Gorshkova E.V., Zhabina E.G. Development of Arbitrary Behavior in Children of 5-6 Years of Age by Methods of Emotional and Motor Psychotechnics

Received: 02/17/2019

DOI: 10.24411/1997-9657-2019-10045

Keywords: arbitrary behavior arbitrariness self-control psychological and pedagogical assistance emotional-motor psychotechnics

To cite this article:

Gorshkova E.V., Zhabina E.G. (2019). Development of arbitrary behavior in children of 5-6 years of age by methods of emotional and motor psychotechnics. Preschool Education Today. 3:13, 24–35 (in Russian). DOI: 10.24411/1997-9657-2018-10045

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2019, 3

Elena G. Zhabina
Pedagogue and Psychologist of the State Budgeted Educational School No. 508, Institution of Moscow, Moscow, Russia

Elena V. Gorshkova
PhD in Pedagogy, Associate Professor of Department of Preschool Pedagogy and Psychology of Moscow State University of Psychology and Education (Moscow, Russia)

Abstract

The article shows the relevance of the development of arbitrary behavior in preschool children. According to the hypothesis of the investigation, methods of emotional-motor psychotechnics can optimize the development of arbitrary behavior in children 5–6 years. At the same time, emotional-motor psychotechnics are considered as a direction of psychological and pedagogical assistance in overcoming the child’s problems by solving practical tasks on the material of figurative-motor exercises with rich emotional content. The methods and results of the investigation are described. The basic principles of work with children by methods of emotional-motor psychotechnics are compared with traditional methods of development of arbitrary behavior in preschool children by means of Board games with rules. 75 children aged 5–6 years took part in the investigation. Based on the comparison of primary and control diagnostic data in the three groups of children is shown a growth in arbitrariness in the experimental group, where lessons were conducted in emotional-motor psychotechnics, in contrast on another experimental group , where lessons with traditional methods were less effective, and control group, where the primary data remained almost unchanged.

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