Stozharova M.Y., Kuznetsova I.O. Studying the Level of Forming Emotional Well-being of Older Preschool Children

DOI: 10.24411/1997-9657-2020-10084

Keywords: emotional well-being emotional state emotional stability anxiety self-esteem

Stozharova M.Y., Kuznetsova I.O. (2020). Studying the level of forming emotional well-being of older preschool children. Preschool Education Today. 5:14, 49–57 (in Russian). DOI: 10.24411/1997-9657-2020-10084

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

2020, 5

Irina O. Kuznetsova
Senior Lecturer, Postgraduate Student, Ulyanovsk State Pedagogical University named after I.N. Ulyanova, Ulyanovsk, Russia

Marina Y. Stozharova
PhD of Pedagogy, Professor of the Department of DiNOO, Ulyanovsk State Pedagogical University named after I.N. Ulyanov, Ulyanovsk, Russia

Abstract

In this article, the authors focus on the problem of forming the emotional sphere of preschool children and their emotional well-being, in particular. Emotional well-being is considered as a component of psychological health in preschool age, since the success of his communication and interaction with others depends on the emotions that a child experiences and shows, and therefore the success of his social development. In addition, the article presents the results of an ascertaining experiment aimed at studying the level of forming emotional well-being in older preschool children. 178 preschool children took part in the experiment. Observational methods were used as the main methods for assessing the child’s emotional state and identifying the features of the formation of emotional well-being (observation «Studying the manifestation of a child’s emotional stability in a kindergarten group», the method of S.N. Gamova); testing (an adaptive method for conducting cross-sectional study of emotional well-being of the child in kindergarten by E.V. Kucherova); anxiety test by R. Tamml, M. Dorki, V. Amen; the method «Scale of social-situational anxiety» by A.M Prikhozhan); conversations with children (Dembo-Rubinstein’s «Ladder» method, modified By V. G. Shchur); parents ‘questionnaires (test-questionnaire of parental attitudes by L.Ya. Varga, V.V. Stolin); projective tests («My family» drawing test, A.M. Parishioners’ and Z. Vasilyauskaite’s «Draw yourself» method). The criteria and indicators of children’s emotional well-being are defined: the child’s emotionally positive state of health, emotional state of a child in a family environment, emotional stability, level of anxiety, level of self-esteem. In addition, the author’s definition of the concept of “emotional well-being” of preschool children is proposed. Qualitative and quantitative analysis of experimental data allowed us to identify three levels of emotional well-being of older preschool children. 55 preschool children (30.9%) showed a high level of emotional well-being; 64 preschool children (36%) showed an average level; 59 older preschool children (33.1%) showed a low level.

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