. Empathy is not sympathy that 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 word “you” (“you must think and feel this and that”).
Within the framework of humanistic psychology, empathy is seen as the basis of all positive interpersonal relationships. Carl Rogers, one of the main inspirers of humanistic psychology and the founder of client-centered therapy, defines empathy as “accurately perceiving the inner world of another person and the emotions and meanings associated with it, as if you were that person, but without losing this “as if "". Empathic understanding, when the therapist conveys the perceived content to the client, Rogers considers the third most important condition for client-centered therapy, closely interconnected with the other two - the authenticity, congruence of the therapist, when the latter "is himself in relation to the client", is open in relation to to his inner experience and expresses to the client what he really experiences, as well as with the unconditional positive attitude of the psychotherapist towards the client.
In positive psychology, empathy is one of the highest human qualities, along with such as optimism, faith, courage, etc. Empathy is also distinguished here as a property of a person, which can be cognitive (the ability to understand and foresee), affective (the ability to respond emotionally) and active-activity (the ability to participate) in nature.
A. Vallon shows the evolution of the child's emotional responsiveness to the feelings of adults and children: the child at the early stages of development is connected with the world through the affective sphere, and his emotional contacts are established by the type of emotional infection. This kind of connection is described as synthonia or non-intellectual consonance, the need for orientation in the emotional mood of other people (K. Obukhovsky, L. Murphy, etc.).
Markus considers empathy as the ability of an individual to know the inner world of another person, as an interaction of cognitive, emotional and motor components. Empathy is carried out through acts of identification, introjection and projection.
The manifestation of empathy is already observed at the early stages of ontogenesis: the behavior of an infant who, for example, burst into tears in response to the strong crying of a “comrade” lying nearby (at the same time, his heartbeat also quickens), demonstrates one of the first types of empathic response - undifferentiated, when the child being 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 they are acquired in the course of development, but their early appearance in ontogenesis is beyond doubt. There is evidence that upbringing conditions favor the development of the capacity for empathy. For example, if parents have warm relationships 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 such empathy in childhood. upbringing conditions.
A series of studies conducted by D. Batson and his colleagues convincingly demonstrates that the experience of empathy associated with the idea of the well-being of another person awakens altruistic motivation, the purpose of which is to improve the well-being of another; thus, a feeling of empathy towards a person in need of help awakens the desire to help him.
Women and men do not differ in terms of emotional intelligence, but men have a stronger sense of self-respect, and women have more empathy and social responsibility.
Types of empathy:
Distinguish:
Emotional empathy based on the mechanisms of projection and imitation of motor and affective reactions of another person;
Cognitive empathy based on intellectual processes (comparison, analogy, etc.);
Predicative empathy, manifested as the ability of a person to predict the affective reactions of another in specific situations.
As special forms of empathy, there are:
Empathy - the experience by the subject of the same emotional states experienced by another person, through identification with him;
Empathy is the experience of one's own emotional states about the feelings of another person.
An important characteristic of the processes of empathy, which distinguish it from other types of understanding (identification, acceptance of roles, decentralization, etc.), is the weak development of the reflexive side, isolation within the framework of direct emotional experience. (Reflection (from lat. reflexio - turning back) - the ability of a person's consciousness to focus on himself).
Development of empathy
Parents, family, childhood have a huge influence on human development. The first years of a person's life, which are decisive for the formation, development and formation, usually pass in the family. The family largely determines the range of his interests and needs, views and value orientations. Moral and social qualities are laid in the family.
At the heart of the development of empathy, the assimilation of moral norms is the emerging focus of the child on others, due to the peculiarities of children's communication with adults and, above all, with parents.
In the field of developmental psychology, A. Beck and V. Stern initiated the study of empathy and its manifestations in children. The problem of empathy is considered in connection with the formation of the child's personality, the development of forms of behavior, and social adaptation.
In the future, A. Vallon (1967) was attracted by this problem in the aspect of the development of the emotional sphere of the child, and he outlined the evolution of the child's emotional responsiveness to the feelings of adults and children. Wallon notes that the child in the first stages of life is connected with the world through the affective sphere, and his emotional contacts are established by the type of emotional infection.
According to A. Vallon, in the second year of life, the child enters into a "situation of sympathy." At this stage, the child is, as it were, merged with a specific situation of communication 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 correlate himself and the other, to be aware of the experiences of other people, to foresee the consequences of his behavior.
Thus, as the child develops mentally, he passes from the lower forms of emotional response to the higher moral forms of responsiveness.
L.B. Murphy defines empathy as the ability to be emotionally responsive to the troubles of another, the desire to alleviate or share his condition. Empathy manifests itself in adequate forms in those adapted to social life children who have received maximum trust, love, warmth in the family.
H.L. Roche and E.S. Bordin consider empathy to be one of the most important sources of development of a child's personality. According to them, empathy is a combination of warmth, attention and impact. 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 for teaching a child relationships with people.
Empathy in the relationship between parents and children is possible only when parents understand the feelings of children, take part in their affairs and allow them some independence. The empathic relationship of parents facilitates the process of adaptation of a teenager. In relationships with adults, empathy acts as a motivation for behavior that changes with the emotional and intellectual development of the child.
Sympathy in children, especially adolescents, is accompanied by an act of altruism. The one who is most sensitive to the emotional state of another is willing to help and is the 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 involuntarily acting moral motives, motivations in favor of another. With the help of empathy, the child is introduced to the world of experiences of other people, an idea of the value of another is formed, the need for the well-being of other people develops and consolidates. As the mental development of the child and the structuring of his personality, empathy becomes a source of moral development.
P.A. Sorokin paid special attention in his research to the role of love in the upbringing of children. And today his teaching about the method of love, which should be present "... in any successful method of moral and social education of a normal child, is relevant." Love, considered P.A. Sorokin, manifests itself as a decisive factor in the life, mental, moral and social well-being and development of the individual. P.A.
Sorokin found that "unloved and unloving children give a higher proportion of perverted, hostile and unbalanced adults than children who grew up in the shadow of benevolent love." Having studied the biographies of great altruists who grew up into apostles of love, he came to the conclusion that almost all of them came from harmonious families, where they were desired and loved.
A successful family is a family where the psychological climate is characterized by mutual trust, and a failed family is a family where there is no such trust. According to A.V. Petrovsky: "A family, three or four people connected by family ties, may or may not become a team, depending on the nature of interpersonal relationships."
Unfortunately, many families do not perform such an important function as emotional support for their members, the formation of feelings 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 thing, parents rarely discuss the problems of their children, rarely rejoice at their successes, parents are less likely to share their experiences even among themselves.
Violation of emotional contact with parents, lack of emotional acceptance and empathic understanding seriously injures the child's psyche, has a negative impact on the development of children, the formation of the child's personality.
"Difficult" children are the result of family traumas: conflicts in the family, lack of parental love, parental cruelty, inconsistency in education. Children often learn not only positive, but also negative patterns of parental behavior, if the elders in the family call for honesty, but they themselves lie, for restraint, and they themselves are quick-tempered and aggressive, then the child will have to make a choice, and he will always protest against these conditions. requirements to behave in an exemplary manner if the parents themselves do not.
The style of parents' relationship to children, their positions and attitudes towards them influence the formation of empathy. The unfavorable relationship with parents creates the danger of disrupting the subsequent course of the formation of empathy in the child as a personal education and can lead to the fact that he may 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 the emotional acceptance or rejection of the child, educational influences, understanding of the world of the child, predicting his behavior in a given situation are manifested.
It is very important for a child that he grows and even "blooms" in an atmosphere of benevolence and kindness. Education should be inspiring, you need to inspire a child with recognition, sympathy and empathy, sympathy, a smile, admiration and encouragement, approval and praise.
The meaning of empathic relations between people is revealed to the child, first of all, by the adults who bring him up.
The influence of parents should be focused on the development of kindness in the child, complicity towards other people, acceptance of himself as a necessary, beloved and significant person for them.
Empathy arises and is formed in interaction, in communication.
The future of the child depends on the educational impact of the family, on what qualities will be developed, 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, sympathize, help him, or an unempathic person - self-centered, prone to conflicts, unable to establish friendly relations with people.
Parents can be recommended the following: to analyze the moral conflicts that have occurred with their children, because often in such situations children hear only themselves, they are directed exclusively at themselves, you need to help them hear their partner, understand his emotional state, teach them to take the position of another, imagine themselves on his place. In the process of communication, there is a joint perception of the current situation, an understanding of one's own behavior. Only an interested, benevolent attitude towards the child will help (allow) him to fully manifest himself, which will provide the best opportunity for mutual understanding and successful communication.
A child is a reflection of family relations, he must be brought up by personal example, become a model for him, support and direct the efforts of the child.
Children who have close warm emotional relationships with their parents are more likely to share their problems with them (tell situations related to the manifestation of certain emotions, experiences), and also hear more often about the feelings and emotional states of their parents.
Successful education of empathy and empathic behavior (empathy, sympathy and assistance to others) is possible on the basis of the development of creative imagination with a combination of children's activities (perception of fiction, games, drawing, etc.) that mediate communication and interaction between an adult and a child: empathy for characters artwork, especially fairy tales, is a complex of feelings, which includes such emotions: compassion, condemnation, anger, surprise. These socially valuable emotions must still be consolidated, actualized, lead to a result (helping behavior, assistance) in the appropriate context, which an adult can and should create. The following forms can also be used: creative puppet show, conversation game with characters, creative role-playing game according to the plot of the story.
Empathy has a significant impact on the nature of the relationship of the individual to outside world, to oneself, to other people, regulates the process of entry of the individual into society.
In his study, Kuzmina V.P. concludes that “... empathy is a link in the relationship between an adult and a child, which determines the entry of the latter into the community of peers. The formed empathy optimizes the process of socialization of the child, giving it a humanistic, spiritual orientation. The form and stability of the manifestation of a child's empathy for peers depends on the characteristics of parent-child relationships in the family. This dependence is determined by the concept of "social connectivity", represented by the following chain: empathic attitude towards the child in the family (the formation of empathy in the child as a personal characteristic according to the laws of internalization-exteriorization (child's empathic attitude towards parents (feedback) and peers (direct connection)).
Empathy is primary in relation to behavior and, through interiorization and subsequent exteriorization, is “absorbed” by a person into himself, and then directed to other people (Kuzmina V.P.).
Empathic, trusting interaction of family members with each other largely determines the harmonious development of the individual. For the full development of the ability to empathize, sympathize, help another person, an atmosphere of family, friendly relations is necessary.
Analysis of the mental content of the crisis of 7 years in the theory of development L.S. Vygotsky
It has long been noted that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy.
Recently, a number of studies have appeared on this age. The results of the research can be schematically expressed as follows: a child of 7 years old is distinguished primarily by the loss of childish immediacy. The immediate cause of childish spontaneity is the insufficient differentiation of inner and outer life. The child's experiences, desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in the preschooler.
Everyone knows that a 7-year-old child quickly stretches in length, and this indicates a number of changes in the body. This age is called the age of change of teeth, the age of stretching. Indeed, the child changes dramatically, and the changes are of a deeper, more complex nature than the changes that are observed during the crisis of three years.
The child begins to behave, act up, walk differently than he used to walk. Something deliberate, absurd and artificial appears in the behavior, some kind of fidgeting, clowning, clowning; the child makes a fool out of himself. No one will be surprised if a child of preschool age speaks nonsense, jokes, plays, but if the child pretends to be a jester and this causes condemnation, not laughter, this gives the impression of unmotivated behavior.
The most significant feature of the crisis of seven years could be called the beginning of differentiation of the inner and outer sides of the child's personality.
Naivety and spontaneity mean that the child looks the same on the outside as on the inside. One quietly passes into the other, one is directly read by us as the discovery of the second.
The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child. This does not mean that the crisis of seven years leads from direct, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.
At the age of 7, we are dealing with the beginning of the emergence of such a structure of experiences, when the child begins to understand what it means “I am happy”, “I am upset”, “I am angry”, “I am kind”, “I am evil”, i.e. . he has a meaningful orientation in his own experiences. Just as a three-year-old child discovers his relationship with other people, so a seven-year-old discovers the very fact of his experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.
1. Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences. Just as on a chessboard, when completely new connections between pieces arise with each move, so here, completely new connections arise between experiences when they acquire known sense. Consequently, the whole character of the child's experiences is rebuilt by the age of 7, just as a chessboard is rebuilt when the child has learned to play chess.
2. By the time of the crisis of seven years, a generalization of experiences, or an affective generalization, the logic of feelings, arises for the first time. There are deeply retarded children who experience failure at every turn: ordinary children play, abnormal children try to join them, but they refuse him, he walks down the street and is laughed at. In a word, he loses at every turn. In each individual case, he has a reaction to his own insufficiency, and after a minute you look - he is completely pleased with himself. Thousands of individual failures, but no general feeling of low value, he does not generalize what has happened many times already. A child of school age has a generalization of feelings, i.e. if a situation has happened to him many times, an affective formation arises in him, the character of which is just as related to a single experience, or affect, as a concept is related to a single perception or memory. For example, a child of preschool age does not have real self-esteem, pride. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.
A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his own value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age.
Such neoplasms as pride, self-esteem remain, but the symptoms of the crisis (manipulation, antics) are transient. In the crisis of seven years, due to the fact that differentiation of the internal and external arises, that for the first time a meaningful experience arises, an acute struggle of experiences also arises. A child who does not know whether to take bigger or sweeter sweets is not in a state of internal struggle, although he hesitates. The internal struggle (contradictions of experiences and the choice of one's own experiences) becomes possible only now. It is necessary to introduce into science a concept that has been little used in the study of the child's social development: we do not sufficiently study the child's internal attitude to the people around him, we do not consider him as an active participant in the social situation. In words, we recognize that it is necessary to study the personality and environment of the child in unity.
But it is impossible to imagine the matter in such a way that on one side is the influence of the individual, and on the other - environmental influence, that both act in the manner of external forces. However, in reality, very often they do just that: wanting to study unity, they first break it, then try to connect one with the other.
And in the study of difficult childhood, we cannot go beyond such a formulation of the question: what played the main role, the constitution or the conditions of the environment, the psychopathic conditions of a genetic nature or the conditions of the external environment of development? This rests on two main problems that should be clarified in terms of the internal relationship of the child in times of crisis to the environment.
The first major shortcoming in the practical and theoretical study of the environment is that we study the environment in its absolute terms. The examination is always the same, regardless of the child, to his age. We study some absolute indicators of the environment as an environment, believing that, knowing these indicators, we will know their role in the development of the child. Some Soviet scientists raise this absolute study of the environment into a principle.
In the textbook edited by A.B. Zalkind, you find the proposition that the child's social environment basically remains unchanged throughout its development. If we keep in mind the absolute indicators of the environment, then to a certain extent we can agree with this. In fact, this is completely false from the point of view of both theoretical and practical. After all, the essential difference between the environment of the child and the environment of the animal lies in the fact that the human environment is a social environment, that the child is a part of the living environment, that the environment is never external to the child. If the child is a social being and his environment is a social environment, then the conclusion follows that the child himself is a part of this social environment.
Consequently, the most significant turn that must be made in the study of the environment is the transition from its absolute indicators relative - it is necessary to study the child's environment: first of all, it is necessary to study what it means for the child, what is the child's attitude to certain aspects of this environment. For example, a child does not speak until the age of one. After he spoke, the speech environment of his loved ones remains unchanged. And before the year and after the year in absolute terms, the speech culture of those around did not change at all. But, I think, everyone will agree: from the moment when the child began to understand the first words, when he began to utter the first meaningful words, his attitude to speech moments in the environment, the role of speech in relation to the child, changed greatly.
Every step in the progress of the child changes the influence of the environment on him. From the point of view of development, the environment becomes completely different from the moment when the child has passed from one age to another. Therefore, it can be said that the feeling of the environment must change in the most significant way compared to how it has usually been practiced with us up to now. The environment must be studied 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 1 year old, 3, 7 and 12 years old. The dynamic change of the environment, the attitude is brought to the fore. But where we speak of relation, a second point naturally arises: the relation is never a purely external relation between the child and the environment, taken separately. One of the important methodological questions is the question of how realistically in theory and in research approaches the study of unity. We often have to talk about the unity of personality and environment, about the unity of mental and physical development, about the unity of speech and thinking. What does it mean to find the leading units every time, i.e. finding such shares in which the properties of unity as such are combined. For example, when they want to study the relationship between speech and thinking, they artificially separate speech from thinking, thinking from speech, and then ask what speech does for thinking and thinking for speech. The case is presented as if these are two different liquids that can be mixed. If you want to know how unity arises, how it changes, how it affects the course child development, then it is important not to break the unity into its constituent parts, because thereby the essential properties inherent in this particular unity are lost, but to take a unit, for example, in relation to speech and thinking. Recently, they tried to isolate such a unit - take, for example, a value. The meaning of a word is often words, a speech formation, because a word without a meaning is not a word. Since any meaning of a word is a generalization, it is a product of the child's intellectual activity. Thus, the meaning of a word is a unit of speech and thinking, further indecomposable.
You can outline a unit for the study of personality and environment. This unit in pathopsychology and psychology is called experience.
In experiencing, therefore, on the one hand, the environment is given in relation to me, in how I experience this environment; on the other hand, the features of the development of my personality affect. What affects my experience is 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, therefore, is the rejection of the absolute indicators of the environment; the child is part of the social situation, the relation of the child to the environment and the environment to the child is given through the experience and activity of the child himself; the forces of the environment acquire guiding significance through the experience of the child. This requires a deep internal analysis of the child's experiences, i.e. to the 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 situation of his life.
§3 Child-parent relationship as a factor in the development of a successful child
The study of the influence of the emotional component of parent-child interaction on the mental development of the child is presented in the works of E.I. Zakharova. The author singled out the qualitative and quantitative criteria for the full-fledged emotional communication of parents with a preschooler. With a deficit of emotional contacts, the process of mental personal development is hampered and distorted, and underestimation of the development of empathy in preschool children in in practical terms leads today to the fact that there are difficulties in the relationship of children with peers.
One of the most important and original ideas for psychology L.S. Vygotsky 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 recognized (and is recognized) by most Western and Russian psychologists. However, communication with adults acts in them as an external factor contributing to development, but not as its source and beginning. The attitude of an adult towards a child (his sensitivity, responsiveness, empathy, etc.) only facilitates the understanding of social norms, reinforces appropriate behavior and helps the child to submit to social influences. mental development at the same time, it is considered as a process of gradual socialization - the adaptation of the child to external social conditions for him. The mechanism of such adaptation may be different. This is either the overcoming of innate instinctive drives (as in psychoanalysis), or the reinforcement of socially acceptable behavior (as in social learning theories), or the maturation of cognitive structures that subjugate the asocial, egocentric tendencies of the child (as in the school of J. Piaget). 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 surrounding adults do not oppose the child and do not restructure 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 being he is.
M.I. Lisina, on the one hand, relies on the concept of L.S. Vygotsky, and on the other hand, becomes the founder of an original and valuable scientific school. She brought a new subject to Russian psychology - the communication of a child with an adult - and a new approach to his scientific research. The initiator of this direction was the teacher M.I. Lisina - A.V. Zaporozhets (who, in turn, was a direct student and colleague of L.S. Vygotsky). He suggested that Maia Ivanovna explore the living reality of communication, and not its actual result. The question he posed was the following: what happens between mother and child, and how does the transmission of cultural norms occur as a result of their interaction? It is obvious that this question directly follows from the concept of L.S. Vygotsky and is its concretization. M.I. Lisina was ready for such a formulation of the question, since it coincided with her own interests.
It should be noted that at that time (the 1960s), extremely interesting studies on the psychology of infancy were launched in foreign psychology, in which the features of the mother's attitude towards the child were analyzed. New data on the competence of the infant were published, various models of maternal behavior (mother-ring) were described, facts were obtained indicating the synchronization and consistency of the interaction between the mother and the infant, and the theory of attachment took shape in an independent direction. M.I. Lisina, thanks to her good knowledge of foreign languages, was familiar with these studies and had a natural interest in them. At the same time, the theoretical interpretation of these works, carried out from the standpoint of psychoanalysis or behaviorism, seemed to her clearly unsatisfactory. Examining the baby, following L.S. Vygotsky as the most social being and understanding the significance of his relationships with close adults, M.L. Lisina strove to build a theoretical model that would make it possible to interpret these facts within the framework of a cultural-historical concept. However, such a ready-made model, as well as the psychology of infancy in general, did not exist in our country at that time. M.I. Lisina actually became the founder of the domestic psychology of infancy. Her abstract article "The influence of relationships with close adults on the development of a young child" became a notable event in the life of Soviet psychologists. She drew the attention of the psychological community not only to new facts obtained in world psychology, but also to the earliest stages of ontogeny. At the same time, in the late 60's - early 70's. M.I. Lisina and under her leadership conducted extremely interesting experimental studies of communication between infants and adults and its influence on the mental development of the child, etc., which can be considered as a continuation and development of the traditions of L.S. Vygotsky.
One of the main methods in these studies was a comparative study of children brought up in a family and without a family in children's institutions of a closed type. 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. Under conditions of both organic and communicative deficit, the process of development slows down, unfolds in time, and its patterns appear in an open, expanded form. Children in orphanages are provided with everything necessary for survival (normal nutrition, medical care, clothes and toys, educational activities, etc.). However, the lack of individually-addressed, emotional communication with an adult significantly slows down and deforms the mental development of children. As 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 mastering object actions, on the development of speech, on the child's attitude to an adult, etc.
In his research, M.I. Lisina not only relied on the ideas of L.S. Vygotsky about the role of communication in the mental development of an infant, but also concretized, supplemented, and sometimes revised them. Thus, as one of the main innovations infancy L.S. Vygotsky considered a kind of psychological unity of a child and an adult, which he designated by the term “pramas”. M.I. Lisina showed that communication takes place between an infant and an adult, in which both partners are active and which is possible only with the psychological separation of the child and the adult. Attracting the attention of an adult and responding to his influences, the infant perceives him as a separate being that does not coincide with him. Consequently, already in the first months of life, the child separates himself from the adult, and does not merge with him. Objecting to L.S. Vygotsky, M.I. Lisina spoke not about unity, but about the emotional and personal connections of the child with the adult, which she considered as the main neoplasm of the first six months of life.
Based on the foregoing, we conclude that the development of emotional competence is facilitated, first of all, by the general family atmosphere, the relationship of the child with his parents.
High emotional competence helps to find a way out of difficult situations. With its decrease, the level of aggressiveness of the child increases. The formation of emotional competence is influenced by the development of such personal properties of the child as emotional stability, a positive attitude towards oneself, a sense of inner well-being, and 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, attempts are made to consider the situation from the other person.
Chapter 2
§ 1. Purpose, tasks and research methods
Purpose of the study: study of the emotional and psychological characteristics of preschoolers in relation to the level of emotional competence of their parents.
Research objectives:
Study and analysis of literature on the research topic;
Studying the emotional competence of parents;
Studying the level of empathy of parents;
Study of child-parent relationships;
The study of the frustration of preschool children;
Studying the level of self-esteem of children;
Studying the level of creative development of preschoolers;
The study of the emotional susceptibility of preschool children.
Object of study: emotional competence of parents and preschool children
Subject of study: the relationship of the emotional competence of parents with the emotional and behavioral characteristics of preschool children.
General hypothesis: emotionally competent parents contribute to a more favorable emotional and mental development of the child.
Private hypothesis:
4. A high level of emotional competence of parents correlates with a more psychological maturity of the child in a situation of frustration.
5. The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspirations of their children.
6. The highest level of development of creative imagination and empathy is shown by preschoolers who have parents with a high level of emotional competence.
The following methods were used as psychodiagnostic tools:
Method of literature analysis on the research topic;
Methods of psychodiagnostics (testing)
Methods of mathematical and statistical analysis of the obtained data:
The basis of our work was psychological research conducted among children attending preparatory courses for school and their parents (mothers).
The research took place in several stages.
At the first stage of the study, we conducted a survey of parents of preschool children using the author's method of Manoilova Marina Alekseevna, Ph.D. psychol. in Psychology, Senior Lecturer, Department of Psychology and Sociology, Pskov Free Institute "Diagnostics of Emotional Intelligence - MPEI".
According to the results of the survey, two subgroups were distinguished from the group of parents. The first group included parents with a high level of emotional intelligence (35 and above points), the second group with a low level (up to 5 points). We divided the children based on the indicators of their parents. Accordingly, the first group included children whose parents had a high level of emotional competence, the second - with a low level.
The group of parents with a high level of emotional competence was 15 people, and the group of parents with a low level of emotional competence was 20 people.
Description of methods
The developed method for diagnosing EI is a questionnaire consisting of 40 questions-statements. The subject is asked to rate the degree of his agreement with each statement on a 5-point scale.
The questionnaire contains 4 subscales and 3 integral indices: the general level of EI, the severity of the intrapersonal and interpersonal aspects of EI. For a description of the methodology, see Appendix No. 1.
2. Methodology "Diagnosis of the level of empathy" (V. V. Boyko)
In the structure of empathy, V.V. Boyko identifies several channels.
Rational channel of empathy. It characterizes the focus of attention, perception and thinking of the subject expressing empathy on the being of another person - on his condition, problems, behavior. This is a spontaneous interest in the other, opening the floodgates of the partner's emotional and intuitive reflection. In the rational component of empathy, one should not look for the logic or motivation of interest in the other. The partner attracts attention with his beingness, which allows the person expressing empathy to unbiasedly reveal his essence.
The emotional channel of empathy. The ability of the subject of empathy to emotionally resonate with others is fixed - to empathize, to participate. Emotional responsiveness in this case becomes a means of "entering" the partner's energy field. Understanding his inner world, predicting behavior and effectively influencing is possible only if there has been an energy adjustment to the one to whom empathy is addressed.
Intuitive channel of empathy. The score indicates the ability of the respondent to see the behavior of partners, to act in conditions of a lack of initial information about them, based on the experience stored in the subconscious. At the level of intuition, various information about partners is closed and generalized. Intuition, presumably, is less dependent on evaluative stereotypes than meaningful perception of partners.
Attitudes that promote or hinder empathy respectively facilitate or hinder the operation of all empathic channels. The effectiveness of empathy is likely to be reduced if a person tries to avoid personal contact, considers it inappropriate to show curiosity about another person, convinced himself to be calm about the experiences and problems of others. Such mindsets sharply limit the range of emotional responsiveness and empathic perception. On the contrary, various channels of empathy operate more actively and more reliably if there are no obstacles from personality attitudes.
Penetration in empathy is regarded as an important communicative property of a person, which allows creating an atmosphere of openness, trust, sincerity. Each of us, by his behavior and attitude towards partners, contributes to the information-energy exchange or hinders it. Relaxation of the partner promotes empathy, and the atmosphere of tension, unnaturalness, suspicion prevents disclosure and empathic comprehension.
Identification - another sine qua non for successful empathy. This is the ability to understand another on the basis of empathy, putting oneself in the place of a partner. Identification is based on lightness, mobility and flexibility of emotions, the ability to imitate.
Description of the methodology and questionnaire, see Appendix No. 2
3. Experimental - psychological method of studying frustration reactions S. Rosenzweig.
S. Rosenzweig's technique allows to investigate, first of all, the direction of the subject's reactions in a stressful situation, which undoubtedly is an interpersonal conflict. The methodology also reveals the type of response, to some extent, revealing the values of the individual. The type of response answers the question in which area lies the most vulnerable place of the test subject, with which, first of all, his emotions will be connected: will he concentrate on the obstacle, studying its properties, and trying to overcome it; whether he will protect himself, being a weak vulnerable person; or he will focus on ways to get what he wants. Rosenzweig uses the following concepts:
-extrapunitive reactions (the reaction is directed at the living or non-living environment in the form of emphasizing the degree of the frustrating situation, in the form of condemnation of the external cause of frustration, or is charged with the duty of another person to resolve this situation);
-intropunitive reactions (the reaction is directed at himself; the subject accepts the frustrating situation as favorable for himself, takes the blame on himself or takes responsibility for correcting this situation);
-impulsive reactions (the frustrating situation is considered by the subject as insignificant, as the absence of someone else's fault, or as something that can be corrected by itself, one has only to wait and think);
Rosenzweig reactions also differ in terms of their types:
-type of reaction "with fixation on an obstacle" (in the response of the subject, the obstacle that caused frustration is emphasized in every possible way or interpreted as a kind of blessing, and not an obstacle, or is described as not having a serious significance);
-type of reaction "with fixation on self-defense" (the main role in the response of the subject is played by the defense of himself, his "I", and the subject either blames someone, or admits his guilt, or notes that responsibility for frustration cannot be attributed to anyone);
-type of reaction "with fixation on meeting the need" (the response is aimed at resolving the problem; the reaction takes the form of a demand for help from others to solve the situation; the subject himself takes on the solution of the situation or believes that time and the course of events will lead to its correction).
4. The study of self-esteem by the method of Dembo-Rubinshtein.
This technique is based on the direct assessment by preschoolers of a number of personal qualities, such as abilities, character, authority among peers, the ability to do a lot with their own hands, appearance, self-confidence. Subjects are invited to mark on vertical lines with certain signs the level of development of these qualities and the level of claims, i.e. the level of development of these same qualities that would satisfy them.
Instruction: Any person evaluates his abilities, capabilities, character, mind, etc. The level of development of each quality of the human personality can be conventionally depicted by a vertical line, the lower point of which will symbolize the lowest development, and the upper one - the highest. The form has seven lines. They stand for:
a) Mind, abilities
d) Ability to do a lot with your own hands
e) Appearance
f) Self-confidence
Under each line is written what it means. On each line with a line (-), mark how you evaluate the development of this quality in yourself, the side of your personality at the moment. After that, mark with a cross (x) at what level of development of these qualities, sides, you would be satisfied with yourself or feel proud of yourself.
Processing of results: processing is carried out on 6 scales. Each answer is expressed in points. The dimensions of each scale are 100 mm, in accordance with this, the answers of preschoolers receive a quantitative characteristic.
1. For each of the six scales, the following is determined: a) the level of claims - the distance in mm from the bottom point of the scale (“0”) to the sign “x”; b) self-assessment height - the distance in mm from the lower scale to the "-" sign.
2. The average value of indicators of self-esteem and the level of claims on all six scales is determined. The average values of the indicators are compared with the table:
Low Medium High
Level of claims up to 60 60-74 75-100
Self-esteem level up to 45 45-59 60-100
5. Methodology for determining the level of creative imagination and empathy in preschoolers (authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996)
Subtest No. 1: "Free drawing".
Material: a sheet of paper, a set of felt-tip pens.
The subject was asked to come up with something unusual.
The time allotted for the task was 4 minutes. The assessment of the child's drawing is made in points according to the following criteria:
10 points - in the allotted time, the child came up with and drew something original, unusual, clearly indicating an extraordinary fantasy, a rich imagination. The drawing makes a great impression on the viewer, its images and details are carefully worked out.
8-9 points - the child came up with and drew something quite original and colorful, although the image is not completely new. The details of the painting are well done.
5-7 points - the child came up with and drew something that, in general, is not new, but carries obvious elements of creative fantasy and makes a certain emotional impression on the viewer. The details and images of the drawing are worked out medium.
3-4 points - the child drew something very simple, unoriginal, and the fantasy is poorly visible in the drawing and the details are not very well worked out.
0-2 points - in the allotted time, the child did not manage to come up with anything and drew only separate strokes and lines.
Conclusions about the level of development:
10 points - very high;
8-9 points - high;
5-7 points - average;
3-4 points - low;
0-2 points - very low.
Subtest No. 2: "Definition of empathy" (emotional susceptibility).
Stimulus material:
Cards with images of gnomes. Each gnome depicts various human emotions on his face (joy, calmness, sadness, fear, anger, mockery, embarrassment, fear, delight)
The subject was asked to try to portray each emotion on his face, then - to name the corresponding feeling.
Evaluation of the results: The more expressions the child identified, the higher his emotional susceptibility. The best result is 9 points.
Subtest #3: "Unfinished drawing".
Material: 1) A sheet of paper with the image of 12 circles that do not touch each other (arranged in 3 rows of 4 circles).
2) A sheet of paper shows an unfinished drawing of a dog, repeated 12 times.
Simple pencils.
The subject was asked:
At the first stage: from each circle to depict various images with the help of additional elements.
At the second stage: it is necessary to consistently finish the image of the dog, so that each time it is a different dog. The change in the image goes up to the image of a fantastic animal.
Evaluation of results:
0-4 points - very low result;
5-9 points - low;
10-14 points - average;
14-18 - high;
19-24 - very high.
It is calculated how many circles the subject turned into new images, how many different dogs he drew. The results obtained for 2 series are summarized.
§ 2. Research results and discussion
The results of the study, obtained using the method of diagnosing emotional intelligence, are presented in table No. 1
Diagnostics of the emotional competence of parents of preschool children in the group under study made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.
Table No. 1
Note: the sign ** marks indicators that differ with the level of significance ρ≤0.01
Now let's check the reliability of differences between the studied groups in different indicators. We will check the significance of differences using the Student's method (t-test) for independent samples.
Student method (t-test) - e This is a parametric method used to test hypotheses about the significance of the difference in means when analyzing quantitative data on populations with a normal distribution and with the same variance. In the case of independent samples, to analyze the difference in means, the formula is used
where is the average of the first sample; - average of the second sample;
S1 - standard deviation for the first sample;
S2 is the standard deviation for the second sample;
n 1 and n 2 are the number of elements in the first and second samples.
In our study, n 1 =15 (EC), n 2 =20 (EneK).
Let's check the reliability of the differences on the scale No. 1 "Awareness of one's feelings and emotions"
The obtained empirical value of t (4.38) is in the zone of significance.
T = 4.38, p< 0,05; достоверно.
Obviously, on the “Awareness of one's feelings and emotions” scale, the group of parents with a high level of emotional competence outperforms the group of parents with a low level of emotional competence.
Let's check the reliability of the differences on the scale No. 2 "Managing your feelings and emotions"
T = 2.34, p< 0,05; достоверно.
According to the “Management of one’s feelings and emotions” scale, the indicators of the group of parents with a high level of emotional competence are higher than those of the group of parents with a low level of emotional competence
Let's check the reliability of the differences on the scale No. 3 "Awareness of the feelings and emotions of other people"
T = 5.01, p< 0,05; достоверно.
According to the scale "Awareness of the feelings and emotions of other people", the parents of the second group have lower indicators than the first.
Let's check the reliability of the differences on the scale No. 4 "Managing the feelings and emotions of other people"
T = 5.01, p< 0,05; достоверно.
According to the scale "Management of other people's feelings and emotions" in the group of parents with a low level of emotional competence, the indicators are lower than in the group of parents with a high level of emotional competence.
Diagram #1
Arithmetic mean indicators of emotional intelligence diagnostics (parents)
2. Study of the level of empathy of parents of preschool children
The results of the study are presented in table No. 2.
Table number 2
Let's check the reliability of differences on the scale No. 1 "Rational channel of empathy"
The obtained empirical value of t (4.5) is in the zone of significance.
T = 4.5, p< 0,05; достоверно.
Conclusion: The rational channel of empathy is better developed in the parents of the group with a high level of emotional competence.
Let's check the reliability of differences on the scale No. 2 "Emotional channel of empathy"
T = 3.3, p< 0,05; достоверно.
Conclusion: The emotional channel of empathy is also better developed in the parents of the group with a high level of emotional competence.
Let's check the reliability of differences on the scale No. 5 "Penetrating ability in empathy"
The obtained empirical value of t (2.3) is in the zone of uncertainty.
T = 2.3, p< 0,05; достоверно. Вывод: Показатель «Проникающая способность в эмпатии» развит лучше в группе родителей с высоким уровнем эмоциональной компетентности.
Let's check the reliability of differences on the scale No. 6 "Identification in empathy"
T = 3.9, p< 0,05; достоверно.
Conclusion: Identification in empathy is better developed in the group of parents with a high level of emotional competence.
Diagram #2
Arithmetic mean indicators method "Diagnostics of the level of empathy" (V. V. Boyko) parents
Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.
3. Studies of the features of the emotional side of child-parent interaction
The results of the study are presented in table No. 3
| Parents with a high level of emotional competence |
Parents with Low Emotional Competence |
|||
| 1) The ability to perceive the state of the child |
||||
| 2) Understanding the causes of the condition |
||||
| 3) The ability to empathize |
||||
| 4) Feelings in an interaction situation |
||||
| 5) Unconditional acceptance |
||||
| 6) Treating yourself like a parent |
||||
| 7) The prevailing emotional background of interaction |
||||
| 8) Desire for bodily contact |
||||
| 10) Orientation to the condition of the child |
||||
| 11) The ability to influence the child's condition |
Note: the sign * marks indicators that significantly differ significantly, the level statistical significanceρ≤0.05; the sign ** marks the indicators that differ with the level of significance ρ≤0.01
Let's check the reliability of differences on the scale No. 1 "The ability to perceive the state of the child"
The obtained empirical value of t (2.7) is in the zone of uncertainty.
T = 2.7, p< 0,05; достоверно.
Conclusion: The ability to perceive the state of the child in parents of the group with a high level of emotional competence is higher
Let's check the reliability of differences on the scale No. 2 "Understanding the causes of the condition"
The obtained empirical value of t (2.5) is in the zone of uncertainty.
T = 2.5, p< 0,05; достоверно.
Conclusion: the understanding of the causes of the child's condition in the parents of the group with a high level of emotional competence is higher than in the group of parents with a low level of emotional competence.
Let's check the reliability of differences on the scale No. 9 "Provision of emotional support"
The obtained empirical value t (3.7) is in the zone of significance
T = 3.7, p< 0,05; достоверно.Вывод: родители группы, с высоким уровнем эмоциональной компетентности оказывают эмоциональную поддержку своим детям в большей степени.
Diagram #2
Arithmetic Mean Values of Peculiarities of the Emotional Side of Child-Parent Interaction
An analysis of the results of a study of the characteristics of relations with a child in parents with different levels of emotional competence showed that parents with a high level of emotional competence show significantly higher abilities to understand the state of the child. Emotionally competent parents are more capable of empathizing with their children than parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. On the whole, it can be concluded that the emotional side of parent-child interaction is much more prosperous in families in which parents have a high level of emotional competence.
4. The study of frustration reactions of preschoolers
The results of the study obtained using the methodology for studying the frustration reactions of S. Rosenzweig
Extrapunitive
Intropunitive
Immunitive
"with fixation on obstacles"
"with fixation on self-defense"
"with fixation on satisfaction of need"
Note: the sign * marks the indicators that significantly differ significantly, the level of statistical significance is ρ≤0.05; the sign ** marks the indicators that differ with the level of significance ρ≤0.01
Let's check the differences in the "Extrapunitive reaction" indicator using Fisher's angular test.
Fisher's test is designed to compare two samples according to the frequency of occurrence of the effect of interest to the researcher.
The criterion evaluates the significance of differences between the percentages of two samples in which the effect of interest to us is registered.
The essence of the Fisher angular transformation is the conversion of percentages into central angles, which are measured in radians. A larger percentage will correspond to a larger angle φ, and a smaller percentage will correspond to a smaller angle, but the ratios here are not linear: φ = 2*arcsin(), where P is a percentage expressed in fractions of a unit.
With an increase in the discrepancy between the angles φ1 and φ2 and an increase in the number of samples, the value of the criterion increases. The larger the value of φ*, the more likely it is that the differences are significant.
Hypotheses of the Fisher criterion
H0: The proportion of individuals who exhibit the effect under study is not greater in sample 1 than in sample 2.
H1: The proportion of people who show the effect under study is larger in sample 1 than in sample 2.
So, let's check the differences in terms of "Extrapunitive reaction",
N 0: The proportion of people who chose the "Extrapunitive reaction" in the group of preschoolers with parents with a low level of emotional competence is no more than in the group of preschoolers with parents with a high level of emotional competence
H 1: The proportion of people who chose "Extrapunitive reaction" in the group of preschoolers with parents with a low level of emotional competence is greater than in the group of preschoolers with parents with a high level of emotional competence.
φ * emp = 2,53
φ * emp > φ * kr
H 1 is accepted: The proportion of people who chose "Extrapunitive reaction" in the group of preschoolers with parents with a low level of emotional competence is greater than in the group of preschoolers with parents with a high level of emotional competence.
Let's check the differences in the indicator "Intropunitive reaction".
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of people who chose the "Intropunitive reaction" in the group of preschoolers with parents with a high level of emotional competence is no more than in the group of preschoolers with parents with a low level of emotional competence.
H 1: The proportion of people who chose "Intropunitive reaction" in the group of preschoolers with parents with a high level of emotional competence is greater than in the group of preschoolers with parents with a low level of emotional competence.
φ * emp = 1,795
φ * emp > φ * kr
The obtained empirical value φ* is in the zone of uncertainty Н 0 is rejected
H 1 is accepted: The proportion of people who chose "Intropunitive reaction" in the group of preschoolers with parents with a high level of emotional competence is greater than in the group of preschoolers with parents with a low level of emotional competence.
Let's check the differences in the indicator "fixation on meeting the need".
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of people who chose "fixation to meet" the needs of preschoolers with parents with a high level of emotional competence is no more than in the group of preschoolers with parents with a low level of emotional competence.
H 1: The proportion of people who chose the “fixation to meet the need” reaction in the group of preschoolers with parents with a high level of emotional competence is greater than in the group of preschoolers with parents with a low level of emotional competence.
φ * emp = 2,626
φ * emp > φ * kr
The obtained empirical value φ* is in the zone of significance. H0 is rejected
H 1 is accepted: The proportion of people who chose the reaction "fixation to meet the need" in the group of preschoolers with parents with a high level of emotional competence is greater than in the group of preschoolers with parents with a low level of emotional competence.
So, let's check the differences in terms of "fixation on self-defense"
To perform the calculations, we assume that two hypotheses are possible:
H 0: The proportion of people who chose "fixation on self-defense" in the group of preschoolers with parents with a low level of emotional competence is no more than in the group of preschoolers with parents with a high level of emotional competence.
φ * emp = 2,73
φ * emp > φ * kr
The obtained empirical value φ* is in the zone of significance. H 0 is rejected
H 1 is accepted: The proportion of people who chose "fixation on self-defense" in the group of preschoolers with parents with a low level of emotional competence is greater than in the group of preschoolers with parents with a high level of emotional competence.
Diagram #3
The frequency of occurrence of frustration reactions in the studied groups of preschoolers
So, an experimental psychological study of the frustration reactions of preschoolers, depending on the level of emotional competence of their parents, made it possible to establish the following:
Self-assessment study according to the Dembo-Rubinstein method
The results are presented in tables No. 4
Table No. 4
Arithmetic mean indicators of self-esteem of preschoolers
| Preschoolers with parents with low emotional competence |
||||
| Claim level |
Self-esteem level |
Claim level |
Self-esteem level |
|
| 1. Mind, ability |
||||
| 2. Character |
||||
| 4. The ability to do a lot with your own hands |
||||
| 5. Appearance |
||||
| 6. Self-confidence |
||||
Let's check the reliability of the difference in the level of claims of the indicator "Mind, abilities"
The obtained empirical value of t (7.7) is in the zone of significance.
T = 7.7, p< 0,05; достоверно.
Conclusion: obviously, in the group of preschoolers with parents with a low level of emotional competence, the level of claims in terms of "Mind, abilities" is higher than in the group of preschoolers with parents with a high level of emotional competence.
Let's check the reliability of the difference in the level of self-assessment of the indicator "Mind, abilities"
t = 3.7, p< 0,05; достоверно
Conclusion: The level of self-esteem in terms of "Mind, abilities" is higher in the group of preschoolers with parents with a high level of emotional competence.
Let's check the reliability of the difference in the level of self-assessment of the indicator "Authority among peers"
t \u003d 5.2, p< 0,05; достоверно.
Conclusion: The level of self-esteem in terms of the indicator "Authority among peers" is higher in the group of preschoolers with parents with a high level of emotional competence.
Let's check the reliability of the difference in the level of claims of the indicator "The ability to do a lot with your own hands"
The resulting empirical value of t (1.07) is in the zone of uncertainty
t = 1.07, p< 0,05; достоверно.
Conclusion: the level of claims in terms of the “Ability to do a lot with your own hands” indicator is higher in the group of preschoolers with parents with a high level of emotional competence
t = 2.38, p< 0,05; достоверно.
Conclusion: the level of self-esteem in terms of "The ability to do a lot with your own hands" is also higher in the group of preschoolers with parents with a high level of emotional competence
Let's check the reliability of the difference in the level of claims of the indicator "Self-confidence"
t = 5.4, p< 0,05; достоверно.
Conclusion: it is obvious that in the group of preschoolers with parents with a high level of emotional competence, the level of claims for the indicator " Self confidence» higher than in the group of preschoolers with parents with a low level of emotional competence.
Let's check the reliability of the difference in the level of self-assessment of the indicator "The ability to do a lot with your own hands"
t = 4.4, p< 0,05; достоверно.
Diagram #4
Arithmetic mean indicators of the level of claims of preschoolers
If you look at the diagram, you can see that the level of claims in the group of preschoolers with parents with a low level of emotional competence is higher in terms of "Mind, abilities", and in the group of preschoolers with parents with a high level of emotional competence, the level of claims is higher in terms of " Self confidence".
Diagram #5
Arithmetic mean indicators of the level of self-esteem of preschoolers
Looking at diagram No. 3, you can see that in the group of preschoolers with parents with a high level of emotional competence, the level of self-esteem is higher in terms of "Mind, abilities", "Peer authority", "Self-confidence" than in the group of preschoolers with parents with a low level of emotional competence.
Conclusion: a study of self-esteem of preschoolers showed that the level of claims and self-esteem is interconnected with the level of emotional competence of parents. The high level of emotional competence of parents contributes to the formation of more adequate self-esteem and the level of aspirations in preschool children.
5. The study of the level of creative imagination and empathy in preschoolers using the methods of the authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Subbotina (1996).
The results of the survey are presented in tables No. 5,6,7
Table number 5
Subtest №1 Definition of creative imagination
Note: Note: the sign * marks the indicators that are significantly different, the level of statistical significance is ρ≤0.05; the sign ** marks the indicators that differ with the level of significance ρ≤0.01
t = 3.7, p< 0,05; достоверно.
Conclusion: creative imagination is better developed in a group of preschoolers with parents with a high level of emotional competence.
Table No. 6
Subtest #2 Definition of Creative Imagination
Note: Note: the sign * marks the indicators that are significantly different, the level of statistical significance is ρ≤0.05; the sign ** marks the indicators that differ with the level of significance ρ≤0.01
Let's check the reliability of the difference in terms of the level of creative imagination (subtest No. 1)
t \u003d 3.8; p< 0,05; достоверно.
Conclusion: subtest No. 2 confirmed that creative imagination is better developed in the group preschoolers who have parents with a high level of emotional competence
Table number 7
Subtest #3 Definition of empathy
Note: Note: the sign * marks the indicators that are significantly different, the level of statistical significance is ρ≤0.05; the sign ** marks the indicators that differ with the level of significance ρ≤0.01
Let's check the reliability of the difference in the level of empathy
t = 3.7, p< 0,05; достоверно.
The obtained empirical value of t (3.7) is in the zone of significance.
Conclusion: empathy is better developed in a group of preschoolers with parents with a high level of emotional competence
Diagram #6
Arithmetic Mean Indicators of the Level of Creative Imagination and Empathy in Preschoolers
Conclusion: the results of the study made it possible to state a higher development of creative imagination and empathy in preschoolers whose parents show a high level of emotional competence. A higher level of creative imagination in preschoolers whose parents have a high level of emotional competence diagnosed by 2 subtests, which allows to determine the development of creative imagination
§3 Conclusions:
Parental Emotional Competence Study
1. Diagnostics of the emotional competence of parents of preschool children in the group we studied made it possible to identify subgroups of parents with a high level of emotional competence and with a low level of emotional competence.
2. Diagnosis of the level of empathy of parents made it possible to confirm the results obtained using the method of diagnosing emotional intelligence. In particular, it was found that a high level of emotional competence of parents correlates with a high level of development of the rational and emotional channels of empathy, as well as with the ability to identify and empathize.
3. Analysis of the results of the study of the characteristics of relations with the child in parents with different levels of emotional competence showed that parents with a high level of emotional competence show significantly higher abilities to understand the state of the child. Emotionally competent parents are more capable of empathizing with their children than parents with low emotional competence. Emotionally competent parents are significantly more likely to provide real emotional support to their child. On the whole, it can be concluded that the emotional side of parent-child interaction is much more prosperous in families in which parents have a high level of emotional competence.
The study of emotional and behavioral characteristics of preschoolers depending on the level of emotional competence of their parents
4. An experimental psychological study of the frustration reactions of preschool children, depending on the level of emotional competence of their parents, made it possible to establish the following:
Children of parents with a high level of emotional competence are significantly more likely to resort to intropunitive reactions and reactions to satisfaction of needs in a situation of frustration.
In children of this group, extraputative reactions and reactions with fixation on self-defense are observed less often than in the others. We can state a higher psychological maturity of children who have parents with a high level of emotional competence.
The emotional competence of parents can be a successful behavioral model for the child, and also contributes to creating a more favorable atmosphere for the child's mental growth. The most obvious evidence of this is the dominant reaction in a situation of frustration in children - the search for ways to resolve it and fix it on the satisfaction of needs.
5. The study of self-esteem of preschoolers showed that the level of claims and self-esteem is interconnected with the level of emotional competence of parents. The high level of emotional competence of parents contributes to the formation of more adequate self-esteem and the level of aspirations in preschool children.
6. The results of the study made it possible to state a higher development of creative imagination and empathy in preschoolers whose parents show a high level of emotional competence. A higher level of creative imagination in preschoolers whose parents have a high level of emotional competence diagnosed by 2 subtests, which allows to determine the development of creative imagination.
7. Thus, the main hypothesis of our study was confirmed. Emotionally competent parents contribute to a more favorable emotional and mental development of the child.
In particular:
A high level of emotional competence of parents correlates with a more psychological maturity of the child in a situation of frustration.
The emotional competence of parents is interconnected with more adequate self-esteem and the level of aspirations of their children.
The highest level of development of creative imagination and empathy is shown by preschoolers who have parents with a high level of emotional competence.
Conclusion
In modern society, the problem of understanding and expressing emotions is quite acute. Recently, a cult of a rational attitude to life has been artificially implanted in society, embodied in the image of a certain standard - an inflexible and, as it were, devoid of emotions of a person.
But people who have the ability to destroy the generally accepted, ordinary order, i.e. those with creativity (Simpson) are aware of their own emotions and the emotions of other people, distinguish between them and use this information to control thinking and actions. This awareness of emotions can be defined as emotional competence (emotional intelligence).
Emotional intelligence does not contain general ideas about oneself and evaluation of others. It focuses on the knowledge and use of one's own and emotional states (intrapersonal aspect) and the emotions of others (interpersonal or social aspect) to solve problems and regulate behavior.
The concept of "emotional intelligence" is defined as:
Ability to act with internal environment their feelings and desires;
The ability to understand the relationship of the individual, represented in emotions, and manage the emotional sphere based on intellectual analysis and synthesis;
The ability to effectively control emotions and use them to improve thinking;
A set of emotional, personal and social abilities that affect the overall ability to cope effectively with the demands and pressures of the environment;
Emotional and intellectual activity;
It can be noted that individuals with a high level of development of emotional intelligence have pronounced abilities to understand their own emotions and the emotions of other people, as well as to control the emotional sphere, which leads to higher adaptability and efficiency in communication.
The study of the influence of the emotional component of parent-child interaction on the mental development of the child is presented in the works of E.I. Zakharova. The author singled out the qualitative and quantitative criteria for the full-fledged emotional communication of parents with a preschooler. With a deficit of emotional contacts, the process of mental personal development is hampered and distorted, and the underestimation of the development of empathy in preschool children in practical terms leads today to the fact that difficulties arise in the relationship of children with peers.
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