THE FEATURES OF PRIMARY-SCHOOL-AGE CHILDREN’S NEGATIVE EMOTIONAL EXPERIENCES
PDF 38-52 (Українська)

Keywords

children
primary schoolchildren
emotional sphere
peculiarities of emotions
negative experiences of primary-school-age children

How to Cite

Gud, H. (2019). THE FEATURES OF PRIMARY-SCHOOL-AGE CHILDREN’S NEGATIVE EMOTIONAL EXPERIENCES. PSYCHOLOGICAL JOURNAL, 5(4), 38–52. https://doi.org/10.31108/1.2019.5.4.3

Abstract

In recent years, research in emotions becomes the more and more important scientific and practical task because emotionality is one of the most important features in the structure of a schoolchild’s personality.  However, primary-school-age children’s negative emotional experiences, examined in this article, are presented insufficiently in psychological studies, because the concept of "negative emotions" is not defined clearly and its correspondence with "negative emotional experiences", "anxiety", "fears", psychical health, etc. are not determined, in spite of the fact that these emotions and emotional states are important for development of children’s emotional sphere.  At the primary-school age, according to the leading national psychologists,  many emotions appears, so children are able to experience joy, anger, shame, fear, anxiety, trust, disappointment, pleasure, pride.  The existing chain of failures experienced by a child or, on the contrary, successes (in learning, communication) leads to the formation of stable affective complexes - a sense of inferiority, bitterness, etc.  Generalization of emotions appears at this age.  Further, these formations can be changed or disappear with the accumulation of experience and socialization on the micro-, macro-, and meso-levels.  But some of them, being supported by some life events, are fixed in the structure of a personality and affect self-appraisal and the level of aspiration. 

Thus, negative emotional experiences of primary schoolchildren are caused by unpleasant subjective emotions, which start the mechanisms of adaptive behaviour aimed at elimination of physical and psychological causes of such experiences.  The following socio-psychological factors:  lack of emotional contact between parents and their children, limited communications between parents and their children, adults’ ignorance on age and individual psychological peculiarities; inadequate parental styles (symbolic, authoritarian, emotional-repulsive);  appearance of new children’s activities that demand new relationships with parents, teachers, peers;  influence of various subcultures, mass media and computer games;  existing barriers in communications, and styles of children's relations can influence emotional development both in the positive and negative ways and can cause increased emotional tension and lead to appearance of persistent negative psychic characteristics.

 When children enter to school, their experiences acquire a new meaning: interpersonal relations are established, emotions becomes hierarchically structured, a sense of self-importance appears; therefore, there is a discrepancy between inner life (emotional experience, feelings, mood, etc.) and external behaviour.

 The article substantiates that negative emotional experiences affect the situation of failure, uncertainty in oneself, etc.  The carried out pilot study has confirmed our assumption concerning negative experiences caused by lack of children’s emotional communications in their families and at the learning environment.

 

https://doi.org/10.31108/1.2019.5.4.3
PDF 38-52 (Українська)

References

Babaian Yu. O. Vzaiemozv’iazok tryvozhnosti ta navchalnoi uspishnosti molodshykh shkoliariv / Yu. O. Babaian, O. O. Konovaliuk // Zbirnyk naukovykh prats: Psykholohichni nauky. – Vypusk 2.12(103). – 2014. – S. 18-21.

Bim-Bad B. M. Pedagogicheskij jenciklopedicheskij slovar'. / Boris Mihajlovich Bim-Bad M.: Drofa, 2009. – 528 s.

Boryshevskyi M. Y. Osobystist u vymirakh samosvidomosti [monohrafiia] / Myron Yosypovych Boryshevskyi. Sumy, Vyd. «Ellada», 2012. – 608 s.

Vovchyk - Blakytna O. O. Emotsiinyi komfort – zasib ta meta vykhovannia dytyny / Aktualni problemy psykholohii. Tom 4. Problemy rozvytku doshkilnyka v innovatsiinykh systemakh vykhovannia. [za zah. red. prof. S. D. Maksymenka ta S. Ye. Kulachkivskoi]./ O. O. Vovchyk - Blakytna – K. : Nora-print, 2002. Tom. 4. Vyp. 1. – S. 12-22

Vygotskij L. S. Voprosy detskoj psihologi / Lev Semenovich Vygotskij. SPb.: Sojuz, 2004. 224 s.

Dusavickij A. K. Zavisimost' mezhdu interesom i trevozhnost'ju u mladshih shkol'nikov / Aleksandr Konstantinovich Dusavickij // Voprosy psihologii. 1982. №3. – S.58-61.

Kotsur N. I. Otsinka psykhichnoho zdorov’ia shkoliariv za psykholohichnymy ta medychnymy kryteriiamy / N. I Kotsur, S. V. Kurylenko // Molodyi vchenyi. – 2016. – № 9.1(36.1). – S. 99-102.

Maksymenko K. S. Psykhichni stany yak vyiav isnuvannia osobystosti / Kseniia Serhiivna Maksymenko // Nauk. zapysky / In-t psykholohii im. H. S. Kostiuka APN Ukrainy; za red.. S.D. Maksymenka. Vyp. 26. – Kyiv, 2005. – S. 62-67

Maksymenko S. D. Henetychna psykholohiia uchinnia liudyny: monohrafiia / Serhii Dmytrovych Maksymenko. – Kyiv: Vydavnychyi Dim «Slovo», 2017. – 206 s.

Povet'ev P. V. Cennostno-smyslovye determinanty social'nogo poznanija v situacii mezhlichnostnogo vzaimodejstvija / Pavel Vladimirovich Povet'ev. // Vestnik MGOU. Serija «Psihologicheskie nauki». – 2008. – S. 91–102.

Pomytkina L. V. Sotsialno-psykholohichni chynnyky shkilnoi tryvozhnosti molodshykh shkoliariv / L. V. Pomytkina, M. P. Polukhina // Aktualni problemy psykholohii : zb. nauk. pr. / za red. S. D. Maksymenka. - Kyiv : DP "Informatsiino-analitychne ahenstvo", 2015. - T. 10 : Psykholohiia navchannia. Henetychna psykholohiia. Medychna psykholohiia. Vyp. 27. - S. 482-492.Prihozhan A. M. Psihologija trevozhnosti: doshkol'nyj i shkol'nyj vozrast / Anna Mihajlovna Prihozhan // 2-e izd. SPb.: Piter, 2007. – 192 s.

Slavina N. S. Vplyv osoblyvostei simeinykh vidnosyn na emotsiinu sferu dytyny / Nataliia Serhiivna Slavina. Naukovi zapysky Instytutu psykholohii imeni H. S. Kostiuka APN Ukrainy / [za red. akad. S. D. Maksymenka]. K. :Milenium, 2006. Vyp. 27. – 536 s.

Tovkun L. P. Faktory tryvozhnosti v navchalnomu protsesi yak nehatyvni chynnyky porushennia psykhichnoho zdorov’ia shkoliariv / L. P.Tovkun, V. Siforova / «Molodyi vchenyi» – № 9.1 (49.1) veresen, 2017 r.– S. 163-165

Jakobson P. M. Chuvstva, ih razvitie i vospitanie. / Pavel Maksimovich Jakobson. M.: Znanie, (Serija «Pedagogika i psihologija»).1976. – 384 s.

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/