To the Question of Understanding by Preschoolers the Emotional States of Another Person

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Abstract

The article presents the results of studies during which the authors studied the dynamics of the development of the emotional and social spheres of preschool children. Based on the results, a number of issues related to the diagnosis and various psychological practices aimed at the development of these areas are considered. Also given are the results of a study that identifies the age-related potential of preschool children associated with the ability to focus on the emotional states of another person. The results presented in the article demonstrate that only in the fifth year of life, most children on their own (without the help of an adult) begin to highlight the emotional state of a person as an essential sign. But they do not use their skill when they try to orient in the sense of what is happening. Only at the end of preschool age do some children begin to determine the meaning of what is happening on the basis of the emotional states of another person. Based on the data obtained, an admission is made about the need for developmental (not diagnostic) work with children. The methodology of the forming experiment described in the article allows one to determine the directions of psychological and pedagogical support of the emotional development of preschool children.

General Information

Keywords: preschooler, social emotions, emotional intelligence, focus on emotional experiences, understanding of emotional states by preschoolers

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2020170101

For citation: Masalova V.S., Yaglovskya E.K. To the Question of Understanding by Preschoolers the Emotional States of Another Person [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 1, pp. 8–15. DOI: 10.17759/bppe.2020170101. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Valentina S. Masalova, Senior Lecturer of the Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3506-0225, e-mail: masalova.valentina@mail.ru

Elena K. Yaglovskya, PhD in Psychology, Professor of the Chair of Preschool Pedagogy and Psychology, Faculty of Education Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0587-2823, e-mail: yaglovskayaek@mgppu.ru

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