Empirical research of the development of the emotional and volitional spheres of older preschool children

Oleksandr Semenov,Mariia Fenko,Andrii Zdikhovskyi,Viktoriia Udot,Nataliia Semenova

doi:10.34069/ai/2021.48.12.24

Oleksandr Semenov, Mariia Fenko + Show 3 more

Open Access

https://doi.org/10.34069/ai/2021.48.12.24

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Abstract

The aim of the article is an empirical study of psychological determinants and significant correlations between the development of older preschool children’s emotional and volitional spheres. The importance of preschool age in the development of the child’s psyche, feelings, emotions, self-control, empathy, and reflexive capacities was emphasized. Self-control was found to be low in a significant proportion of the respondents (n=46; 62.16%). The emotional reaction, which is the child’s empathic ability to empathize and sympathize, had high levels, according to the study (M1= 18.12; M2=12.00; M3=10.01). The empathetic capacity of a senior preschooler was in the active development phase and encourages the formation of empathic and reflexive abilities through play activities, particularly through such a form of leading mental activity as story-role play. The correlation matrix revealed that “Self-control” and “Emotional response” had a positive and relevant correlation (rs = .141; р < .05). It is stated that the presence of this correlation in the researched groups was a good marker of older preschool children’s emotional and volitional development.

Highlights

The modern world places unique demands on individuals in order to improve their adaptation to the environment
Semenov) and the questionnaire “Balanced Emotional Empathy Scale” (“BEES”) (Mehrabian, 1997; adapted by O Semenov), that are adapted for older preschool children (Semenov, 2017)
The empirical facts we have found out may be used in the programs of development of the emotional and volitional spheres of senior preschoolers

Summary

Introduction

The modern world places unique demands on individuals in order to improve their adaptation to the environment. The social environment is always changing, necessitating a person’s activity, competition, resilience, and adaptability. Activities, and interpersonal relationships, emotional intelligence and emotional regulation of a child’s behavior are significant. It is known that emotions and feelings perform signaling and regulatory functions, motivating a person to knowledge, activities, and deeds or, stopping them from any actions and activities. Emotional and pedagogical study on emotional and volitional self-regulation is becoming increasingly significant. Special attention should be paid to solving key applied tasks of optimizing the functioning of regulatory processes in social interaction, improving efficiency in professional and educational activities, prevention of negative consequences of fatigue and research of psycho-emotional overload, and solving problems of spiritual safety of older preschool children

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