Home Perennial flowers Teaching counting using the Doman method. Doman’s method: “Intelligent, talented children in the present mean a humane and decent world in the future. Basic provisions of the methodology

Perennial flowers

Teaching counting using the Doman method. Doman’s method: “Intelligent, talented children in the present mean a humane and decent world in the future. Basic provisions of the methodology

Junior school age covers the period of life from 6 to 11 years and is determined by the most important circumstance in a child’s life - his enrollment in school.

Changes when you go to school emotional sphere child. On the one hand, younger schoolchildren, especially first-graders, largely retain the characteristic characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of environmental living conditions, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that evoke a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best.

On the other hand, entering school gives rise to new, specific emotional experiences, since freedom preschool age is replaced by dependence and submission to new rules of life. The situation of school life introduces the child into a strictly standardized world of relationships, demanding from him organization, responsibility, discipline, and good academic performance. By tightening living conditions, the new social situation increases mental tension for every child entering school. This affects both the health of younger schoolchildren and their behavior.

Entering school is an event in a child’s life in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of obligation (“I have to”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults.

A child’s inability to meet new standards and demands from adults inevitably makes him doubt and worry. A child entering school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness criticisms addressed to him affects his well-being and leads to a change in self-esteem.

If before school some individual characteristics of the child could not interfere with his natural development, they were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personal characteristics become especially noticeable. First of all, hyperexcitability reveals itself, increased sensitivity, poor self-control, lack of understanding of adult norms and rules.

The dependence of younger schoolchildren not only on the opinions of adults (parents and teachers), but also on the opinions of peers is growing. This leads to the fact that he begins to experience a special kind of fear: that he will be considered funny, a coward, a deceiver, or weak-willed. As noted

A.I. Zakharov, if in preschool age fears caused by the instinct of self-preservation prevail, then in primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationships with other people.

Thus, the main points in the development of feelings at school age are that feelings become more and more conscious and motivated; there is an evolution in the content of feelings, due to both a change in the student’s lifestyle and the nature of the student’s activities; the form of manifestations of emotions and feelings, their expression in behavior, in the inner life of the student changes; The importance of the emerging system of feelings and experiences in the development of the student’s personality increases. And it is at this age that anxiety begins to appear.

Persistent anxiety and intense, constant fears in children are among the most common reasons why parents turn to a psychologist. Moreover, in recent years, compared to the previous period, the number of such requests has increased significantly. Special experimental studies also indicate an increase in anxiety and fears in children. According to long-term studies conducted both in our country and abroad, the number of anxious people - regardless of gender, age, regional and other characteristics - is usually close to 15%.

Changing social relationships pose significant difficulties for a child. Anxiety and emotional tension are associated mainly with the absence of people close to the child, with changes environment, habitual conditions and rhythm of life.

This mental state of anxiety is usually defined as a generalized feeling of a non-specific, vague threat. The expectation of impending danger is combined with a feeling of uncertainty: the child, as a rule, is not able to explain what, in essence, he is afraid of.

Anxiety can be divided into 2 forms: personal and situational.

Personal anxiety is understood as a stable individual characteristic that reflects a subject’s predisposition to anxiety and presupposes his tendency to perceive a fairly wide range of situations as threatening, responding to each of them with a specific reaction. As a predisposition, personal anxiety is activated by the perception of certain stimuli that are regarded by a person as dangerous to self-esteem and self-esteem.

Situational or reactive anxiety as a condition is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This condition occurs as an emotional reaction to a stressful situation and can vary in intensity and dynamics over time.

Individuals classified as highly anxious tend to perceive a threat to their self-esteem and functioning in a wide range of situations and react with a very pronounced state of anxiety.

There are two large groups signs of anxiety: first - physiological signs occurring at the level of somatic symptoms and sensations; the second is reactions occurring in the mental sphere.

Most often, somatic signs manifest themselves in an increase in the frequency of breathing and heartbeat, an increase in general agitation, and a decrease in sensitivity thresholds. These also include: a lump in the throat, a feeling of heaviness or pain in the head, a feeling of heat, weakness in the legs, trembling hands, abdominal pain, cold and wet palms, an unexpected and inappropriate desire to go to the toilet, a feeling of self-consciousness, sloppiness , clumsiness, itching and more. These sensations explain to us why a student, going to the board, carefully rubs his nose, straightens his suit, why the chalk trembles in his hand and falls to the floor, why during a test someone runs his whole hand through his hair, someone cannot clear his throat, and someone insistently asks to leave. This often irritates adults, who sometimes perceive malicious intent even in such natural and innocent manifestations.

The psychological and behavioral reactions of anxiety are even more varied, bizarre and unexpected. Anxiety, as a rule, entails difficulty making decisions and impaired coordination of movements. Sometimes the tension of anxious anticipation is so great that a person unwittingly causes himself pain. Hence the unexpected blows and falls. Mild manifestations of anxiety, such as a feeling of restlessness and uncertainty about the correctness of one’s behavior, are an integral part of the emotional life of any person. Children, as insufficiently prepared to overcome the subject's anxious situations, often resort to lies, fantasies, and become inattentive, absent-minded, and shy.

Anxiety not only disorganizes educational activities, it begins to destroy personal structures. Of course, it is not only anxiety that causes behavioral disorders. There are other mechanisms of deviations in the development of a child’s personality. However, consulting psychologists argue that, most of problems for which parents turn to them, most of the obvious violations that impede the normal course of education and upbringing are fundamentally associated with the child’s anxiety.

Anxious children are characterized by frequent manifestations of restlessness and anxiety, as well as a large number of fears, and fears and anxiety arise in situations in which the child would seem to be in no danger. Anxious children are particularly sensitive, suspicious and impressionable. Also, children are often characterized by low self-esteem, which causes them to expect trouble from others. This is typical for those children whose parents set impossible tasks for them, demanding things that the children are not able to do. Anxious children are very sensitive to their failures, react sharply to them, and tend to give up activities in which they experience difficulties. In such children, there may be a noticeable difference in behavior in and outside of class. Outside of class, these are lively, sociable and spontaneous children; in class they are tense and tense. Teachers answer questions in a low and muffled voice, and may even begin to stutter. Their speech can be either very fast and hasty, or slow and labored. As a rule, motor excitement occurs: the child fiddles with clothes with his hands, manipulates something. Anxious children tend to bad habits neurotic character: They bite their nails, suck fingers, pull out hair. Manipulating their own body reduces their emotional stress and calms them down.

The causes of childhood anxiety are improper upbringing and unfavorable relationships between the child and his parents, especially with his mother. Thus, rejection and non-acceptance of the child by the mother causes him anxiety due to the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of maternal love. Failure to satisfy the need for love will encourage him to seek its satisfaction by any means.

Childhood anxiety can be a consequence and symbiotic relationship child with mother, when the mother feels one with the child and tries to protect him from the difficulties and troubles of life. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.

A child’s anxiety can be generated by the fear of deviating from the norms and rules established by adults.

A child’s anxiety can also be caused by the peculiarities of interaction between an adult and a child: the prevalence of an authoritarian style of communication or inconsistency of demands and assessments. In both the first and second cases, the child is in constant tension due to the fear of not fulfilling the demands of adults, not “pleasing” them, and transgressing strict boundaries. When we talk about strict limits, we mean the restrictions set by the teacher.

These include: restrictions on spontaneous activity in games (in particular, in outdoor games), in activities; limiting children's inconsistency in classes, for example, cutting children off; interrupting children's emotional expressions. So, if emotions arise in a child during an activity, they need to be thrown out, which can be prevented by an authoritarian teacher. The strict limits set by an authoritarian teacher often imply a high pace of classes, which keeps the child in constant tension for a long time and creates a fear of not being able to do it in time or doing it wrong.

Anxiety arises in situations of rivalry and competition. It will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization. In this case, children, finding themselves in a situation of competition, will strive to be first, to achieve the highest results at any cost.

Anxiety arises in situations of increased responsibility. When an anxious child falls into it, his anxiety is caused by the fear of not meeting the hopes and expectations of an adult and of being rejected. In such situations, anxious children usually have an inadequate reaction. If they are foreseen, expected, or frequently repeat the same situation that causes anxiety, the child develops a behavioral stereotype, a certain pattern that allows him to avoid anxiety or reduce it as much as possible. Such patterns include systematic refusal to answer questions in class, refusal to participate in activities that cause anxiety, and the child remaining silent instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude.

We can agree with the conclusion of A.M. Parishioners that anxiety in childhood is a stable personal formation that persists over a fairly long period of time. It has its own motivating force and stable forms of implementation in behavior with a predominance of compensatory and protective manifestations in the latter. Like any complex psychological formation, anxiety is characterized by a complex structure, including cognitive, emotional and operational aspects. With emotional dominance, it is a derivative of a wide range of family disorders.

Thus, anxious children of primary school age are characterized by frequent manifestations of worry and anxiety, as well as a large amount of fear, and fears and anxiety arise in situations in which the child, as a rule, is not in danger. They are also especially sensitive, suspicious and impressionable. Such children are often characterized by low self-esteem, and therefore they have an expectation of trouble from others. Anxious children are very sensitive to their failures, react sharply to them, and tend to give up activities in which they experience difficulties. Increased anxiety prevents the child from communicating and interacting in the child-child system; child - adult, formation of educational activities, in particular constant feeling anxiety does not allow the formation of control and evaluation activities, and control and evaluation actions are one of the main components of educational activities. And also increased anxiety helps to block the psychosomatic systems of the body, preventing efficient work at the lesson.

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Introduction

anxiety school age

The relevance of research. Currently, the number of anxious children characterized by increased anxiety, uncertainty, and emotional instability has increased.

The current situation of children in our society is characterized by social deprivation, i.e. deprivation, restriction, insufficiency of certain conditions necessary for the survival and development of each child.

The Ministry of Education of the Russian Federation notes that the number of children at risk has increased; every third schoolchild has deviations in the neuropsychic system.

The psychological self-awareness of children entering school is characterized by a lack of love, warm, reliable relationships in the family, and emotional attachment. Signs of trouble, tension in contacts, fears, anxiety, and regressive tendencies appear.

The emergence and consolidation of anxiety is associated with the dissatisfaction of the child’s age-related needs. Anxiety becomes a stable personality formation in adolescence. Before this, it is a derivative of a wide range of disorders. The consolidation and strengthening of anxiety occurs through the mechanism of a “closed psychological circle”, leading to the accumulation and deepening of negative emotional experience, which, in turn, generates negative prognostic assessments and largely determines the modality of actual experiences, contributes to the increase and maintenance of anxiety.

Anxiety has a pronounced age specificity, revealed in its sources, content, forms of manifestation of compensation and protection. For each age period, there are certain areas, objects of reality that cause increased anxiety in most children, regardless of the presence of a real threat or anxiety as a stable formation. These “age-related peaks of anxiety” are a consequence of the most significant sociogenic needs.

During “age-related peaks of anxiety,” anxiety appears as non-constructive, which causes a state of panic and despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only educational activities, it begins to destroy personal structures. Therefore, knowledge of the causes of increased anxiety will lead to the creation and timely implementation of correctional and developmental work, helping to reduce anxiety and the formation of adequate behavior in children of primary school age.

The purpose of the study is to examine the characteristics of anxiety in children of primary school age.

The object of the study is the manifestation of anxiety in children of primary school age.

The subject of the study is the causes of anxiety in children of primary school age.

Research hypothesis -

To achieve the goal and test the research hypothesis, the following tasks were identified:

1. Analyze and systematize theoretical sources on the problem under consideration.

2. Investigate the characteristics of anxiety in children of primary school age and establish the causes of increased anxiety.

Research base: 4th grade (8 people) of the Center for Curative Pedagogy and Differentiated Education No. 10 in the city of Krasnoyarsk.

Psychological and pedagogicalcharacteristicanxiety.Definitionconcepts"anxiety".DomesticAndforeignviewsongivenissues

In the psychological literature one can find different definitions of this concept, although most studies agree on the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transition state and its dynamics.

The word "anxious" has been noted in dictionaries since 1771. There are many versions explaining the origin of this term. The author of one of them believes that the word “alarm” means a thrice repeated signal about danger from the enemy.

The psychological dictionary gives the following definition of anxiety: it is “an individual psychological characteristic consisting in an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose one to this.”

It is necessary to distinguish anxiety from anxiety. If anxiety is episodic manifestations of a child’s restlessness and excitement, then anxiety is a stable condition.

For example, it happens that a child gets nervous before speaking at a party or answering questions at the blackboard. But this anxiety does not always manifest itself; sometimes in the same situations he remains calm. These are manifestations of anxiety. If the state of anxiety is repeated frequently and in a variety of situations (when answering at the board, communicating with unfamiliar adults, etc.), then we should talk about anxiety.

Anxiety is not associated with any specific situation and appears almost always. This condition accompanies a person in any type of activity. When a person is afraid of something specific, we talk about the manifestation of fear. For example, fear of the dark, fear of heights, fear of enclosed spaces.

K. Izard explains the difference between the terms “fear” and “anxiety” in this way: anxiety is a combination of certain emotions, and fear is only one of them.

Anxiety is a state of expedient preparatory increase in sensory attention and motor tension in a situation of possible danger, ensuring an appropriate reaction to fear. A personality trait manifested by mild and frequent expression of anxiety. The individual’s tendency to experience anxiety, characterized by a low threshold for the manifestation of anxiety; one of the main parameters of individual differences.

In general, anxiety is a subjective manifestation of personal distress. Anxiety occurs under a favorable background of the properties of the nervous and endocrine systems, but is formed during life, primarily due to disruption of forms of intrapersonal and interpersonal communication.

Anxiety is negative emotional experiences caused by the expectation of something dangerous, having a diffuse nature, not associated with specific events. An emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. In contrast to fear as a reaction to a specific threat, it is generalized, diffuse or pointless fear. Usually associated with the expectation of failure in social interaction and often due to unawareness of the source of danger.

In the presence of anxiety at the physiological level, increased breathing, increased heart rate, increased blood flow, increased blood pressure, an increase in general excitability, a decrease in the threshold of perception.

Functionally, anxiety not only warns of a possible danger, but also encourages the search and specification of this danger, the active exploration of reality with the goal (installation) of identifying a threatening object. It can manifest itself as a feeling of helplessness, self-doubt, powerlessness in the face of external factors, an exaggeration of their power and threatening nature. Behavioral manifestations of anxiety consist in a general disorganization of activity, disrupting its direction and productivity.

Anxiety as a mechanism for the development of neuroses - neurotic anxiety - is formed on the basis of internal contradictions in the development and structure of the psyche - for example, from an inflated level of claims, insufficient moral validity of motives, etc.; it can lead to an inappropriate belief in the existence of a threat to one's own actions.

A. M. Prikhozhan points out that anxiety is the experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger. Anxiety is distinguished as an emotional state and as a stable property, personality trait or temperament.

According to R. S. Nemov’s definition, “anxiety is a constantly or situationally manifested ability of a person to enter a state of heightened anxiety, to experience fear and anxiety in specific social situations”

E. Savina, Associate Professor of the Department of Psychology at Oryol State Pedagogical University, believes that anxiety is defined as a persistent negative experience of concern and expectation of trouble on the part of others.

According to the definition of S.S. Stepanov, “anxiety is the experience of emotional distress associated with a premonition of danger or failure.”

According to the definition of A.V. Petrovsky: “Anxiety is an individual’s tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction; one of the main parameters of individual differences. Anxiety is usually increased in neuropsychic and severe somatic diseases, as well as in healthy people experiencing the consequences of psychotrauma, in many groups of people with deviant subjective manifestations of personal distress.”
Modern anxiety research is aimed at distinguishing situational anxiety, associated with a specific external situation, and personal anxiety, which is a stable property of the individual, as well as developing methods for analyzing anxiety as a result of the interaction of the individual and his environment

G.G. Arakelov, N.E. Lysenko, E.E. Schott, in turn, note that anxiety is a multi-valued psychological term that describes both a certain state of individuals at a limited point in time, and a stable property of any person. Literature analysis recent years allows us to consider anxiety from different points of view, allowing the statement that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses.

Anxiety - as a personality trait is associated with the genetically determined properties of the functioning human brain, causing a constantly heightened sense of emotional arousal, emotions of anxiety.

In a study of the level of aspirations in adolescents, M.Z. Neymark discovered a negative emotional state in the form of anxiety, fear, aggression, which was caused by dissatisfaction of their claims to success. Also, emotional distress such as anxiety was observed in children with high self-esteem. They claimed to be the “best” students, or to occupy the highest position in the team, that is, they had high aspirations in certain areas, although they had no real opportunities to realize their aspirations.

Domestic psychologists believe that inadequately high self-esteem in children develops as a result of improper upbringing, inflated estimates by adults of the child’s successes, praise, and exaggeration of his achievements, and not as a manifestation of an innate desire for superiority.

The high assessment of others and the self-esteem based on it suits the child quite well. Confrontations with difficulties and new demands reveal its inconsistency. However, the child strives with all his might to maintain his high self-esteem, since it provides him with self-respect and a good attitude towards himself. However, the child does not always succeed in this. Claiming a high level of academic achievement, he may not have sufficient knowledge and skills to achieve them; negative qualities or character traits may not allow him to take the desired position among his peers in the class. Thus, contradictions between high aspirations and real possibilities can lead to a difficult emotional state.

From unsatisfaction of needs, the child develops defense mechanisms that do not allow recognition of failure, uncertainty and loss of self-esteem into the consciousness. He tries to find the reasons for his failures in other people: parents, teachers, comrades. He tries not to admit even to himself that the reason for his failure lies in himself, comes into conflict with everyone who points out his shortcomings, and shows irritability, touchiness, and aggressiveness.

M.S. Neimark calls this “the affect of inadequacy” - “... an acute emotional desire to protect oneself from one’s own weakness, by any means to prevent self-doubt, repulsion from the truth, anger and irritation against everything and everyone from entering the consciousness.” This condition can become chronic and last for months or years. The strong need for self-affirmation leads to the fact that the interests of these children are directed only towards themselves.

This condition cannot but cause anxiety in the child. Initially, the anxiety is justified, it is caused by real difficulties for the child, but constantly as the inadequacy of the child’s attitude towards himself, his capabilities, people becomes stronger, inadequacy will become a stable feature of his attitude to the world, and then distrust, suspicion and other similar traits that real anxiety will become anxiety, when the child expects trouble in any cases that are objectively negative for him.

The understanding of anxiety was introduced into psychology by psychoanalysts and psychiatrists. Many representatives of psychoanalysis considered anxiety as an innate personality trait, as an initially inherent state of a person.

The founder of psychoanalysis, S. Freud, argued that a person has several innate drives - instincts that are the driving force of human behavior and determine his mood. S. Freud believed that the collision of biological drives with social prohibitions gives rise to neuroses and anxiety. As a person grows up, the original instincts receive new forms of manifestation. However, in new forms they encounter the prohibitions of civilization, and a person is forced to mask and suppress his desires. The drama of an individual's mental life begins at birth and continues throughout life. Freud saw a natural way out of this situation in the sublimation of “libidinal energy,” that is, in the direction of energy towards other life goals: production and creative. Successful sublimation frees a person from anxiety.

IN individual psychology A. Adler offers a new look at the origin of neuroses. According to Adler, neurosis is based on such mechanisms as fear, fear of life, fear of difficulties, as well as the desire for a certain position in a group of people, which the individual, due to some individual characteristics or social conditions, could not achieve, that is, it is clearly visible that neurosis is based on situations in which a person, due to certain circumstances, to one degree or another experiences a feeling of anxiety.

Feelings of inferiority can arise from subjective feeling physical weakness or any deficiencies of the body, or from those mental properties and personality traits that interfere with satisfying the need for communication. The need for communication is at the same time the need to belong to a group. The feeling of inferiority, of inability to do anything, gives a person certain suffering, and he tries to get rid of it either through compensation, or by capitulation, renunciation of desires. In the first case, the individual directs all his energy to overcome his inferiority. Those who did not understand their difficulties and whose energy was directed towards themselves fail.

Striving for superiority, the individual develops a “way of life,” a line of life and behavior. Already by the age of 4-5, a child may develop a feeling of failure, inadequacy, dissatisfaction, inferiority, which can lead to the fact that in the future the person will suffer defeat.

The problem of anxiety became the subject of special research among neo-Freudians and, above all, K. Horney. In Horney's theory, the main sources of anxiety and restlessness of the individual are not rooted in the conflict between biological drives and social prohibitions, but are the result of incorrect human relationships. In the book " Neurotic personality of our time” Horney lists 11 neurotic needs:

1. Neurotic need for affection and approval, the desire to please others, to be pleasant.

2. Neurotic need for a “partner” who fulfills all desires, expectations, fear of being left alone.

3. Neurotic need to limit one's life to narrow boundaries, to remain unnoticed.

4. Neurotic need for power over others through intelligence and foresight.

5. Neurotic need to exploit others, to get the best from them.

6. The need for social recognition or prestige.

7. The need for personal adoration. Inflated self-image.

8. Neurotic claims to personal achievements, the need to surpass others.

9. Neurotic need for self-satisfaction and independence, the need not to need anyone.

10. Neurotic need for love.

11. Neurotic need for superiority, perfection, inaccessibility.

K. Horney believes that by satisfying these needs, a person strives to get rid of anxiety, but neurotic needs are insatiable, they cannot be satisfied, and, therefore, there are no ways to get rid of anxiety.

To a large extent, K. Horney is close to S. Sullivan. He is known as the creator of “ interpersonal theory" A person cannot be isolated from other people or interpersonal situations. From the first day of birth, a child enters into relationships with people and, first of all, with his mother. All further development and the individual's behavior is determined by interpersonal relationships. Sullivan believes that a person has an initial anxiety, anxiety, which is a product of interpersonal relationships.

Sullivan views the body as an energy system of tension that can fluctuate between certain limits - a state of rest, relaxation (euphoria) and the highest degree of tension. Sources of tension are the body's needs and anxiety. Anxiety is caused by real or imaginary threats to human safety.

Sullivan, like Horney, considers anxiety not only as one of the basic properties of personality, but also as a factor determining its development. Originating in early age, as a result of contact with an unfavorable social environment, anxiety is constantly and invariably present throughout a person’s life. Getting rid of anxiety for an individual becomes a “central need” and the determining force of his behavior. A person develops various “dynamisms”, which are a way of getting rid of fear and anxiety.

E. Fromm approaches the understanding of anxiety differently. Unlike Horney and Sullivan, Fromm approaches the problem of mental discomfort from the position of the historical development of society.

E. Fromm believes that in the era of medieval society, with its method of production and class structure, man was not free, but he was not isolated and alone, did not feel in such danger and did not experience such anxieties as under capitalism, because he did not was “alienated” from things, from nature, from people. Man was connected to the world by primary ties, which Fromm calls “natural social ties” existing in primitive society. With the growth of capitalism, primary bonds are broken, a free individual appears, cut off from nature, from people, as a result of which he experiences a deep sense of uncertainty, powerlessness, doubt, loneliness and anxiety. To get rid of the anxiety generated by “negative freedom,” a person strives to get rid of this freedom itself. He sees the only way out in escaping from freedom, that is, escaping from himself, in an effort to forget himself and thereby suppress the state of anxiety in himself. Fromm, Horney and Sullivan are trying to show different mechanisms for getting rid of anxiety.

Fromm believes that all these mechanisms, including “flight into oneself,” only cover up the feeling of anxiety, but do not completely rid the individual of it. On the contrary, the feeling of isolation intensifies, since the loss of one’s “I” is the most painful condition. Mental mechanisms of escape from freedom are irrational; according to Fromm, they are not a reaction to environmental conditions, and therefore are not able to eliminate the causes of suffering and anxiety.

Thus, we can conclude that anxiety is based on the fear reaction, and fear is an innate reaction to certain situations related to maintaining the integrity of the body.

The authors do not differentiate between worry and anxiety. Both appear as an expectation of trouble, which one day causes fear in the child. Anxiety or worry is the anticipation of something that can cause fear. With the help of anxiety, a child can avoid fear.

Analyzing and systematizing the considered theories, we can identify several sources of anxiety, which the authors highlight in their works:

1. Anxiety about potential physical harm. This type of anxiety arises as a result of the association of certain stimuli that threaten pain, danger, or physical distress.

2. Anxiety due to loss of love (mother’s love, the affection of peers).

3. Anxiety can be caused by feelings of guilt, which usually does not appear earlier than 4 years. In older children, guilt is characterized by feelings of self-humiliation, annoyance with oneself, and the experience of oneself as unworthy.

4. Anxiety due to inability to master the environment. It occurs when a person feels that he cannot cope with the problems that the environment poses. Anxiety is related to, but not identical to, feelings of inferiority.

5. Anxiety can also arise in a state of frustration. Frustration is defined as the experience that occurs when there is an obstacle to achieving a desired goal or a strong need. No complete independence between situations that cause frustration and those that lead to a state of anxiety (loss of parental love, and so on) and the authors do not provide a clear distinction between these concepts.

6. Anxiety is common to every person to one degree or another. Minor anxiety acts as a mobilizer to achieve a goal. Severe feelings of anxiety can be “emotionally crippling” and lead to despair. Anxiety for a person presents problems that need to be dealt with. For this purpose, various protective mechanisms (methods) are used.

7. In the occurrence of anxiety, great importance is attached to family upbringing, the role of the mother, and the relationship between the child and the mother. The period of childhood predetermines the subsequent development of personality.

Thus, Masser, Korner and Kagan, on the one hand, consider anxiety as an innate reaction to the danger inherent in each individual, on the other hand, they put the degree of a person’s anxiety depending on the degree of intensity of the circumstances (stimuli) causing anxiety that the person faces , interacting with the environment.

Thus, the concept of “anxiety” is used by psychologists to denote a human condition that is characterized by an increased tendency to worry, fear and worry, which has a negative emotional connotation.

Classificationspeciesanxiety

There are two main types of anxiety. The first of them is the so-called situational anxiety, i.e. generated by some specific situation that objectively causes concern. This condition can occur in any person on the eve of possible troubles and life complications. This condition is not only completely normal, but also plays a positive role. It acts as a kind of mobilizing mechanism that allows a person to approach emerging problems seriously and responsibly. What is more abnormal is a decrease in situational anxiety, when a person, in the face of serious circumstances, demonstrates carelessness and irresponsibility, which most often indicates infantile life position, insufficient formation of self-awareness.

Another type is the so-called personal anxiety. It can be considered as a personal trait, manifested in a constant tendency to experience anxiety in a wide variety of life situations, including those that objectively do not lead to this. It is characterized by a state of unaccountable fear, an uncertain sense of threat, and a readiness to perceive any event as unfavorable and dangerous. A child susceptible to this condition is constantly in a wary and depressed mood; it is difficult for him to contact the outside world, which he perceives as frightening and hostile. Consolidated in the process of character formation to the formation of low self-esteem and gloomy pessimism.

CausesappearanceAnddevelopmentanxietyatchildren

Among the causes of childhood anxiety, in the first place, according to E. Savina, is improper upbringing and unfavorable relationships between the child and his parents, especially with his mother. Thus, rejection and rejection by the mother of the child causes anxiety in him due to the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of material love (“If I do something bad, they won’t love me”). Failure to satisfy the child's need for love will encourage him to seek its satisfaction by any means.

Childhood anxiety can also be a consequence of the symbiotic relationship between the child and the mother, when the mother feels like one with the child and tries to protect him from the difficulties and troubles of life. It “ties” you to yourself, protecting you from imaginary, non-existent dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.

In cases where upbringing is based on excessive demands that the child is unable to cope with or copes with difficulty, anxiety can be caused by the fear of not being able to cope, of doing the wrong thing; parents often cultivate “correct” behavior: the attitude towards the child may include includes strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the child’s anxiety may be generated by fear of deviation from the norms and rules established by adults (“If I do not do as my mother said, she will not love me,” “If I do not do what I should, I will be punished”).

A child’s anxiety can also be caused by the peculiarities of the teacher’s (educator’s) interaction with the child, the prevalence of an authoritarian communication style, or inconsistency of requirements and assessments. In both the first and second cases, the child is in constant tension because of the fear of not fulfilling the demands of adults, of not “pleasing” them, of setting strict limits.

When we talk about strict limits, we mean the restrictions set by the teacher. These include restrictions on spontaneous activity in games (in particular, in outdoor games), in activities, on walks, etc.; limiting children's spontaneity in the classroom, for example, cutting off children (“Nina Petrovna, but I have... Quiet! I see everything! I’ll come up to everyone myself!”); suppression of children's initiative (“put it down now, I didn’t say take the leaves in your hands!”, “Shut up immediately, I’m saying!”). Restrictions can also include interrupting the emotional manifestations of children. So, if emotions arise in a child during an activity, they need to be thrown out, which can be prevented by an authoritarian teacher (“who’s funny there, Petrov?! I’ll laugh when I look at your drawings,” “Why are you crying? You’ve tortured everyone with your tears!").

Disciplinary measures applied by such a teacher most often come down to reprimands, shouting, negative assessments, and punishments.

An inconsistent teacher (educator) causes anxiety in the child by not giving him the opportunity to make predictions. own behavior. The constant variability of the teacher's (educator's) demands, the dependence of his behavior on his mood, emotional lability entail confusion in the child, the inability to decide what he should do in a particular case.

The teacher (educator) also needs to know situations that can cause children's anxiety, especially the situation of non-acceptance from peers; the child believes that it is his fault that he is not loved, he is bad (“they love good people”) to deserve love, the child will strive with the help of positive results, success in activities. If this desire is not justified, then the child’s anxiety increases.

The next situation is a situation of rivalry, competition; it will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization. In this case, children, finding themselves in a situation of competition, will strive to be first, to achieve the highest results at any cost.

Another situation is a situation of suspended responsibility. When an anxious child falls into it, his anxiety is caused by the fear of not meeting the hopes and expectations of an adult and of being rejected by him. In such situations, anxious children usually have an inadequate reaction. If they are anticipated, expected, or frequently repeated in the same situation, causing anxiety, the child develops a behavioral stereotype, a certain pattern that allows him to avoid anxiety or reduce it as much as possible. Such patterns include systematic fear of participating in activities that cause anxiety, as well as the child’s silence instead of answering questions from unfamiliar adults or those towards whom the child has a negative attitude.

In general, anxiety is a manifestation of personal distress. In some cases, it is literally nurtured in the anxious and suspicious psychological atmosphere of the family, in which the parents themselves are prone to constant fears and anxiety. The child becomes infected with their moods and adopts an unhealthy form of response to the outside world.

However, such an unpleasant individual trait sometimes manifests itself in children whose parents are not susceptible to suspiciousness and are generally optimistic. Such parents, as a rule, know well what they want to achieve from their children. They pay special attention to the discipline and cognitive achievements of the child. Therefore, they are constantly presented with various tasks that they must solve in order to meet the high expectations of their parents. It is not always possible for a child to cope with all the tasks, and this causes dissatisfaction among elders. As a result, the child finds himself in a situation of constant tense anticipation: whether he managed to please his parents or made some kind of omission, for which disapproval and censure will follow. The situation may be aggravated by inconsistency of parental demands. If a child does not know for sure how one or another of his steps will be evaluated, but in principle foresees possible dissatisfaction, then his entire existence is colored by tense alertness and anxiety.

Also, the emergence and development of anxiety and fear can intensively influence the developing imagination of children in fairy tales. At 2 years old, this is a Wolf - a crack with teeth that can cause pain, bite, eat, like Little Red Riding Hood. At the turn of 2-3 years, children are afraid of Barmaley. At 3 years old for boys and at 4 years old for girls, the “monopoly on fear” belongs to the images of Baba Yaga and Kashchei the Immortal. All these characters can just introduce children to negative, negative aspects relationships between people, with cruelty and deceit, callousness and greed, as well as danger in general. At the same time, the life-affirming mood of fairy tales, in which good triumphs over evil, life over death, makes it possible to show the child how to overcome the difficulties and dangers that arise.

Anxiety has a pronounced age specificity, revealed in its sources, content, forms of manifestation and prohibition.

For each age period, there are certain areas, objects of reality that cause increased anxiety in most children, regardless of the presence of a real threat or anxiety as a stable formation.

These “age-related anxieties” are a consequence of the most significant social needs. In young children, anxiety is caused by separation from their mother. At the age of 6-7 years main role adaptation to school plays a role, in early adolescence - communication with adults (parents and teachers), in early adolescence - attitude to the future and problems associated with gender relations.

Peculiaritiesbehavioralarmingchildren

Anxious children are often characterized by low self-esteem, due to which they have an expectation of trouble from others. This is typical for those children whose parents set impossible tasks for them, demanding that the children are not able to complete, and in case of failure, they are usually punished and humiliated (“You can’t do anything! You can’t do anything!” ").

Anxious children are very sensitive to their failures, react sharply to them, and tend to give up activities, such as drawing, in which they have difficulty.

In such children, you can notice a noticeable difference in behavior in and outside of class. Outside of class, these are lively, sociable and spontaneous children; in class they are tense and tense. They answer the teacher’s questions in a quiet and muffled voice, and may even begin to stutter. Their speech can be either very fast and hasty, or slow and labored. As a rule, prolonged excitement occurs: the child fiddles with clothes with his hands, manipulates something.

Anxious children tend to develop bad habits of a neurotic nature (they bite their nails, suck their fingers, pull out hair). Manipulating their own body reduces their emotional stress and calms them down.

Drawing helps to recognize anxious children. Their drawings are distinguished by an abundance of shading, strong pressure, and small image sizes. Often such children “get stuck” on details, especially small ones. Anxious children have a serious, restrained expression on their face, lowered eyes, sit neatly on a chair, try not to make unnecessary movements, not make noise, and prefer not to attract the attention of others. Such children are called modest, shy. Parents of their peers usually set them as an example to their tomboys: “Look how well Sasha behaves. He doesn't play around while walking. He neatly puts away his toys every day. He listens to his mother." And, oddly enough, this entire list of virtues can be true - these children behave “correctly.” But some parents are concerned about their children's behavior. (“Lyuba is very nervous. Anything brings her to tears. And she doesn’t want to play with the guys - she’s afraid that they will break her toys.” “Alyosha constantly clings to her mother’s skirt - you can’t pull her away.”) Thus, the behavior of anxious children is characterized by frequent manifestations of worry and anxiety; such children live in constant tension, all the time, feeling threatened, feeling that they could face failure at any moment.

AscertainingexperimentAndhisanalysis.Organization,methodsAndtechniquesresearch

The study was conducted at the Center for Curative Pedagogy and Differentiated Education No. 10 in the city of Krasnoyarsk, 4th grade.

Methods used:

Anxiety test (V. Amen)

Goal: Determine the child’s anxiety level.

Experimental material: 14 drawings (8.5x11 cm) made in two versions: for a girl (the picture shows a girl) and for a boy (the picture shows a boy). Each drawing represents a situation typical for a child’s life. The child's face is not drawn in the drawing, only the outline of the head is given. Each drawing is accompanied by two additional drawings of a child's head, sized exactly to match the contour of the face in the drawing. One of the additional drawings shows a smiling face of a child, the other a sad one. Conducting the study: The drawings are shown to the child in a strictly listed order, one after another. The conversation takes place in a separate room. After presenting the child with the drawing, the researcher gives instructions. Instructions.

1. Playing with younger children. “What kind of face do you think the child will have: happy or sad? He (she) plays with the kids"

2. Child and mother with baby. “What kind of face do you think this child will have: sad or happy? He (she) is walking with his mother and baby"

3. Object of aggression. “What kind of face do you think this child will have: happy or sad?”

4. Dressing. “What kind of face do you think this child will have, sad or happy? He (she) gets dressed"

5. Playing with older children. “What kind of face do you think this child will have: happy or sad? He (she) plays with older children"

6. Going to bed alone. “What kind of face do you think this child will have: sad or happy? He (she) is going to bed."

7. Washing. “What kind of face do you think this child will have: happy or sad? He (she) is in the bathroom"

8. Reprimand. “What kind of face do you think this child will have: sad or happy?”

9. Ignoring. “What kind of face do you think this baby will have: happy or sad?”

10. Aggressive attack “What kind of face do you think this child will have: sad or happy?”

11. Collecting toys. “What kind of face do you think this child will have: happy or sad? He (she) puts away the toys"

12. Isolation. “What kind of face do you think this child will have: sad or happy?”

13. Child with parents. “What kind of face do you think this child will have: happy or sad? He (she) is with his mom and dad"

14. Eating alone. “What kind of face do you think this child will have: sad or happy? He (she) eats.”

To avoid imposing choices on the child, the name of the person alternates in the instructions. The child is not asked additional questions. (Annex 1)

DiaGnosticlevelschooltreimportance

Purpose: The technique is aimed at identifying the level of school anxiety in primary and secondary schoolchildren.

Instructions: Each question must be answered unequivocally “Yes” or “No”. When answering a question, the child must write down its number and the answer “+” if he agrees with it, or “-” if he disagrees.

Content characteristics of each factor. General anxiety at school is the general emotional state of a child associated with various forms of his inclusion in school life. Experiences of social stress are the emotional state of a child, against the background of which his social contacts(primarily with peers). Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving high results, etc.

Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one’s capabilities.

Fear of knowledge testing situations - a negative attitude and the experience of anxiety in situations of testing (especially public) knowledge, achievements, and opportunities.

Fear of not meeting the expectations of others - focus on the importance of others in assessing one's results, actions, and thoughts, anxiety about the assessments given by others, expectation of negative assessments. Low physiological resistance to stress is a characteristic of the psychophysiological organization that reduces a child’s adaptability to stressful situations and increases the likelihood of an inadequate, destructive response to a disturbing environmental factor. Problems and fears in relationships with teachers - general negative emotional background relationships with adults at school, which reduces the child’s educational success. (Appendix 2)

1. Questionnaire by J. Taylor (personal anxiety scale).

Goal: identifying the level of personal anxiety of the subject.

Material: questionnaire form containing 50 statements.

Instructions. You are asked to answer a questionnaire that contains statements regarding certain personality traits. There can be no good or bad answers here, so express your opinion freely and don’t waste time thinking.

Let's give the first answer that comes to mind. If you agree with this statement regarding you, write “Yes” next to its number; if you disagree, write “No”; if you cannot clearly define it, write “I don’t know.”

Psychological portrait of highly anxious individuals:

They are characterized by a tendency in a wide range of situations to perceive any manifestation of the qualities of their personality, any interest in them as a possible threat to their prestige and self-esteem. They tend to perceive complicated situations as threatening and catastrophic. According to the perception, the strength of the emotional reaction is manifested.

Such people are quick-tempered, irritable and in constant readiness for conflict and readiness to defend themselves, even if this is objectively not necessary. They are usually characterized by an inadequate reaction to comments, advice and requests. The possibility of nervous breakdowns and affective reactions is especially high in situations where we are talking about their competence in certain issues, their prestige, self-esteem, and their attitude. Excessive emphasis on the results of their activities or ways of behavior, both for the better and for the worse, a categorical tone towards them or a tone expressing doubt - all this inevitably leads to breakdowns, conflicts, and the creation of various kinds of psychological barriers that prevent effective interaction with such people.

It is dangerous to make categorically high demands on highly anxious people, even in situations where they are objectively feasible for them; an inadequate reaction to such demands can delay, or even push back, for a long time achieving the required result.

Psychological portrait of low-anxiety individuals:

Characterized by pronounced calm. They are not always inclined to perceive a threat to their prestige and self-esteem in the widest range of situations, even when it really exists. The emergence of a state of anxiety in them can be observed only in particularly important and personally significant situations (exams, stressful situations, real threat marital status, etc.). Personally, such people are calm, they believe that they personally have no reason or reason to worry about their lives, reputation, behavior and activities. The likelihood of conflicts, breakdowns, and affective outbursts is extremely low.

Research results

Research methodology “Anxiety Test (V. Amen)”

5 out of 8 people have a high level of anxiety.

Research methodology “Diagnostics of the level of school anxiety”

As a result of the study, we received:

· General anxiety at school: 4 people out of 8 have a high level, 3 people out of 8 average level and 1 person out of 8 has a low level.

· Experience of social stress: 6 people out of 8 have a high level; 2 people out of 8 have a medium level.

· Frustration of the need to achieve success: 2 out of 8 people have a high level, 6 out of 8 people have an average level.

· Fear of self-expression: 4 out of 8 people have a high level, 3 people have an average level, 1 person has a low level.

· Fear of knowledge testing situations: 4 out of 8 people have a high level, 3 people have an average level, 1 person has a low level

· Fear of not meeting the expectations of others: 6 out of 8 people have a high level, 1 person has an average level, 1 person has a low level.

· Low physiological resistance to stress: 2 out of 8 people have a high level, 4 people have an average level, 2 people have a low level.

· Problems and fears in relationships with teachers: 5 out of 8 people have a high level, 2 people have an average level, 1 person has a low level.

Methodologyresearch"QuestionnaireJ. Taylor"

As a result of the study, we received: 6 people had an average level with a tendency to high, 2 people had an average level of anxiety.

Research methods - drawing tests “Human” and “Non-existent animal”.

As a result of the study, we received:

Christina K.: lack of communication, demonstrativeness, low self-esteem, rationalistic, non-creative approach to a task, introversion.

Victoria K.: sometimes negativism, high activity, extroversion, sociability, sometimes the need for support, rationalistic, non-creative approach to a task, demonstrativeness, anxiety, sometimes suspiciousness, wariness.

Ulyana M.: lack of communication, demonstrativeness, low self-esteem, sometimes the need for support, anxiety, sometimes suspicion, wariness.

Alexander Sh.: uncertainty, anxiety, impulsiveness, sometimes social fears, demonstrativeness, introversion, defensive aggression, need for support, feeling of insufficient skill in social relationships.

Anna S.: introversion, self-absorption inner world, tendency to defensive fantasy, demonstrativeness, negativism, negative attitude for examination, daydreaming, romanticism, a tendency to compensatory fantasy.

Alexey I.: creative orientation, high activity, impulsiveness, sometimes asociality, fears, extroversion, sociability, demonstrativeness, increased anxiety.

Vladislav V.: increased anxiety, demonstrativeness, extroversion, sociability, sometimes the need for support, conflict, tension in contacts, emotional disturbance.

Victor S.: negativism, possible depressive background mood, wariness, suspicion, sometimes dissatisfaction with one’s appearance, extroversion, sometimes the need for support, demonstrativeness, increased anxiety, aggression, poverty of imagination, sometimes suspiciousness, wariness, sometimes internal conflict, conflicting desires , a feeling of insufficient skill in social relationships, fear of attack and a tendency towards defensive aggression.

It is very useful for such a child to attend group psychocorrectional classes - after consultation with a psychologist. The topic of childhood anxiety has been sufficiently developed in psychology, and usually the effect of such activities is noticeable.

One of the main ways to help is the desensitization method. The child is consistently placed in situations that cause him anxiety. Starting with those that only worry him a little, and ending with those that cause severe anxiety and even fear.

If this method is used on adults, then it must be supplemented with relaxation and relaxation. For small children this is not so easy, so relaxation is replaced by sucking candy.

They use dramatization games when working with children ("scary school", for example). Plots are selected depending on which situations worry the child the most. Techniques of drawing fears and telling stories about your fears are used. In such activities, the goal is not to completely rid the child of anxiety. But they will help him express his feelings more freely and openly and increase his self-confidence. Gradually he will learn to control his emotions more.

You can try one of the exercises with your child at home. Anxious children are often prevented from completing some task by fear. “I won’t be able to do this,” “I won’t be able to do this,” they tell themselves. If a child refuses to get down to business for these reasons, ask him to imagine a child who knows and can do much less than he does. For example, he can’t count, doesn’t know letters, etc. Then let him imagine another child who will probably cope with the task. It will be easy for him to see that he is far from being incompetent and can, if he tries, get closer to full skill. Ask him to say, “I can’t...” and explain to himself why he finds it difficult to complete this task. “I can...” - note what he can already do. “I can…” - how well he will cope with the task if he makes every effort. Emphasize that everyone does not know how to do something, cannot do something, but everyone, if they want, will achieve their goal.

Conclusion

It is known that changing social relationships pose significant difficulties for a child. Anxiety and emotional tension are associated mainly with the absence of people close to the child, with changes in the environment, usual conditions and rhythm of life.

The expectation of impending danger is combined with a feeling of uncertainty: the child, as a rule, is not able to explain what, in essence, he is afraid of.

Anxiety, as a stable state, interferes with clarity of thought, effective communication, enterprise, and creates difficulties when meeting new people. In general, anxiety is a subjective indicator of personal distress. But for it to form, a person must accumulate a baggage of unsuccessful, inadequate ways to overcome the state of anxiety. That is why, in order to prevent the anxious-neurotic type of personality development, it is necessary to help children find effective ways, with the help of which they could learn to cope with anxiety, uncertainty and other manifestations of emotional instability.

conflicting demands on him, coming from different sources (or even from the same source: it happens that parents contradict themselves, either allowing or rudely prohibiting the same thing);

inadequate requirements that do not correspond to the child’s capabilities and aspirations;

negative demands that put the child in a humiliated, dependent position.

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Introduction

Anxiety is one of the most common phenomena of mental development encountered in school practice. In recent years, this problem has received considerable attention, since the degree of manifestation of anxiety determines the success of a student’s education at school, the characteristics of his relationships with peers, and the effectiveness of adaptation to new conditions. Many outstanding psychologists analyze anxiety from the point of view of their specific views, without setting the goal of a comprehensive consideration of the problem as a whole in relation to school practice.

Numerous studies devoted to the problem of educational anxiety have examined the causes of its occurrence, as well as ways of prevention and correction. Despite the fact that in psychology significant amount works are devoted to anxiety, this problem does not lose its relevance, since anxiety is a serious risk factor for the development of psychosomatic abnormalities and often causes the occurrence of stressful conditions.

Anxiety may be associated with the causes of school neuroses, the child’s inability to adapt to a new situation, difficulties in intellectual activity, decreased mental performance, difficulties in communicating and establishing interpersonal relationships with other people.

The state of anxiety and anxiety can be caused by the social environment - the situation in the family, school.

We consider anxiety from two positions: on the one hand, it is a subjective ill-being of the individual, manifested in neurotic states, somatic diseases, which negatively affects her interaction with others and her attitude towards herself. Anxiety, according to G. Parens’ definition, is a child’s feeling of helplessness in the face of some phenomenon that he perceives as dangerous. In our case, this is the situation of schooling and family relationships. The negative function of anxiety in this case will have a diffuse, constant character that traumatizes the child’s psyche. On the other hand, anxiety also has a positive function, which can be defined as a “state of anxiety” that occurs in every person in certain situations.

Thus, when studying at school, an anxious state is a necessary component for successful learning: when performing any task, a child is worried about the success of its result; when answering at the board, a student may experience a certain amount of anxiety; when carrying out various assignments, a state of anxiety helps to achieve success, etc. .d.

A state of anxiety also has a positive effect on the child’s personal qualities: he worries about what kind of assessment he will receive from others, the desire for leadership is also accompanied by a certain anxiety, which will ensure the achievement of the goal.

The child’s adaptation to a new social environment is necessarily accompanied by a state of anxiety, which arises in the child only in certain situations and can both negatively and positively influence the development of his personal qualities.

Thus, speaking about the positive or negative function of anxiety, we can regard it as an adequate or inadequate state.

Currently, a number of authors write about the trend of an increase in the number of anxious children, characterized by increased anxiety, uncertainty, and emotional instability. These facts indicate the need for preventive measures that prevent the formation of negative character traits in children, the development of psychosomatic diseases, educational neuroses, decreased self-esteem, and the occurrence of learning difficulties.

Children of primary school age require special attention, as they may experience difficulties in school, which naturally causes an inadequate level of anxiety.

Purpose of the study: characterize the features of the manifestation of anxiety in primary school age and methods of psychological and pedagogical correction.

Object of study: emotional sphere of children of primary school age.

Subject of study: manifestation of anxiety in younger schoolchildren.

Research hypothesis: At primary school age, the manifestation of anxiety has its own characteristics. Purposeful work to overcome anxiety contributes to the effective correction of negative manifestations of anxiety.

Methodological basis for studying the characteristics of anxiety Children have developed conceptual approaches and principles developed in psychology and correctional psychology in the study of anxiety as an emotional state created in a certain situation containing the danger of frustration of an actualized need. We also took into account the concept of A.M. Parishioners; The author believes that the problem of anxiety as a relatively stable personal formation rarely manifests itself in its pure form and is included in the context of a wide range of social issues. The solution to specific issues was based on consideration of the characteristics of children of primary school age.

Scientific novelty and theoretical significance of the study. An integrated approach has been developed, focused on the formation adequate level anxiety in younger schoolchildren. Based on the study of students, data were obtained on changes in the level of anxiety among students in grades 1-2 during the school year, and the predominant types of anxiety were identified. Experimental data revealing the peculiarities of the manifestation of anxiety in children of primary school age are systematized.

Practical significance of the work. The results of the study will complement the psychological and pedagogical characteristics of children and will help shape their emotional and volitional sphere, in particular, to overcome the state of anxiety, as one of the components that creates learning difficulties. The system of diagnostic techniques can be used by qualified teachers and psychologists to identify the characteristics of anxiety in younger schoolchildren

Experimental base of the study: third grade students of school No. 116. Ufa, in the amount of 20 people.

1. Study of the problem of anxiety in psychological and pedagogical literature

1.1 Features of anxiety

In the psychological literature, one can find different definitions of the concept of anxiety, although most researchers agree on the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transition state and its dynamics.

So, A.M. Parishioner points out that anxiety is “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger.”

Anxiety is distinguished as an emotional state and as a stable property, personality trait or temperament.

According to the definition of R.S. Nemova: “Anxiety is a constantly or situationally manifested property of a person to come in a state of heightened anxiety, to experience fear and anxiety in specific social situations.”

Modern anxiety research is aimed at distinguishing situational anxiety, associated with a specific external situation, and personal anxiety, which is a stable property of the individual, as well as developing methods for analyzing anxiety as a result of the interaction of the individual and his environment

G.G. Arakelov, N.E. Lysenko, E.E. Schott, in turn, note that anxiety is a multi-valued psychological term that describes both a certain state of individuals at a limited point in time, and a stable property of any person. An analysis of the literature of recent years allows us to consider anxiety from different points of view, allowing for the assertion that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses.

T.V. Dragunova, L.S. Slavina, E.S. Maxlak, M.S. Neimark show that affect becomes an obstacle to the correct formation of personality, so it is very important to overcome it

The works of these authors indicate that it is very difficult to overcome the affect of inadequacy. the main task is to really bring the child’s needs and capabilities into line, or to help him raise his real capabilities to the level of self-esteem, or to lower self-esteem. But the most realistic way is to switch the child’s interests and aspirations to an area where the child can achieve success and establish himself.

Thus, Slavina’s research on children with affective behavior showed that complex emotional experiences in children are associated with the affect of inadequacy.

In addition, research by domestic psychologists shows that negative experiences leading to difficulties in the behavior of children are not a consequence of innate aggressive or sexual instincts that “wait for release” and dominate a person all his life.

These studies can be considered as a theoretical basis for understanding anxiety, as a result of real anxiety that arises in certain unfavorable conditions in a child’s life, as formations that arise in the process of his activity and communication. In other words, this is a social phenomenon, not a biological one.

The problem of anxiety has another aspect - a psychophysiological one.

The second direction in the study of anxiety goes along the line of studying those physiological and psychological characteristics of the individual that determine the degree of this condition.

Domestic psychologists who have studied the state of stress have introduced various interpretations into its definition.

So, V.V. Suvorova studied stress obtained in laboratory conditions. She defines stress as a condition that occurs under extreme conditions that are very difficult and unpleasant for a person.

V.S. Merlin defines stress as psychological, rather than nervous, tension that occurs in an “extremely difficult situation.”

It is important that, firstly, both under stress and under frustration, the authors note emotional distress in the subject, which is expressed in anxiety, restlessness, confusion, fear, and uncertainty. But this anxiety is always justified, associated with real difficulties. So I.V. Imedadze directly connects the state of anxiety with the anticipation of frustration. In her opinion, anxiety arises when anticipating a situation that contains the danger of frustration of an actualized need.

Thus, stress and frustration, no matter how they are understood, include anxiety.

An approach to explaining anxiety propensity in terms of physiological characteristics properties nervous system we find among domestic psychologists. Thus, in the laboratory of Pavlov I.P., it was discovered that, most likely breakdown under the influence of external stimuli occurs in the weak type, then in the excitable type, and animals with a strong, balanced type with good mobility are least susceptible to breakdowns.

Data from B.M. Teplov also point out the connection between the state of anxiety and the strength of the nervous system. The assumptions he made about the inverse correlation between the strength and sensitivity of the nervous system found experimental confirmation in the studies of V.D. Fable.

He makes the assumption that people with a weak type of nervous system have a higher level of anxiety.

Finally, we should dwell on the work of V.S. Merlin, who studied the issue of anxiety symptom complex. Anxiety test V.V. Belous followed two paths - physiological and psychological.

Of particular interest is the study by V.A. Bakeev, conducted under the guidance of A.V. Petrovsky, where anxiety was considered in connection with the study of psychological mechanisms of suggestibility. The level of anxiety in the subjects was measured using the same methods used by V.V. Belous.

The founder of psychoanalysis, S. Freud, argued that a person has several innate drives - instincts that are the driving force of human behavior and determine his mood. S. Freud believed that the collision of biological drives with social prohibitions gives rise to neuroses and anxiety. As a person grows up, the original instincts acquire new forms of manifestation. However, in new forms they encounter the prohibitions of civilization, and a person is forced to mask and suppress his desires. The drama of an individual's mental life begins at birth and continues throughout life. Freud sees a natural way out of this situation in the sublimation of “libidinal energy,” that is, in the direction of energy towards other life goals: production and creative. Successful sublimation frees a person from anxiety.

In individual psychology, A. Adler offers a new look at the origin of neuroses. According to Adler, neurosis is based on such mechanisms as fear, fear of life, fear of difficulties, as well as the desire for a certain position in a group of people, which the individual, due to some individual characteristics or social conditions, could not achieve, that is, it is clearly visible that neurosis is based on situations in which a person, due to certain circumstances, to one degree or another experiences a feeling of anxiety.

A feeling of inferiority can arise from a subjective feeling of physical weakness or any deficiencies in the body, or from those mental properties and personality traits that interfere with satisfying the need for communication. The need for communication is at the same time the need to belong to a group. The feeling of inferiority, of inability to do anything, gives a person certain suffering, and he tries to get rid of it either through compensation, or by capitulation, renunciation of desires. In the first case, the individual directs all his energy to overcome his inferiority. Those who did not understand their difficulties and whose energy was directed towards themselves fail.

The problem of anxiety became the subject of special research among neo-Freudians and, above all, K. Horney.

In Horney's theory, the main sources of anxiety and restlessness of the individual are not rooted in the conflict between biological drives and social prohibitions, but are the result of incorrect human relationships.

In his book The Neurotic Personality of Our Time, Horney lists 11 neurotic needs:

Neurotic need for affection and approval, the desire to please others, to be pleasant.

Neurotic need for a “partner” who fulfills all desires, expectations, fear of being left alone.

Neurotic need to limit one's life to narrow boundaries, to remain unnoticed.

Neurotic need for power over others through intelligence and foresight.

Neurotic need to exploit others, to get the best from them.

The need for social recognition or prestige.

The need for personal adoration. Inflated self-image.

Neurotic claims to personal achievements, the need to surpass others.

Neurotic need for self-satisfaction and independence, the need to not need anyone.

Neurotic need for love.

Neurotic need for superiority, perfection, inaccessibility.

Sullivan views the body as an energy system of stress that can fluctuate between certain limits - a state of rest, relaxation and the highest degree of tension. Sources of tension are the body's needs and anxiety. Anxiety is caused by real or imaginary threats to human safety.

Sullivan, like Horney, considers anxiety not only as one of the basic properties of personality, but also as a factor determining its development. Having arisen at an early age as a result of contact with an unfavorable social environment, anxiety is constantly and invariably present throughout a person’s life. Getting rid of anxiety for an individual becomes a “central need” and the determining force of his behavior. A person develops various “dynamisms”, which are a way of getting rid of fear and anxiety.

Fromm believes that all these mechanisms, including “flight into oneself,” only cover up the feeling of anxiety, but do not completely rid the individual of it. On the contrary, the feeling of isolation intensifies, because the loss of one’s “I” is the most painful condition. Mental mechanisms of escape from freedom are irrational; according to Fromm, they are not a reaction to environmental conditions, and therefore are not able to eliminate the causes of suffering and anxiety.

Thus, we can conclude that anxiety is based on the fear reaction, and fear is an innate reaction to certain situations related to maintaining the integrity of the body.

The authors do not differentiate between worry and anxiety. Both appear as an expectation of trouble, which will one day cause fear in the child. Anxiety or worry is the anticipation of something that can cause fear. With the help of anxiety, a child can avoid fear.

Analyzing and systematizing the considered theories, we can identify several sources of anxiety, which the authors highlight in their works:

Anxiety about potential physical harm. This type of anxiety arises as a result of the association of certain stimuli that threaten pain, danger, or physical distress.

Anxiety due to loss of love.

Anxiety can be caused by feelings of guilt, which usually does not appear earlier than 4 years of age. In older children, guilt is characterized by feelings of self-humiliation, annoyance with oneself, and the experience of oneself as unworthy.

Anxiety due to inability to master the environment. It occurs when a person feels that he cannot cope with the problems that the environment poses. Anxiety is related to, but not identical to, feelings of inferiority.

Anxiety can also arise in a state of frustration. Frustration is defined as the experience that occurs when there is an obstacle to achieving a desired goal or a strong need. There is no complete independence between situations that cause frustration and those that lead to anxiety, and the authors do not provide a clear distinction between these concepts.

Anxiety is common to every person to one degree or another. Minor anxiety acts as a mobilizer to achieve a goal. Severe feelings of anxiety can be “emotionally crippling” and lead to despair. Anxiety for a person presents problems that need to be dealt with. For this purpose, various protective mechanisms are used.

In the occurrence of anxiety, great importance is attached to family upbringing, the role of the mother, and the relationship between the child and the mother. The period of childhood predetermines the subsequent development of personality.

Thus, Masser, Korner and Kagan, on the one hand, consider anxiety as an innate reaction to the danger inherent in each individual, on the other hand, they put the degree of a person’s anxiety depending on the degree of intensity of the circumstances that cause anxiety that a person faces when interacting with environment.

K. Rogers views emotional well-being differently.

He defines personality as a product of the development of human experience or as a result of the assimilation of social forms of consciousness and behavior.

As a result of interaction with the environment, the child develops an idea of himself, self-esteem. Evaluations are introduced into an individual's idea of himself not only as a result of direct experience of contact with the environment, but can also be borrowed from other people and perceived as if the individual had developed them himself.

1.2 Anxiety in primary school age

School is one of the first to open up the world of social life to a child. In parallel with the family, he takes on one of the main roles in raising the child.

Thus, school becomes one of the determining factors in the development of a child’s personality. Many of his basic properties and personal qualities are formed during this period of life; all his subsequent development largely depends on how they are laid.

The expectation of impending danger is combined with a feeling of uncertainty: the child, as a rule, is not able to explain what, in essence, he is afraid of. Unlike the similar emotion of fear, anxiety does not have a specific source. It is diffuse and behavioral can manifest itself in a general disorganization of activity, disrupting its direction and productivity.

Two large groups of signs of anxiety can be distinguished: the first is physiological signs that occur at the level of somatic symptoms and sensations; the second is reactions occurring in the mental sphere. The difficulty in describing these manifestations lies in the fact that all of them individually and even in a certain aggregate can accompany not only anxiety, but also other states and experiences, such as despair, anger and even joyful excitement.

Typically, anxiety is a transitory state; it subsides as soon as the person actually faces the expected situation and begins to navigate and act. However, it also happens that the expectation that gives rise to anxiety is prolonged, and then it makes sense to talk about anxiety.

Anxiety, as a stable state, interferes with clarity of thought, effective communication, enterprise, and creates difficulties when meeting new people. In general, anxiety is a subjective indicator of personal distress. But for it to form, a person must accumulate a baggage of unsuccessful, inadequate ways to overcome the state of anxiety. That is why, in order to prevent an anxious-neurotic type of personality development, it is necessary to help children find effective ways in which they could learn to cope with anxiety, uncertainty and other manifestations of emotional instability.

In general, the cause of anxiety can be anything that violates a child’s sense of confidence and reliability in his relationship with his parents. As a result of anxiety and anxiety, a personality grows up, torn by conflicts. In order to fear fear, anxiety, feelings of helplessness and isolation, the individual has the definition of “neurotic” needs, which she calls neurotic personality traits learned as a result of vicious experiences.

A child, experiencing the hostile and indifferent attitude of others, and overcome by anxiety, develops his own system of behavior and attitude towards other people. He becomes angry, aggressive, withdrawn, or tries to gain power over others to compensate for the lack of love. However, such behavior does not lead to success; on the contrary, it further aggravates the conflict and increases helplessness and fear.

The transformation of anxiety from mother to baby is put forward by Sullivan as a postulate, but it remains unclear to him through what channels this connection is carried out. Sullivan, pointing to the basic interpersonal need - the need for tenderness, which is already inherent in an infant capable of empathy in interpersonal situations, shows the genesis of this need, passing through each age period. Thus, a baby has a need for the tenderness of his mother, in childhood - a need for an adult who could be an accomplice in his games, in adolescence - a need for communication with peers, in adolescence - a need for love. The subject has a constant desire to communicate with people and a need for interpersonal reliability. If a child encounters unfriendliness, inattention, and alienation from close people whom he strives for, then this causes him anxiety and interferes with normal development. The child develops destructive behavior and attitude towards people. He becomes either embittered, aggressive, or timid, afraid to do what he wants, anticipating failures, and shows disobedience. Sullivan calls this phenomenon “hostile transformation”; its source is anxiety caused by poor communication.

Each period of development is characterized by its own prevailing sources of anxiety. Thus, for a two-year-old child, the source of anxiety is separation from the mother; for six-year-old children, it is the lack of adequate patterns of identification with their parents. In adolescence - fear of being rejected by peers. Anxiety pushes a child into behavior that can save him from trouble and fear.

As the child's imagination develops, anxiety begins to focus on imaginary dangers. And later, when an understanding of the meaning of competition and success develops, one finds oneself ridiculous and rejected. With age, the child undergoes some restructuring in relation to objects of concern. Thus, anxiety in response to known and unknown stimuli gradually decreases, but by the age of 10-11, anxiety associated with the possibility of being rejected by peers increases. Much of what worries us during these years remains in one form or another in adults.

The object's sensitivity to events that may cause anxiety depends, first of all, on the understanding of the danger, and also, to a large extent, on the person's past associations, on his real or imagined inability to cope with the situation, on the meaning that he himself attaches to what happened.

Thus, in order to free a child from worry, anxiety and fears, it is necessary, first of all, to fix attention not on the specific symptoms of anxiety, but on the underlying causes - circumstances and conditions, since this condition in a child often arises from feelings uncertainty, from demands that are beyond his strength, from threats, cruel punishments, unstable discipline.

The state of anxiety can be completely relieved only by eliminating all difficulties of cognition, which is unrealistic and unnecessary.

Destructive anxiety causes a state of panic and despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only educational activities, it begins to destroy personal structures. Of course, it is not only anxiety that causes behavioral disorders. There are other mechanisms of deviations in the development of a child’s personality. However, psychologists-consultants argue that most of the problems for which parents turn to them, most of the obvious violations that impede the normal course of education and upbringing are fundamentally associated with the child’s anxiety.

B. Kochubey, E. Novikova consider anxiety in connection with gender and age characteristics.

It is believed that in preschool and primary school age boys are more anxious than girls. They are more likely to have tics, stuttering, and enuresis. At this age, they are more sensitive to the effects of unfavorable psychological factors, which facilitates the formation of various types of neuroses.

It turned out that the content of girls' anxiety differs from boys' anxiety, and the older the children, the more significant this difference is. Girls' anxiety is more often associated with other people; they are worried about the attitude of others, the possibility of a quarrel or separation from them.

What worries boys the most can be described in one word: violence. Boys are afraid of physical injuries, accidents, as well as punishment, the source of which is parents or authorities outside the family: teachers, school principal.

A person’s age reflects not only the level of his physiological maturity, but also the nature of his connection with the surrounding reality, features of the internal level, and the specifics of experience. School time is the most important stage in a person’s life, during which his psychological appearance fundamentally changes. The nature of anxious experiences changes. The intensity of anxiety more than doubles from the first to the tenth grade. According to many psychologists, the level of anxiety begins to rise sharply after the age of 11, reaching its peak by the age of 20, and gradually decreases by the age of 30.

The older the child gets, the more specific and realistic his worries become. If young children are worried about supernatural monsters breaking through the threshold of their subconscious, then teenagers are worried about a situation associated with violence, expectation, and ridicule.

The cause of anxiety is always the child’s internal conflict, his inconsistency with himself, the inconsistency of his aspirations, when one of his strong desires contradicts another, one need interferes with another. The most common causes of such internal conflict are: quarrels between people who are equally close to the child, when he is forced to take the side of one of them against the other; incompatibility of different systems of demands placed on a child, when, for example, what parents allow and encourage is not approved at school, and vice versa; contradictions between inflated aspirations, often instilled by parents, on the one hand, and the real capabilities of the child, on the other, dissatisfaction of basic needs, such as the need for love and independence.

Thus, the contradictory internal states of the child’s soul can be caused by:

conflicting demands on him coming from different sources;

inadequate requirements that do not correspond to the child’s capabilities and aspirations;

negative demands that put the child in a humiliated, dependent position.

In all three cases, there is a feeling of “losing support,” loss of strong guidelines in life, and uncertainty in the world around us.

Anxiety does not always appear in obvious form, since it is a rather painful condition. And as soon as it arises, a whole set of mechanisms is activated in the child’s soul that “process” this state into something else, albeit also unpleasant, but not so unbearable. This can change the entire external and internal picture of anxiety beyond recognition.

The simplest of psychological mechanisms works almost instantly: it is better to be afraid of something than to be afraid of something unknown. So, children's fears arise. Fear is the “first derivative” of anxiety. Its advantage is its certainty, the fact that it always leaves some free space. If, for example, I am afraid of dogs, I can walk where there are no dogs and feel safe. In cases of pronounced fear, its object may have nothing to do with the true cause of the anxiety that gave rise to this fear. A child may be terrified of school, but the underlying reason for this is family conflict, deeply felt by him. Although fear, compared to anxiety, gives a slightly greater sense of security, it is still a condition in which it is very difficult to live. Therefore, as a rule, the processing of anxious experiences does not end at the stage of fear. The older the children, the less often the manifestation of fear, and the more often - other, hidden forms of anxiety.

However, it must be taken into account that an anxious child simply has not found another way to deal with anxiety. Despite the inadequacy and absurdity of such methods, they must be respected, not ridiculed, but the child must be helped to “respond” to his problems with other methods; one must not destroy the “island of safety” without giving anything in return.

The refuge of many children, their salvation from anxiety, is the world of fantasy. In fantasies, the child resolves his insoluble conflicts; in dreams, his unsatisfied needs are satisfied. In itself, fantasy is a wonderful quality inherent in children. Allowing a person to go beyond reality in his thoughts, to build his own inner world, unfettered by conventional boundaries, and to creatively approach solving various issues. However, fantasies should not be completely divorced from reality; there should be a constant mutual connection between them.

The fantasies of anxious children, as a rule, lack this property. A dream does not continue life, but rather opposes itself to it. In life I don’t know how to run - in my dreams I win a prize at regional competitions; I am not sociable, I have few friends - in my dreams I am the leader of a huge company and perform heroic deeds that evoke admiration from everyone. The fact that such children and adolescents could actually achieve the object of their dreams is, not surprisingly, of no interest to them, even if it costs little effort. Their real advantages and victories will meet the same fate. In general, they try not to think about what actually exists, since everything that is real for them is filled with anxiety. As a matter of fact, the real and the factual change places for them: they live precisely in the sphere of their dreams, and everything outside this sphere is perceived as a bad dream.

However, such withdrawal into one’s illusory world is not reliable enough - sooner or later the requirement big world will burst into the child’s world and there will be a need for more effective methods of protection against anxiety.

Anxious children often come to a simple conclusion: in order not to be afraid of anything, you need to make them afraid of me. As Eric Berne puts it, they try to convey their anxiety to others. Therefore, aggressive behavior is often a form of hiding personal anxiety.

Anxiety can be very difficult to discern behind aggressiveness. Self-confident, aggressive, humiliating others at every opportunity, do not look alarming at all. His speech and manners are careless, his clothes have a connotation of shamelessness and excessive “uncomplexedness.” And yet, such children often have anxiety hidden deep down in their souls. And behavior and appearance- only ways to get rid of the feeling of self-doubt, from the consciousness of one’s inability to live as one would like.

Another common outcome of anxious experiences is passive behavior, lethargy, apathy, and lack of initiative. The conflict between conflicting aspirations was resolved through the renunciation of all aspirations.

Anxious children are very sensitive to their failures, react sharply to them, and tend to give up activities in which they experience difficulties.

In such children, you can notice a noticeable difference in behavior in and outside of class. Outside of class, these are lively, sociable and spontaneous children; in class they are tense and tense. Teachers answer questions in a low and muffled voice, and may even begin to stutter. Their speech can be either very fast and hasty, or slow and labored. As a rule, motor excitement occurs: the child fiddles with clothes with his hands, manipulates something.

Anxious children tend to develop bad habits of a neurotic nature: they bite their nails, suck their fingers, and pull out their hair. Manipulating their own body reduces their emotional stress and calms them down.

Among the causes of childhood anxiety, the first place is improper upbringing and unfavorable relationships between the child and his parents, especially with his mother. Thus, rejection and non-acceptance of the child by the mother causes him anxiety due to the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of maternal love. Failure to satisfy the need for love will encourage him to seek its satisfaction by any means.

Childhood anxiety can also be a consequence of the symbiotic relationship between the child and the mother, when the mother feels like one with the child and tries to protect him from the difficulties and troubles of life. She “ties” the child to herself, protecting her from imaginary, non-existent dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.

In cases where upbringing is based on excessive demands that the child is unable to cope with or copes with difficulty, anxiety can be caused by the fear of not being able to cope, of doing the wrong thing. Often, parents cultivate the “correctness” of behavior: the attitude towards the child may include strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the child’s anxiety may be generated by the fear of deviating from the norms and rules established by adults.

When we talk about strict limits, we mean the restrictions set by the teacher. These include restrictions on spontaneous activity in games, activities, etc.; limiting children's inconsistency in classes, for example, cutting children off. Restrictions can also include interrupting the emotional manifestations of children. So, if emotions arise in a child during an activity, they need to be thrown out, which can be prevented by an authoritarian teacher.

Disciplinary measures applied by such a teacher most often come down to reprimands, shouting, negative assessments, and punishments.

An inconsistent teacher causes anxiety in a child by not giving him the opportunity to predict his own behavior. The constant variability of the teacher’s demands, the dependence of his behavior on his mood, emotional lability lead to confusion in the child, the inability to decide what he should do in this or that case.

The teacher also needs to know situations that can cause children's anxiety, especially the situation of rejection from a significant adult or from peers; the child believes that the fact that he is not loved is his fault, he is bad. The child will strive to earn love through positive results and success in activities. If this desire is not justified, then the child’s anxiety increases.

The next situation is a situation of rivalry, competition. It will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization. In this case, children, finding themselves in a situation of competition, will strive to be first, to achieve the highest results at any cost.

Another situation is a situation of increased responsibility. When an anxious child falls into it, his anxiety is caused by the fear of not meeting the hopes and expectations of an adult and of being rejected.

In such situations, anxious children usually have an inadequate reaction. If they are foreseen, expected, or frequently repeat the same situation that causes anxiety, the child develops a behavioral stereotype, a certain pattern that allows him to avoid anxiety or reduce it as much as possible. Such patterns include systematic refusal to answer questions in class, refusal to participate in activities that cause anxiety, and the child remaining silent instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude.

We can agree with the conclusion of A.M. Prikozhan, that anxiety in childhood is a stable personality formation that persists over a fairly long period of time. It has its own motivating force and stable forms of implementation in behavior with a predominance of compensatory and protective manifestations in the latter. Like any complex psychological formation, anxiety is characterized by a complex structure, including cognitive, emotional and operational aspects with the dominance of the emotional... it is a derivative of a wide range of family disorders.

Thus, in understanding the nature of anxiety in different authors, two approaches can be traced - the understanding of anxiety as an inherently human property and the understanding of anxiety as reactions to an external world hostile to a person, that is, the removal of anxiety from the social conditions of life

1.3 Corrective work with anxious children

School anxiety has relationships with the structural characteristics of intelligence. Thus, in the first grade, the least anxious are the students whose verbal intelligence dominates; the most anxious are the students with an equal ratio of verbal and nonverbal coefficients. By the third grade, as a rule, the level of school anxiety drops significantly, but at the same time, verbal students begin to experience significant fear in the situation of testing their knowledge. This effect is not observed for other categories of students.

Most often, anxiety develops when a child is in a state of internal conflict. It can be called:

1. negative demands placed on the child, which can humiliate or put him in a dependent position;

3. conflicting demands placed on the child by parents and/or school

In our opinion, it is advisable to carry out correctional work with anxious children in three main directions: firstly, to increase the child’s self-esteem; secondly, to teach the child ways to relieve muscle and emotional tension; and thirdly, but to develop self-control skills in situations that traumatize the child.

Work in all three areas can be carried out either in parallel, or, depending on the priority chosen by the adult, gradually and sequentially.

1. INCREASING A CHILD’S SELF-ESTEEM

Quite often, anxious children have low self-esteem, which is expressed in a painful perception of criticism from others, blaming themselves for many failures, and fear of taking on a new difficult task.

Such children, as a rule, are more likely than others to be manipulated by adults and peers. In addition, in order to grow in their own eyes, anxious children sometimes like to criticize others. In order to help children in this category increase their self-esteem, Virginia Quinn suggests providing them with support, showing sincere concern for them, and giving a positive assessment of their actions and actions as often as possible.

If in preschool and primary school age a child does not experience such support from adults, then in adolescence his problems increase, “a sharp feeling of personal discomfort develops.” An anxious child, having become an adult, may retain the habit of choosing to complete only simple tasks, since it is in In this case, he can be confident that he will successfully cope with the problem.

In order to help your child increase his self-esteem, you can use the following methods of work.

First of all, it is necessary to call the child by name as often as possible and praise him in the presence of other children and adults. In kindergarten or in the classroom, for this purpose, you can celebrate the child’s achievements on specially designed stands, award the child with certificates and tokens. In addition, you can encourage such children by entrusting them with tasks that are prestigious in the given team.

A technique that some teachers use in their work has a negative impact on the formation of adequate self-esteem: comparing the results of completing tasks of some children with others. In case of interaction with other categories of children this method can play a positive role, but when communicating with an anxious child, it is simply unacceptable. If the teacher still wants to make a comparison, then it is better to compare the results of this child with his own results, which he achieved yesterday, a week or a month ago.

When working with children suffering from low self-esteem, it is advisable to avoid tasks that are completed in a certain time fixed by the teacher. It is advisable to ask such children not at the beginning or at the end of the lesson, but in the middle. You should not rush or push them with an answer. If an adult has already asked a question, he should give the child a long period of time to answer, trying not to repeat his question twice or even three times. Otherwise, the child will not answer quickly, since he will perceive each repetition of the question as a new stimulus.

If an adult addresses an anxious child, he should try to establish visual contact; such direct “eye to eye” communication instills a sense of trust in the child’s soul.

In order for an anxious child not to consider himself worse than other children, it is advisable to hold conversations with the children’s group in a kindergarten group or in a classroom, during which all the children talk about the difficulties they experience in certain situations. Such conversations help the child to realize that peers also have problems similar to their own. In addition, such discussions help expand the child's behavioral repertoire.

Working to increase self-esteem is only one of the areas in working with an anxious child. Obviously, quick results from such work cannot be expected, so adults must be patient

2. TEACHING A CHILD IN WAYS TO RELEASE MUSCLE AND EMOTIONAL TENSION

As our observations have shown, emotional stress in anxious children most often manifests itself in muscle tension in the face and neck. In addition, they tend to tighten their abdominal muscles. To help children reduce tension: both muscular and emotional, you can teach them to perform relaxation exercises.

Below are games and exercises to relieve stress. Similar exercises are given in the books of M.I. Chistyakova, K. Fopel, N.L. Kryazheva. and etc.

In addition to relaxation games, when working with anxious children, it is also necessary to use games that are based on physical contact with the child. Playing with sand, clay, water, and various painting techniques are also very useful.

Using elements of massage and even simple rubbing of the body also helps relieve muscle tension. In this case, it is not at all necessary to resort to the help of medical specialists. The mother can apply the simplest elements of massage herself or simply hug the child. In the section “Games Played...” there are a number of such games that can replace massage.

When working with anxious children, Violet Oaklander recommends organizing impromptu masquerades, shows, or simply painting their faces with mom’s old lipsticks. Participation in such performances, in her opinion, helps children relax.

3. TRAINING SELF-CONTROL SKILLS IN SITUATIONS THAT TRAUMATIZE A CHILD

The next stage in working with an anxious child is to practice self-control in situations that are traumatic and unfamiliar to the child. Even if work has already been done to increase the child’s self-esteem and teach him ways to reduce muscle and emotional stress, there is no guarantee that the child will behave adequately when he finds himself in a real-life or unexpected situation. At any moment, such a child may become confused and forget everything he has been taught. That is why we consider practicing behavioral skills in specific situations a necessary part of working with anxious children. This work consists of playing out both situations that have already occurred and those that are possible in the future.

Role-playing games provide the most extensive opportunities for work in this direction for adults.

By playing the role of weak, cowardly characters, the child better understands and concretizes his fear. And using the technique of bringing this role to the point of absurdity, the adult helps the child see his fear from the other side, treating it as less significant.

By playing the roles of strong heroes, the child gains a sense of confidence that he, too, is able to cope with difficulties.

At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game in resolving life situations. In neurolinguistic programming, this stage of work is called “adjustment to the future.”

It is advisable to choose “difficult” cases from the life of each child as subjects for role-playing games. So, if a child is afraid to answer at the board, then you should play out this particular situation with him, drawing the child’s attention to what is happening to him at each specific moment, and how unpleasant experiences and sensations can be avoided). And if a child attending kindergarten experiences anxiety when entering the medical office, it is advisable to play “doctor” with him.

When working with young children - primary and secondary preschool age - the most effective is the use of games with dolls. The choice of dolls is made based on the individual preferences of each child. He himself must choose the “brave” and “cowardly” dolls. The roles should be distributed as follows: the child speaks for the “cowardly” doll, and the adult speaks for the “brave” doll. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and, having experienced the “unpleasant” plot again, get rid of the negative experiences that haunt him. Moreover, if a child experiences anxiety when communicating with an adult, you can compose a dialogue in which the adult’s doll will play the role of the child, and the child’s doll will be responsible for the adult.

Methodology and learning objectives

For many years, working with sick and healthy children of more than a hundred nationalities, Glen Doman has at his disposal unique data on the possibilities of stimulating brain activity at a certain period in the life of children from 0 to seven years. Based on them, the scientist concludes about the amazing intellectual potential that any child is awarded from birth. The adult's task is to help realize this potential. That is, “not to make a child a genius, but to give unlimited opportunities in life.” How? Doman is convinced that the basis of any knowledge, any skill, any profession are facts. “They form the basis on which knowledge will be built. Without facts there is no knowledge. There is an average set of facts - there is an average level of knowledge. If the set of facts is large, then the knowledge base is above average.” Facts are the basis of knowledge, knowledge is the basis of intelligence. Interesting feature: in his books he dwells in great detail on the cognitive functions of the brain and the ability to memorize facts and says nothing about the development of abilities necessary for any person, such as figurative and logical thinking, imagination. Frankly comparing the human brain with a computer, the neurophysiologist nevertheless recognizes the superiority of man. He believes that a child's assimilation useful facts, which in his coordinate system are called bits of information, is a direct path to the development of intelligence. Doman is annoyed by the fact that “we carefully and accurately fill the computer with data, but we litter the child’s brain with inaccurate, confusing information!” Of course, you can argue as much as you like about what is considered useful information and what is not. Each parent will have their own special opinion on this issue. What is certain is that children absorb everything new easily and with great speed. Actually, this is what classes using the Doman method are based on. So, the goal of the classes is to introduce children to thousands of clear, precise, interesting facts. And these facts, like a computer program, must be systematized into sections of knowledge, categories and bits. For example, the "Biology" section, the "insects" category, the "photos of insects" bits, or the "Literature" section, the "Children's Writers" category, the "portraits of writers" bits. Images of any bits of information must be pasted onto cardboard cards of a certain size. (28 by 28 cm.) The name of the bit is written on the reverse side, for example, “this insect is a ladybug.” Doman emphasizes that the child must be given a clear, precise fact, not an opinion. That is, the statement “what a beautiful insect the ladybug is” will no longer be the correct name for a bit of information.

How are classes going?

Several times a day, in a calm environment, the child is shown (not handed, but shown at a distance of at least 45 cm from the face) and named cards representing bits of knowledge of different categories. They show very quickly, 1 second to show and 5 to say the name. Doman recommends starting with presenting 5 different knowledge categories, each containing 5 bits (25 cards in total), and showing them at least three times a day, gradually increasing the number of categories offered and the pace of presentation. Information already acquired by children can and should be replaced with new bits (one card daily); used cards must be put away in a file cabinet and returned to them as needed. Typically, a child will learn one bit of information (i.e., one fact card) in thirty exposures. Parents are recognized as having the indisputable right to develop their own classification of facts into sections and categories, different from Doman’s. The author of the method himself is among various areas knowledge, considers reading and mathematics priorities. in his opinion, they are the ones who most influence the intellectual development of the child.

Reading

When teaching general encyclopedic knowledge, the child is shown cards with photographs, drawings of objects, people, animals, etc., and teaching reading according to Doman involves showing cards with words written in large red letters. As a result, the baby “skips” over the letter-sound stage and learns to read whole words at once.

Mathematics

In mathematics classes, Doman suggests moving away from abstract numbers, replacing them by presenting the child with a certain number of dots (from one to infinity) on the same cards, naming exactly how many dots are depicted. Strictly speaking, they should be called circles. Cards are shown one by one, regularly and quickly. Gradually, this develops in the child the ability to “by eye” determine the number of dots seen without counting them, which in turn allows him to operate verbally with multi-digit numbers.

Physical development

Doman developed a whole system of physical development of children. First of all, the scientist believes, it is necessary to provide the child with the opportunity to move from the first days of life. Simple efforts can lead to the fact that in the first month the baby will crawl several meters a day. This greatly affects the development of the baby’s abilities. Of course, we need to train him in such a way that it is psychologically comfortable, and try to gradually develop his innate reflexes. Doman recommends teaching your baby to do everything possible - twist and turn. different ways(so-called dynamic gymnastics). By developing it in this way, even during the first year of life, you can create a very serious foundation for its entire life. future life. In addition, Glen Doman believes, and he tested this on sick children, that physical development stimulates the mind too. He claims that the children with whom he worked dynamic gymnastics and did nothing more, they were already developed much better than their peers.

Communication or training?

Making cards is a rather painful issue. Simple arithmetic shows that to make bits for only one of the proposed ten sections of knowledge (10 categories of 10-15 bits, a total of 100-150 cards) at home you will need a lot of time. It is not known whether parents will have the strength to work with their child after preparing a gigantic amount of demonstration material. And will they have enough time for normal communication with the baby? For Doman, the problem of communication with a child, emotional contact, remains, as it were, “behind the scenes”... Yes, he calls for admiring the successes of children, believing in their limitless possibilities. But there is no place for emotions in Doman’s work. The child sits and absorbs information like a computer, and the mother, in whose hands the pictures flash, reads out dispassionate facts in an energetic voice. The reason for Doman’s love for the computer and his desire to arrange a child’s brain in the likeness of a computer program can be understood. The scientist’s views were formed during the years of the emergence and rapid advance of computers. But since modern people have already experienced not only the advantages, but also the disadvantages of this process, the attitude towards the “man-computer” analogies in our time is more critical. Glen Doman calls on parents to respect their child, engage in his development and education, and give him the opportunity to achieve the best that can be achieved. Such views deserve everyone's respect. The only alarming thing is Doman’s remark that parents who teach their children using his method “live for the child.” Do not forget that the author of the method communicated with the parents of hopelessly ill children, who were really ready to devote their lives only to putting them on their feet. Is such sacrifice necessary for a healthy baby? Will parents be happy who have completely subordinated their lives to his education? And will this bring happiness to the child himself? Of course, Glen Doman’s methodology, being at the intersection of medicine, psychology and pedagogy, arouses extraordinary interest, great amount questions and a lot of votes for and against. But probably everyone will agree with one statement of its author: “the miracle is in the child himself, and not in the technique.” The most important thing for parents is to understand and accept this.

Children raised according to the Glen Doman system perform incredible gymnastic exercises at a very early age, can read from the age of two, three, four, communicate perfectly in several foreign languages, master mathematics excellently, play musical instruments - in other words, show the abilities inherent in only geniuses. What's the secret?

From the history

It all started when, in the late forties, a young military doctor, Glen Doman, began treating children with brain injuries. He developed techniques that give amazing results. The “sentenced” children developed quickly and even outperformed their healthy peers. All developments were based on the discovery: through healthy areas of the brain it is possible to influence damaged ones.

Having achieved amazing results, Doman tested the system developed for patients with healthy children. He headed the Institute for Achieving Human Potential in Philadelphia. His technique is used by parents in different corners planet, since 1964 his books have been published in different languages.

Brain functions

Glen Doman identified six functions of the brain that make humans different from all other creatures. Three of them: motor (walking, running, jumping), speech, writing - are completely dependent on the other three, sensitive: vision, hearing, sensations. Only a person is capable of walking upright, can communicate in a symbolic, abstract, artificially invented language, write down this invented language, read what is written, understand oral speech and recognize an object through touch.

“It is the implementation of these six functions that serves life test for underdevelopment, normality, giftedness. Moreover, excellence in these functions will almost inevitably lead to excellence in life.” Each of these functions goes through seven stages of brain development from birth to age six. This is the basis on which the entire Doman teaching methodology is built.

It is important to note that, according to Doman, the main one of these six is motor function (walking, running, jumping). Every parent who wants to see their child physically perfect should help him move as much as possible.

Crawling to records

Mobility and activity of the hands allows the child to quickly increase his mental potential. And the development of the baby must begin from birth. What does Doman offer? First of all, turn the newborn onto his stomach. Babies are usually placed on their back, in which position they are helpless and cannot move normally. But not a single baby animal is in a position with its paws or hooves up. This is the main and first mistake that limits the mobility of a newborn. By placing the baby on the tummy, we follow nature: the soft underbelly is protected by the floor, and the back is protected by the natural skeleton frame, the baby freely moves his arms and legs, and tries to hold his head.

The second mistake is to wrap babies in warm clothes that prevent them from moving. During pregnancy, the baby was at a temperature of 36.6 ° C, and the cool adult atmosphere of 20 ° C is not suitable for him. It is necessary to plan the nursery as a room for children, and not for teachers-parents - therefore, make it warmer.

Cognition, according to Doman, is the same instinct of self-preservation; cognition is a factor that is necessary for survival.

Doman offers special crawling tracks that can be used from the first birthday. They resemble long boxes, the walls of which touch the forearms and thighs of a baby lying on his stomach. Pushing off with its legs, following the innate reflex, the baby will be able to crawl quite long distances. Crawling prone and on all fours plays important role in the development of vision, speech and intelligence. Therefore, this technique recommends that even older children take part in teaching the baby - crawl with him!

Glen Doman is ready to place the child on a warm, level, safe floor for physical activity at least 24 hours a day. Here, of course, there are many opponents of this approach. No physical intelligence will ever replace live emotional contact, they will say, and in their own way they will be right. However, they do not take into account that his parents should be on the floor with the child!

In addition to crawling, you need to develop your baby’s grasping reflex by simply bringing your fingers to his hands 10 times a day for 1 minute. And the vestibular skills development program will accelerate the growth of the parts of the brain responsible for balance. Doman offers 15 types of such stimulation.

So, moving on your stomach will develop into conscious crawling at 2.5 months, crawling on all fours at 3-4 months, then walking, running, sprinting and long-distance running. Training according to the Doman program, a child at the age of six will run 20 meters down a hill, then 100 meters, etc., up to 5 kilometers without stopping.

When studying, take what is right for you and your baby, do not limit yourself only to the framework of this program, even if it is absolutely yours. Listen to songs with your child, read poetry, play role-playing games and toys, and get creative. Listen to your child and do things that you both enjoy. Each time, reinforce the child's learning process with some kind of affection, such as a kiss or stroking.

Reading from birth

Doman considers teaching reading to be the most important and most important task. Through reading, a child can “inherit the knowledge of another person who lived in another country and 100 years before him.” Having learned to read, the baby becomes free; he is no longer limited by what his parents know and give him. Teaching reading, mathematics and various other sciences is built in Glen Doman's system according to one principle. You need to quickly show your child throughout the day cards of a certain size with whole words and sentences, dots from 1 to infinity, animals, planets, historical figures, etc. and clearly pronounce the names of what is depicted. Moreover, the earlier such training begins, the better. " One year old baby It’s easier to teach than a seven-year-old,” says Glen. And to the question: “At what age should you start learning?” - answers: “Since birth!”

The method of teaching reading begins with words divided into thematic groups, the first of which is “Body Parts”. Many teachers note that this system must be good for those languages where there are no endings, but the child will learn the Russian language incorrectly and will ignore the endings when reading or swallow them. On the other hand, at the second stage (after mastering about 50 words), the baby gets the opportunity to see phrases (where he detects changes in endings), later simple sentences, common sentences.

Doman does not start teaching children with letters. “Reading the letters is very difficult because no one has ever eaten, caught, carried or opened the A.” But everyone ate a banana, caught a ball, wore a hat and opened a book. The letters that make up the word "ball" are abstractions, but the ball itself is quite concrete, so it is easier to learn the word "ball" than the letter "M". This is contrary to the traditional approach, when children are first introduced to letters, sounds, syllables and words, and only then to words and sentences. Doman argues that the brain, like a computer, needs to be given a set of information and facts, and the laws that they obey will be discovered by itself.

Children love to explore, love to learn, and the younger they are, the greater their thirst for knowledge. We can dampen this need by checking and testing children to find out what they do not yet know. Doman opposes tests: the child must show what he knows, be a winner, and not a loser, to whom his mistakes and problems are pointed out. Praise your little genius more often, create situations of success, tell him that he is doing everything right!

Baby Encyclopedia

Weeks or months after learning to read, Doman adds encyclopedic knowledge. The program is built identically. A series of cards include knowledge from various fields of science. It doesn’t even matter here that the child remembers a large amount of information, because when we buy an encyclopedia, we also don’t read it from cover to cover. By learning, the baby will allow his brain to grow, and will also be able to analyze objects and, like a real scientist, draw conclusions and find patterns. The “lessons” themselves do not take much time, although they do require organization. Time here is calculated in minutes: one card should be shown for 1 second, and so on in 10 pieces of the 3rd series. Therefore, let's say, even with 20 approaches, it will only take you 10 minutes a day. However, making cards is quite a painstaking job. After all, in order to complete, for example, mastering encyclopedic knowledge and begin an intellectual program, you should already have about 1000 cards. Glen Doman says that it is not necessary to do everything completely and if parents give at least some part of the material, it will be much better than nothing.

Many points

A child begins to learn mathematics from the number of objects, and not from signs (numbers), as is customary in traditional pedagogy. Indeed, you first need to introduce the baby to the concept of quantity, and only when he has a clear idea of \u200b\u200bwhat 5 cars or 10 geese are, he can be introduced to numbers. Doman does not show children geese and pears and does not even count apples and cats with them, he shows cards with dots. He claims that using his method, children will be able to easily determine by eye the number of dots, even if there are at least 50 of them, without counting, and this will help them perform arithmetic operations with large numbers in their heads.

And in mathematics, as you see, you can achieve results that we call genius. And all because all children are geniuses, according to Doman, from birth, and every little one has a mental potential no less than that of Leonardo da Vinci.

“We tried to understand the origin of genius,” writes Doman, “and suddenly we realized that this “origin” lies in the time period from birth to six years. The emergence of a genius depends on the opportunity given to the child to develop!