The notion of feelings in psychology
The concept of feeling covers a very broad and diverse area of human mental life. A person lives and acts in real life, knowing the world around him, nature, people and their social relationships. In the process of activity, work, communication with other people in a word, in the process of his life he develops a certain relationship with society as a whole, with human collectives, with individuals. The real world in all its diversity is reflected in the consciousness of an individual person.
The main thing in feeling is the emotional attitude that a person has established to a certain subject or to a circle of phenomena. The feeling is always directed to this or that object of reality.
The mood, however, is an emotional feeling of a person, which stains for some time (sometimes for a long time) all his behavior, thoughts and experiences.
The role of feelings in a person's life.
It is impossible to influence the emotional sphere outside the personality in isolation. The process of changing feelings is always associated with changes in the personality itself. Feelings, like all mental processes, are a reflection of reality. However, this reflection is subjective in nature
However, the subjectivity of sensual reflection does not imply distortion: if one considers feelings as a whole, one can see that they reflect exactly those phenomena and events that affect a person. Moreover, the feelings of the individual are often formed as a derivative of the mentality of the society in which the individual lives.
In terms of the degree of intensity of influence on the personality of the feeling there are:
1) Episodic experiences little affecting the essence of the person, as it were on the periphery of the inner world of the person.
2) Deep feelings related to significant personal aspirations, ideals, dreams. There may be conflicting feelings that run counter to the basic aspirations of the individual. Such conflicts can lead to changes in some personal attitudes.
Formation of higher feelings in preschool children.
In order for a child to have the highest feelings (moral, aesthetic, cognitive), he or she must have a concept of bad and good, beautiful and ugly, as well as a cognitive need. The feelings are formed gradually. Initially, children understand only a certain meaning of events, later their generalized meaning.
The first manifestations of the sense of duty are observed at the age of 4-5 years, when, on the basis of available knowledge, skills and abilities, moral consciousness begins to emerge, when the child begins to understand the requirements to him/her, to relate them to his/her actions and deeds, to the behavior of other people (adults and peers).
Organization and content of sentimental research in older preschool years.
By the age of six, a child's basic elements of emotional and volitional behavior are formed, which is expressed in the following skills:
Set a goal;
to make a decision;
To outline a plan of action;
to fulfill the plan:
to make an effort in case of obstacles;
Evaluate the results of your action.
A teacher shall strive to develop the following qualities:
Personal characteristics of the personal sphere in the field of emotions:
The stability of feelings;
The depth of feelings and emotions;
Awareness of the reasons for the manifestation of certain emotions;
manifestations of higher feelings: aesthetic, moral, cognitive.
The use of various examples from fairy tales, stories, conversations, etc. can help in the development of willful and emotional readiness.
The most important acquisition of preschool childhood is love, attachment first to close people, and then to a wider circle of adults and peers, the ability to empathize and sympathize to infect the feelings of others, to experience their joys and sorrows as their own. The development of such feelings takes place in constant communication with adults and other children, in joint activities with them and determines the sensitivity, responsiveness of the child, and ultimately his or her general attitude towards people.