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Development of feelings in preschool children
Last reviewed: 08.07.2025
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In the process of getting acquainted with works of art, fiction, listening to music, the child begins to show aesthetic feelings. He learns to see the beauty of nature and the life around him. But in such children these feelings are still unstable and not deep enough.
Along with aesthetic feelings, basic moral qualities (a sense of duty, collectivism) begin to strengthen. The child can already experience a sense of joy from the successes of loved ones, and in his own way expresses indignation if someone from his environment commits unseemly acts. The emergence and correct development of moral qualities is facilitated by the child's stay in kindergarten. He develops initial moral principles: to take into account the demands of the team and, when acting, to proceed from public interests, and not from his own immediate desires.
The child begins to understand "what is good and what is bad", but due to insufficient life experience, the baby, although he understands that the Bear, who crushed the little house, did badly, but this fairy-tale character evokes positive emotions: "The Bear did badly, but I love bears, because they are good." And only by the end of the younger preschool age, there is a significant clarification of the moral concepts of "good" and "bad". From this period, evaluating the heroes of works of art, the child begins to be guided by general moral standards. Communication with other children, the assessment of his behavior by adults gradually leads the child to the awareness of his actions, to the development of self-esteem. Listening to the opinions of adults, the child gradually begins to divide his actions into good and bad, but still cannot correctly evaluate his actions yet.
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