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Development of feelings in preschool children
Last reviewed: 23.04.2024
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In the process of getting acquainted with works of painting, fiction, listening to music, aesthetic feelings begin to appear in the child. He learns to see the beauty of nature and the life around him. But these kids have these feelings are still unstable and not deep enough.
Along with the aesthetic feelings, elementary moral qualities begin to grow stronger (a sense of duty, collectivism). The child can already experience a feeling of joy from the successes of close people, in his own way displays indignation if one of his surroundings commits unseemly acts. The presence and proper development of moral qualities is facilitated by the child's stay in the kindergarten. His initial moral principles are formed: take into account the requirements of the collective and, acting, proceed from the public interest, and not from their own immediate desires.
The child begins to understand "what is good and what is bad", but because of insufficient life experience the kid though understands that the Bear, who crushed the house, did something bad, but this fairy-tale character evokes positive emotions: "The bear did badly, but I I love bears, because they are good. " And only by the end of the younger preschool age there is a significant refinement of moral concepts "good" and "bad." Since this period, assessing the heroes of works of art, the child begins to follow the general norms of morality. Communicating with other children, assessing their behavior by adults, gradually leads the child to an awareness of their actions, to the development of self-esteem. Listening to the opinion of adults, the child begins to gradually divide their actions into good and bad, but still can not correctly assess their actions.
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