Classifications and types of behavior disorders in preschool children. Correction and prevention of behavioral disorders in children of senior preschool age Prevention of behavioral disorders in childhood

Behavioral disorders in children of senior preschool age

INTRODUCTION

Senior preschool age is a stage of intensive psychological development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of personal neoplasms. At this age, the initial formation of ethical authorities and moral feelings of the child occurs, when he begins to learn the basic rules of relationships between people and can already evaluate his actions. An adult plays a major role in the formation of a child’s moral feelings, who is a role model and directly or indirectly influences the personal development of a preschooler and his psychological health. It is necessary to take into account that this age “in many descriptions and classifications consists of two: senior preschool and junior school.”

In general, by the end of preschool age, the child is already, in a certain sense, an individual. He is well aware of his gender and finds a place for himself in space and time. He is already familiar with family relationships and knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, and be purposeful in his desires.

Such a child has already developed reflection. The most important achievement in the development of a child’s personality is the predominance of the feeling “I must” over the motive “I want.” Preschool age is the period when cognitive processes intensively develop and interpersonal communication reaches a new level. Some authors call it generally sensitive in terms of high ontogenetic development potential.

This is a period of mastering the social space of human relationships through communication with close adults, as well as through building relationships with peers in play and productive activities.

The one-sided attention of teachers, psychologists, methodologists, and researchers to the development of cognitive processes leads to a significant deterioration in the child’s communicative and personal development. On the contrary, it can be argued that the purposeful development of the emotional sphere contributes to the development of both the personality in general and its ability for cognitive activity in particular.

The research base is preschool educational institution No. 2304 in Moscow.

The purpose of the work is to analyze the characteristics of behavior disorders in children of senior preschool age.

To achieve the above goal, it is necessary to solve the following problems:

to study the phenomenon of behavioral disorders in preschool children in psychological science;

become familiar with the classification and types of behavior disorders in preschool children;

determine the specifics of manifestations of aggressive behavior in preschool children;

develop preventive measures for child aggression in the behavior of preschoolers.

Chapter 1. The phenomenon of behavioral disorders in preschool children, classifications and types of behavioral disorders in preschool children

1 The phenomenon of behavioral disorders in preschool children in psychological science

Psychological research shows that most children encounter various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. However, in the psychological literature there is no uniform definition of the concept of “behavioral disorders” in children.

Specialists in most human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. All this leads to the fact that the same term can have completely different meanings in different sciences.

Neuroscientists study the neural mechanisms underlying behavioral disorders.

Psychiatrists collect data on the behavioral characteristics of people with serious mental disorders.

Sociologists are busy studying what social conditions give rise to behavioral deviations.

At the present stage of development of science, an understanding is being formed that human behavior disorders are a phenomenon that is the subject of interdisciplinary research.

Behavior is defined as the psychological and physical manner of behaving, taking into account the standards established in the social group to which the individual belongs.

In this regard, behavioral disorders are considered as repeated, sustainable actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of widespread maladaptation of behavior, which manifests itself either in the violation of the rights of other people, or in violation of social norms or rules characteristic of a given age.

From the point of view of social orientation there are:

socialized antisocial behavior, characteristic of children who do not have pronounced mental disorders and easily adapt to various social conditions due to the low moral and volitional level of behavior regulation;

and unsocialized aggressive behavior observed in children with a negative emotional state, which is the child’s reaction to a tense, stressful situation or mental trauma, or is a consequence of unsuccessful resolution of some personal problems or difficulties (15).

Let us turn to the problem of children's maladaptation in older preschool age. Determining the essence and main directions of the principles of psychological and pedagogical work with maladaptive children in preschool educational institutions requires an analysis of the phenomenon of childhood maladjustment as a whole. An appeal to the works of domestic foreign authors shows that the designated phenomenon appears to be complex and multifaceted. Suffice it to say that in science there is no single explanation and single classification of essential characteristics, signs, indicators, factors of the emergence and development of the state of maladjustment in children and adolescents.

In the specialized literature, two terms are used to denote essentially the same (or at least similar) phenomena: the term “disadaptation” and “disadaptation.”

The prefix "dis" (Latin origin) or "dis" (Greek) means "difficulty, disturbance, disorder, imbalance." Therefore, the term “disadaptation” means a disorder, to one degree or another, a violation of the ability of the adaptive system to adequately respond, adapt, and have a chance to restore adaptation. In turn, the French prefix “dez” denotes loss, separation, removal, destruction, absence of something.

Therefore, according to a number of researchers, maladjustment means certain persistent difficulties that arise for an individual in any social environment (in particular, for a schoolchild in school conditions) (L.N. Vinokurov).

Meanwhile, due to the undoubted similarity of the designated terms in scientific use, the use of the term “maladaptation” is more traditional. This concept, in its functional and semantic characteristics, is the antipode to the concept of “adaptation”. In the context of the concept of activity of A.N. Leontiev, personality adaptation is understood as an individual’s active assimilation of social experience, mastery of communication skills, and social roles. In general, according to most authors, socio-psychological adaptation is a process that contributes to successful socialization, personality development and its appropriate education.

When considering the phenomenon of childhood maladaptation, it is necessary to determine the range of phenomena of a psychological and pedagogical nature that are, to one degree or another, related to the maladaptive development and behavior of children.

Giving a general description of childhood maladjustment, S.A. Belicheva notes the undoubted connection of this phenomenon with the phenomenon of difficult education and pedagogical neglect. Thus, the researcher writes: “Under the conditions of family and public education, certain forms of children’s maladaptation are perceived by teachers and parents as “difficulty in education.” Difficulty in upbringing involves a child’s resistance to targeted pedagogical influence, caused by a variety of reasons, including pedagogical miscalculations of educators, parents, defects in mental and social development, temperamental characteristics, and other personal characteristics of students that complicate their social adaptation, assimilation of educational programs and social roles. In this regard, maladjustment of children is understood as the result of internal or external (sometimes complex) deharmonization of the interaction of the individual with himself and society, manifested in internal discomfort, disturbances in the activities, behavior and relationships of the child’s personality.

As L.S. believes Ivanov, one of the leading factors and manifestations of a child’s maladaptive state in preschool age is trouble in his emotional and personal sphere. The appearance of symptoms of the indicated trouble (anxiety, fears) in preschoolers indicates, in the author’s opinion, the presence of more or less pronounced adaptation disorders, where emotional trouble plays the role of a prerequisite, the initial stage of the emergence of maladjustment, being at the same time its zero level (pre-maladaptation). At the same time, L.S. Ivanova believes that the main psychological indicator of the ill-being of a child’s personal development is childhood anxiety.

According to L.N. Vinokurov, “group risk” in the context of possible maladjustment includes children with a reduced level of general health, an increase in cases of vegetative-vascular dystonia, and the manifestation of symptoms of mental maladjustment in the form of neurotic reactions and neurotic disorders that arise in situations of psycho-emotional stress.

EAT. Ekelova-Bagaley identifies three groups of causes of childhood maladjustment:

psychological factors, which include the intellectual personal characteristics of the child: low level of intelligence, inadequate level of aspirations, hyperactivity, weakness of volitional processes, lack of cognitive interests, lack of formation of appropriate motivation;

microsocial factors, which include unfavorable family and living conditions, conflict situations among peers in an educational institution;

biological factors; One of the leading factors of this kind is biologically determined brain failure (both congenital, including hereditary, and acquired residual organic pathology).

V.E. Kagan classified the causal factors of school maladaptation (primary school age), which can be interpreted in the context of senior preschool age:

understanding of childhood maladaptation as didactogeny, when the learning process in terms of information overload of the brain is recognized as a psychotraumatic factor. At the same time, the most didactogenically vulnerable are children with disorders in the analyzer system, physical defects, uniformity and asynchrony of development, and those whose intellectual capabilities are close to the norm;

understanding of childhood maladaptation as a consequence of didascalogenies, that is, mental disorders caused by the teacher’s incorrect behavior;

seeing the main cause of childhood maladjustment in the congenital or constitutional vulnerability of the child’s central nervous system;

the idea of ​​school maladaptation as a result of disturbances in family relationships.

According to E.B. Bezzubova, there are two types of maladaptation of a child’s personality in senior preschool and primary school age: “cognitive” and “personal”.

The cognitive type is characterized mainly by a violation of learning ability itself. Such a violation is a consequence of the influence of two groups of factors: impairment of intelligence and its prerequisites (attention, memory, performance); violation of “school skills” (motor skills, counting, reading, speech). The personal type of maladaptation is characterized by a violation of socialization processes, which are manifested in limiting the range of available forms of interpersonal communication. Maladaptation of children in a preschool institution determines their subsequent school maladjustment.

1.2 Classifications and types of behavior disorders in preschool children

A similar classification of behavioral disorders is proposed by V.T. Kondrashenko, defining them as a deviation from the norm of externally observable actions (deeds), in which a person’s internal motivation is realized, manifested both in practical actions (real behavioral disorder) and in statements and judgments (verbal behavioral disorder).

To determine the severity of a child’s disorder, M. Rutter offers the following criteria for assessing possible deviations in any behavior:

Standards that correspond to the age characteristics and gender of the child. Some behaviors are only normal for children of a certain age. Regarding issues related to gender differences, even in late childhood, the behavior of boys and girls is largely the same, and this is normal.

Duration of persistence of the disorder. Children quite often experience various fears, seizures, and other disorders. However, cases of long-term persistence of these conditions should cause concern in adults.

Life circumstances. Temporary fluctuations in the behavior and emotional state of children are a common and normal phenomenon, since development never occurs smoothly, and temporary regression occurs quite often. All these fluctuations occur more often in some conditions than in others, so it is important to take into account the circumstances of the child's life.

Sociocultural environment. The differentiation between normal and abnormal behavior cannot be absolute. The child’s behavior must be assessed by the norms of his immediate sociocultural environment. Cultural differences that exist in society significantly influence the variability of generally normal behavior.

Degree of violation. Individual symptoms are much more common than a whole series of symptoms at the same time. Children with multiple emotional and behavioral disorders require more attention, especially if they simultaneously affect different aspects of mental life.

Symptom type. Symptoms vary. Some are caused by improper upbringing of the child, others by mental disorder.

Severity and frequency of symptoms. Moderate, occasional behavioral difficulties are more common in children than severe, recurring disorders. It is very important to find out the frequency and duration of adverse symptoms.

Behavior change. When analyzing children's behavior, one should compare its manifestations not only with those traits that are characteristic of children in general, but also with those that are common for a given child.

Situational specificity of the symptom. A symptom whose manifestation is independent of any situation is considered to reflect a more serious disorder than a symptom that occurs only in a specific situation.

Elements of destructive behavior affect all aspects and mechanisms of social life. Before talking about aggression and aggressive behavior of people in prison, let's give the concept of destructive (deviant) behavior. The subject of consideration will be only those aspects of behavior that can be regarded as deviant, or deviant, behavior. All elements of destructive behavior, including aggressive behavior, belong to the category of deviant behavior. E.V. Zmanovskaya gives the following definition of destructive behavior: this is a stable behavior of an individual, deviating from the most important social norms, causing real damage to society or the individual himself, and also accompanied by his social disadaptation. There are many psychological classifications of types of deviant behavior. So, Yu.A. Kleiberg identifies three main groups of behavioral deviations: negative (for example, drug use), positive (social creativity, etc.) and socially neutral (begging, etc.). Ts.P. Korolenko and T.A. The Donskoys also systematized types of deviant behavior. In their opinion, all behavioral deviations are divided into two large groups: non-standard and destructive behavior.

Non-standard behavior takes the form of new thinking, new ideas, it involves actions that go beyond social stereotypes of behavior, and greater activity outside the accepted norms, but plays a positive role in the development of society. The typology of destructive behavior is built in accordance with its goals. In one case, these are outwardly destructive goals (violation of social norms - legal, moral, ethical, cultural) and, accordingly, outwardly destructive behavior. In the second case, there are internal destructive goals (disintegration of the personality itself, its regression) and, accordingly, internal destructive behavior. Aggression is one of the components of destructive behavior. According to R. Baron and D. Richardson, its following working definition is accepted: “Aggression is any form of behavior aimed at insulting or harming another living being who does not want such treatment.”

There is an opinion that aggressiveness and destructiveness are synonymous. But most researchers come to the conclusion: aggression is one of the manifestations of destructive behavior. Numerous studies of aggression within various sciences comprehend the determinants and mechanisms of aggression, as well as ways to regulate and control human aggressiveness. Much attention in psychological research devoted to the phenomenon of aggressiveness is paid to the issue of the connection between aggression and character traits.

Aggression is considered as a special form of organization of behavior, which has a personal and situationally determined nature of determination. This distinction in the understanding of aggressiveness is fundamental, since there is a contradiction here: on the one hand, the leading level of determination of aggression can be aggressiveness as a stable property of a deformed personality, on the other hand, aggressive behavior can be caused by imitation mechanisms and violations of self-regulation processes, in which aggressive actions are protective and demonstrative character.

When providing psychological and pedagogical support for maladaptive preschoolers, it is necessary to proceed from the following position: difficult education, characterized by socio-psychological disadaptation, is accompanied by deformation of social ties and alienation of the child from the relevant institutions of socialization and, above all, from the family and preschool educational institution.

Therefore, one of the most important tasks of psychological and pedagogical support is to overcome this alienation, to include the child in a system of socially significant relationships, thanks to which he will be able to successfully assimilate positive social experience. The solution to this problem involves a whole range of psychological and pedagogical measures aimed both at improving the conditions of family upbringing, upbringing in an educational institution, and at individual psychological and pedagogical correction of the personality of a maladaptive child, as well as measures to restore his social status in the peer group.

Accordingly, psychological readiness for schooling, as a leading guideline for psychological and pedagogical support for maladaptive older preschoolers, is understood as a necessary and sufficient level of mental development of a child for mastering the school curriculum in a learning environment with peers.

A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood. In general, all of the above allows us to state that psychological and pedagogical support for the personality of a maladaptive child reflects one of the aspects of the activity of a practical psychologist in education and represents a system of psychological and pedagogical actions of a specialist using the necessary range of psychological and pedagogical means of helping the child in order to ensure the full development of his personality .

Accordingly, the goal of psychological and pedagogical support for the personality of a maladaptive child in senior preschool age is associated with strengthening his psychological health (the psychological aspect of the activity of a practical psychologist) and the assistance of a preschool educational institution (preschool) teacher in preparing the child for school.

Aggressiveness. There are two most common causes of aggression in children. Firstly, the fear of being injured, offended, attacked, or damaged. The stronger the aggression, the stronger the fear behind it. Secondly, the insult experienced, or mental trauma, or the attack itself. Very often, fear is generated by disrupted social relationships between the child and the adults around him.

Physical aggression can be expressed both in fights and in the form of a destructive attitude towards things. Children tear books, scatter and destroy toys, and break necessary things. Sometimes aggressiveness and destructiveness coincide, and then the child throws toys at other children or adults. In any case, such behavior is motivated by the need for attention, some dramatic events.

Aggression does not necessarily manifest itself in physical actions. Some children are prone to so-called verbal aggression (insulting, teasing, swearing), which is often due to an unsatisfied need to feel strong or to recoup their own grievances. Sometimes children swear completely innocently, not understanding the meaning of the words. In other cases, a child, not understanding the meaning of a swear word, uses it, wanting to upset adults or annoy someone. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: a child has fallen, hurt himself, been teased or touched.

Hot temper. A child is considered hot-tempered if he is inclined, for any reason, even the most insignificant from the point of view of adults, to throw a tantrum, cry, get angry, but does not show aggression. Hot temper is rather an expression of despair and helplessness, causing both adults and the child himself a lot of inconvenience and requiring overcoming.

Passivity. Often, adults do not see any problem in a child’s passive behavior, considering it good behavior. However, quiet children experience a variety of and not the most pleasant emotions. The child may be unhappy, depressed or shy. The approach to such children can be lengthy and a lot of time must pass before a response appears.

Quiet behavior of a child is often a reaction to inattention or troubles at home. With this behavior he is isolated in his own world. Manifestations of this include thumb sucking, scratching the skin, pulling out hair or eyelashes, rocking, etc.

Another reason for a child’s quiet, passive behavior may be fear of unfamiliar new adults, little experience communicating with them, or inability to turn to an adult. Such a child may either not need physical affection, or may not tolerate physical contact at all.

Hyperactivity. One of the most common behavioral problems in preschool age. The main signs of hyperactive behavior are distractibility and motor disinhibition. A hyperdynamic child acts without thinking about the consequences, although he does not plan anything bad and is sincerely upset about the incident for which he becomes the culprit. He easily endures punishment, does not remember insults, does not hold a grudge, constantly quarrels with peers and immediately makes peace. This is the noisiest child in the children's group.

The biggest problem of a hyperdynamic child is his distractibility. Having become interested in something, he forgets about the previous one, and does not complete a single task. He is curious, but not inquisitive, because curiosity presupposes some constancy of interest.

Shyness. Psychology has also identified three types of manifestations of shy behavior in preschoolers:

externally observable behaviors that signal to others: “I am shy,” with a characteristic uncertainty that manifests itself in the expectation of failure in difficult situations.

physiological symptoms, such as blushing.

strong feelings of constraint and self-concentration, introspection with chronic uncertainty extending to all types of activity.

The basic principle of behavior that determines the nature of shyness is to behave smoothly and quietly. Therefore, a shy person has to suppress many thoughts, feelings and impulses that constantly threaten to manifest themselves. It is one’s own inner world that makes up the environment in which a shy person lives. And although outwardly he may seem motionless, in his soul streams of feelings and unsatisfied desires rage and collide.

Shy children represent a large category who do not stand out from the general population of children in any way, but are often “convenient”. These children are suggestible: they have a good sense of the adult’s attitude towards them and their emotional state. Very often, a shy child is so timid and constrained that it seems that he is not able to cope with even the simplest task. But his failures are due to the fact that he does not know how to act, but because he will be scolded. Such children need quite a lot of time to familiarize themselves with the task, understand what is required of it, and what the result should be.

A shy preschooler does not know how and does not dare to make contact with other, unfamiliar and unfamiliar people. Even among people he knows well, he gets lost, has difficulty answering questions or when adults (with the exception of close relatives) approach him. They talk and communicate selectively, only according to their choice. Mostly, of course, with family. However, upon closer examination, it is almost always denied that a defenseless, seemingly timid and shy child has an iron will and a very domineering, stubborn character.

Anxiety. The problem of anxiety occupies a special place in modern scientific knowledge. On the one hand, this is the “central problem of modern civilization”, the most important characteristic of our time, on the other hand, it is a mental state caused by the special conditions of the life situation. Therefore, it is not surprising that a large number of studies by domestic and foreign authors are devoted to this problem. 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.

Anxiety is understood as “an individual psychological characteristic that manifests itself in a person’s tendency to experience anxiety in various life situations.”

A.M. Parishioner studied forms of anxiety in the process of individual and group work with children and adolescents. A form of anxiety is understood as a special combination of the nature of experience, awareness, verbal and nonverbal expression in the characteristics of behavior, communication and activity.

The form of anxiety manifests itself in spontaneously developing ways of overcoming and compensating it, as well as in a person’s attitude towards this experience. A.M. Parishioners speak of the presence of two main categories of anxiety:

) open - consciously experienced and manifested in behavior and activity in the form of a state of anxiety.

) hidden - unconscious to varying degrees.

Acute, unregulated - the individual cannot cope with it on his own.

A child’s anxiety largely depends on the level of anxiety of the adults around him. High anxiety from a teacher or parent is passed on to the child. In families with friendly relationships, children are less anxious than in families where conflicts often arise. Unfortunately, despite the large number of works noted above on the problem under consideration, insufficient attention has been paid to the study of childhood anxiety. Recently, works have begun to appear that reflect the specifics of the development of anxiety in preschoolers, with the possibility of assessing its level in children starting from the age of 3.

The following criteria help determine anxiety in a child: constant anxiety; difficulty, sometimes inability to concentrate on anything; muscle tension (for example, in the face, neck); irritability, sleep disturbances.

In children of senior preschool age, anxiety is not yet a stable character trait and is relatively reversible with appropriate psychological and pedagogical measures. The factors that determine the manifestation of aggression, feelings of fear and anxiety include design features, the type of higher nervous activity, the social environment in the broad sense of the word (features of national culture that affect the objects of fear and anxiety of children of different nationalities (A.I. Zakharov), hostility of modern society (K. Horney [10]); antagonistic relations in society - a consequence of wars, disasters: social environment in the narrow sense of the word (material disadvantage of the family, microclimate in the children's environment, features of the development of the child's psyche in the prenatal and postnatal period, trauma at birth, abnormal conditions of child development (without parents, without family, in concentration camps, in orphanages), an increase in the number of verbalized and non-verbalized predominantly negative assessments, dissatisfaction with social status and the content side of communication (B.S. Mukhina).

Negative emotional states have the same reasons: the desire to regain lost self-esteem, reduced by attacks from others; the result of positive reinforcement; loss of love or love object; opposing forces IT, EGO, Super-EGO; authoritarian position of parents and educators (E. Erikson [on 10]); inferiority complex (A. Adler [on 10]); frustration of the need for recognition (B.S. Mukhina); in reliability, security from the immediate environment (A.M. Prikhozhan), the action of insurmountable barriers standing in the way of achieving the goal; unfavorable attitude of others (K. Rogers [10]); discrepancy between assessment and self-esteem (I.V. Dubrovina); the phenomenon of role identification (A.I. Zakharov); chronic failure that arises under the influence of excessive conflicting demands in kindergarten and at home, when the child tries to combine incompatible rules and ideals in his behavior (E.B. Novikova).

Anxiety, fears and aggression are also determined by specific reasons. For example, children’s fears are caused by strong unexpected impressions (sharp sounds, etc.), forced substitution of family roles, intimidation of children by mythical creatures, etc. Anxiety arises when there is a weak orientation towards real conditions, a situation of chronic failure, excessive organization of life, a symbiotic relationship between a child and his mother, when the mother feels like one with the child, tries to protect him from imaginary difficulties, as a result of which, when he is left without a mother, he suddenly becomes lost and becomes passive, insecure and anxious (E.B. Novikova).

The forms of manifestation of negative emotional experiences are not always the same: the feeling of fear is associated with horror, numbness, crying, embarrassment, shyness, redness, paleness, a feeling of “sucking in the pit of the stomach,” fussiness, worsening sleep, enuresis. Forms of anxiety are ritual magical actions, excessive fantasizing, inhibitory reactions - going into illness (B.I. Kochubey, E.B. Novikova), an open form, manifested either in excessive calm, insensitivity to real troubles, indirect, manifested through specific methods behavior (direct expression of aggression, combined with an expression of anxiety, etc.). Aggression is transformed into quarrels, threats, curses, attacks, physical violence, malicious jokes (E.A. Gasparova).

One of the reasons that causes negative emotional states in preschoolers may be watching television programs with elements of violence (it has been experimentally proven that every fifteen minutes a viewer of Russian television sees one act of violence on the screen) due to the low level of development of the culture of television perception (screen culture, audiovisual culture), which implies the culture of a television viewer who knows how to evaluate the moral content of television programs, independently select the on-screen information he needs and use it wisely (E.A. Zakharova); perceive it, comprehend it and aesthetically evaluate it; development of knowledge about the past and present of screen arts (Yu.N. Usov).

While the causes, forms of manifestation and nature of aggression, anxiety, and fears have been discussed quite fully in the scientific literature, the relationship between the levels of culture of television perception and the levels of these negative emotional states in preschoolers has not been studied enough; the regulations of our course work do not allow us to consider this issue in more detail.

Summarizing the above, we note that in the psychological literature there is still no uniform definition of the concept of “behavioral disorders” in children. All attempts to classify disorders are conditional, since the behavior of a preschool child most often combines the features of several behavioral disorders. However, summarizing all of the above, we can conditionally distinguish 3 most pronounced groups of so-called difficult children with behavioral problems:

Aggressive children - when highlighting this group, it is important to assess the degree of manifestation of the aggressive reaction, the duration of the action and the nature of the possible reasons, sometimes implicit, that caused this behavior disorder.

Emotionally and motor-disinhibited children - children belonging to this type react too violently to everything: if they express delight or suffer, then their expressive behavior will certainly be too loud and defiant.

Children who are too shy, vulnerable, touchy, timid, anxious are children who are embarrassed to express their emotions, who quietly experience their problems, afraid to draw attention to themselves.

In the behavior and development of preschool children, frequently occurring behavioral disorders (aggression, hot temper, passivity, hyperactivity, shyness), various forms of childhood nervousness (neuropathy, neuroses, fears) are usually caused by two factors - errors in education or a certain immaturity, minimal lesions nervous system.

To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow you to correctly structure work with the child, and to determine the severity of the child’s disorder, rely on criteria for assessing possible deviations in any behavior.

Thus, when deciding whether a child’s behavior deviates from the norm, one should take into account a combination of all the above criteria.

In the behavior and development of preschool children, frequently occurring behavioral disorders (aggression, hot temper, passivity, hyperactivity, shyness), various forms of childhood nervousness (neuropathy, neuroses, fears) are usually caused by two factors:

mistakes in education;

a certain immaturity, minimal damage to the nervous system.

To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow the teacher, together with a psychologist, not only to correctly structure work with the child, but also to determine whether certain complications are developing into painful forms that require qualified medical care .

aggression preschooler prevention for children

Chapter 2. Experimental study of behavioral disorders in preschool children

1 Determination of the specifics of manifestations of aggressive behavior in preschool children

We conducted an experimental study, the purpose of which was to determine the specifics of manifestations of aggressive behavior in preschool children.

The research base is preschool educational institution No. 2304 in Moscow.

18 preschool children took part in the study.

The object of the study is the aggressive behavior of preschool children.

The subject of the study is behavioral disorders in preschool children in the form of aggressive behavior.

In accordance with the purpose, objectives and hypothesis of the study, we chose the questionnaire for parents of Lavrentyeva G.P. and Titarenko T.M.

The methodology for diagnosing aggressiveness made it possible, by identifying the severity, syndrome - structure of aggressiveness through the frequency of situational and personal reactions of aggression, to determine the level of aggressiveness both in points and as a percentage.

Questionnaire for parents of Lavrentieva G.P. and Titarenko T.M.

Purpose: to identify a tendency to aggressive behavior in children of senior preschool age.

Parents are asked to answer 20 statement questions. A positive answer to each proposed statement is scored 1 point. The total score is calculated, on the basis of which a conclusion is made about the child’s level of aggressiveness (the higher the total, the higher the child’s level of aggressiveness).

Results rating scale:

Increased level of aggressiveness - 16-20 points

High level of aggressiveness - 11-15 points.

The average level of aggressiveness is 6-10 points.

Weak level of aggressiveness -1-5 points.

Let us present the results of assessing the level of aggressiveness of preschool children using the method of G.P. Lavrentieva. and Titarenko T.M. in the form of table 1 and figure 1.

Table 1. Results of assessing the level of aggressiveness of preschool children using the method of Lavrentieva G.P. and Titarenko T.M.

No.F.I. child Number of points Level of aggressiveness Weak Average High High 1. Jamalov Buivasar 102. Jamalova Zarema 93. Ivanova Katya 104. Kozlik Ivan 105. Lomakina Zhanna 26. Mineeva Nastya 47. Opar Denis 78. Pavlenko Dima 49. Rustemov Rustem 1210. Tkachenko Anna 111. U Stimenko Oksana612.Fatkullin Ilya313.Khorkova Nadya414.Khabibullina Marina415.Tsarkov Ivan416. Tsychoeva Leila 1217. Yamchuk Ruslan 918. Yagodkina Marianna 7 Total: 8 people 8 people 2 people 0 people Let us present the results obtained in the form of Figure 1.

A quantitative analysis carried out on the basis of a survey of parents using this method showed that in the group of children the following was identified:

2 children with a high level of aggressiveness, which amounts to

8 children by average level of aggressiveness

8 children with low levels of aggression.

Qualitative analysis showed that in this group of children the most widespread behavioral disorders are: refusal to share toys, giving up in a game (12 people), desire for revenge (11 people), stubbornness in achieving their goals (9 people), quarrels, fights (8 people ), damage to toys (8 people).

2.2 Prevention of child aggression in the behavior of preschool children

An analysis of the literature showed the absence of scientifically based pedagogical programs dedicated to the prevention of childhood aggression.

The proposed ways to correct the aggressive behavior of preschoolers are psychological methods used within certain methodological directions (S. Grof, G. Parens, A. Freud, E. Fromm, K. Horney, K. G. Jung, etc.). In a study by E.R. Annenkova formulates requirements for organizing the activities of teachers that promote the assimilation of normative models of behavior in children, but the system of work on the prevention and correction of aggression in preschool children is not the subject of special study.

Analysis of theories of aggression, as well as the results of our own research, made it possible to determine the types of aggressiveness of children 6-7 years old - “total”, “behavioral”, “hidden” - and classify the types of aggressive behavior of children: 1) verbal direct aggression (quarrel, shouting, name-calling, public humiliation, open threats, etc.); 2) verbal indirect aggression (gossip, slander, hidden intimidation, etc.); 3) physical direct aggression (most often the manifestation of negative feelings directly against another person using physical force); 4) physical indirect aggression (hitting the table with fists, outbursts of rage, accompanied by damage to objects, etc.). Due to the multifaceted nature of the phenomenon of aggression, the approach to its prevention and correction should be integrative in nature, including methods of influencing the main factors, determinants of aggression: social (frustration, verbal and physical attack, incitement), external environmental and natural (heat, noise, crowded conditions, polluted air), individual (personality, attitudes, gender), psychological, etc.

The study of modern trends in the diagnosis, prevention and correction of aggression in educational institutions and families allowed us to formulate the goal of this activity, which is to eliminate distortions in the emotional response in children; behavioral stereotypes leading to aggressive reactions; training in adequate emotional response and interaction skills; ensuring the transfer of what the child has achieved into the practice of real life relationships.

In accordance with the goal, areas of work for the prevention and correction of child aggression were determined: 1) optimization, harmonization of the child’s relationships with others - peers and adults; 2) development of the child’s own personality; 3) providing the child with adequate ways to realize and satisfy his significant needs.

Pedagogical support consists not only of working to overcome aggressive manifestations, but also of forming and consolidating new sustainable positive forms of behavior.

The study established that, from the perspective of a personal approach, the prevention and correction of aggressive behavior in children is effective in the context of the formation of a collective pedagogical subject, which is an educator, a teacher, a social educator, an educational psychologist and parents who are able to combine their own and the efforts of other participants in the educational process on the prevention and correction of manifestations of aggression. Such a subject can be “grown” in the process of joint activity, when everyone solves the problems of preventing and correcting aggressive behavior of children with their own skills and professional means.

Thus, the proposed system of pedagogical prevention and correction of aggression in children is a complex of psychological and pedagogical diagnostic, preventive and corrective measures to overcome and level it.

The data obtained in the experimental part of the course work indicate the absence of effective ways to organize this activity, inform the subjects of the educational process about the characteristics of children’s behavior, and the dissatisfaction of the majority of educators, teachers, social educators with interaction with a practical psychologist and parents. This updated the development and practical implementation of a scientifically based model that reflects the content and structure of interaction between subjects of pedagogical activities for the prevention and correction of aggressive behavior in children.

The model consists of two components. The first component of the model includes a set of activities for diagnosis and analysis of initial data, scientific substantiation of research approaches, determination of procedural characteristics (stages and phases) of experimental activity, content of the stages of correctional pedagogical activity (goal setting, planning, diagnosis, motivation, program design, correction, reflection ). The second component of the model gives an idea of ​​the distribution of functional responsibilities between teachers of preschool educational institutions and schools in diagnosing, preventing, preventing and correcting manifestations of aggressiveness in children, the features and sequence of measures to deepen the integration of interactions of the emerging collective subject of this process (emotional mood, awareness of the need for joint actions, complicity, coordination of actions, developed cooperation, achievement of socially significant results).

The model reveals the construction of the content of a stage-by-stage pedagogical process of prevention, correction and therapy of child aggression, including four stages (diagnostic; analytical; prevention, correction and therapy; reflective). The purpose of the diagnostic stage is to develop the content of diagnostic material, select specific diagnostic methods for identifying certain types of child aggression based on the use of targeted diagnostics, a diagnostic apparatus aimed at studying the level of formation of professionally significant personal qualities of teachers and the effectiveness of activities organized in an educational institution and family on the prevention and correction of aggression. For an objective assessment, criteria for the effectiveness of the functioning of the author's system of social and pedagogical work of an educational institution on the prevention of aggression in children are used (reducing the level of aggression in children; increasing the professional competence of teachers in the field of preventing child aggression; increasing the psychological and pedagogical culture of parents in matters of preventing aggression). The stage of prevention, correction and therapy consists of selecting methods, means, methods and techniques for organizing the activities of children who potentially need help (preventive component) or need help due to already manifested aggressiveness of one type or another (therapeutic component).

Methodological support for the process of prevention and correction of child aggression includes: a) a program for children aimed at promoting the development and correction of identified personality structures; b) a program for developing the professional competence of teachers in working with aggressive children and their parents; c) a program to improve the pedagogical literacy of parents of children with a tendency to aggression.

The developed program of correctional activities for children includes methods such as symbol drama, play psychocorrection, projective techniques, psychocorrectional stories by D. Brett, fairytale therapy and comprehensive psychogymnastics classes. At this stage, appropriate activities are carried out (educational methods, conversations, socio-psychological trainings, educational games, practical exercises), which, depending on the quality or severity of child aggression, are either preventive, corrective, therapeutic, or supportive in nature.

The program for developing the professional competence of teachers in working with aggressive children and their parents ensured the preparation of teachers for preventive and corrective activities and included classes and trainings on the following topics: “Creating an emotionally favorable atmosphere in a group”, “Development of an algorithm for building communication between teachers and aggressive children”, “The influence of creative potential on the quality of professional activity”, “Optimization of communication between subjects of pedagogical interaction”, “Self-actualization of the individual - the process and result of its self-realization”, “The use of methods aimed at determining the level of aggression and accompanying characterological deviations in groups of children of different ages " and etc.

The program for improving the pedagogical literacy of parents of children with a tendency to aggression included consultations for parents on the topics: “Sand play therapy - a way to relieve emotional stress in a child”, “Features of the emotional world of a preschooler”, “Games and exercises to reduce aggressiveness and weaken negative emotions”, “Conflicts with a child”, etc.

The reflective stage is aimed at continuous monitoring, analysis and comprehension of both the diagnostic results of the examination of educational subjects and the preventive and therapeutic activities of the teacher with subsequent correction.

Reflection is considered in two aspects: ontological, related to the content of the preventive-corrective and therapeutic activity itself, and psychological, addressed to the subject of the activity and the activity itself.

Thus, preventive and corrective activity as a whole represents a “shuttle” movement of alternating stages of a teacher’s activity - the actual activity of implementing pedagogical prevention and correction and reflective activity aimed at understanding the results.

The development of such reflective activity during the experiment may well be based on the methodology of A.V. Khutorskogo.

Analysis of the results obtained during the ascertaining experiment made it possible to identify the main factors provoking aggression in children 6-7 years old and to supplement the list of personality manifestations with new ones that characterize aggression in various spontaneous and specially organized situations.

It was found that the productivity of joint activities of subjects of the educational process in the prevention and correction of aggressiveness of children 6-7 years old should be determined by a set of the following conditions:

social, conditioned by the need to create a favorable social environment around the developing personality, a friendly microclimate in society, educational institutions, and family;

psychological, including measures to provide psychological assistance to aggressive children;

pedagogical design associated with the development and implementation in the educational process of a concept, a system of prevention and correction, a procedural model, built taking into account the age, individual, cognitive characteristics of the individual and the specifics of the social environment;

methodological, revealing the methodological support of the system of prevention and correction (implementation of forms, methods, means, designing the content of programs), which contribute to the disclosure of the potential capabilities of the child’s personality;

personnel, due to the inclusion in the system of training and advanced training of teachers and psychologists of content that ensures readiness to work with aggressive children and their parents.

The analysis of existing directions in the education and development of the personality of an aggressive child and the results of the experiment showed the need for further implementation of the idea of ​​​​a humane attitude towards such children, a comprehensive solution to their problems with the involvement of a wide range of specialists - teachers, psychologists, medical and social workers, lawyers, as well as integration of the efforts of interested organizations and departments with widespread use of the media.

The main tasks facing the preschool educational institution team working to prevent children's aggression are targeted pedagogical influence on the behavior and activities of pupils through combining the efforts of the kindergarten and family and the full use of the reserve of society as an active subject of the educational process; psychological improvement of preschool children and ensuring full personal development; protection, strengthening and restoration of children's health, harmonization of relationships in their social environment; creating conditions for social contacts and the child’s implementation of various social roles; improving the qualifications of teachers, enriching educational activities with new content and methods in terms of interaction with state and non-state institutions to reduce aggression in preschool children.

Important pedagogical conditions for the work of preschool educational institutions that contribute to the effective prevention of aggressive behavior in preschool children are: ensuring constant professional growth and improving the skills of teachers using such forms and methods as problem-based seminars, self-analysis of activities, trainings, etc.; reliance on the subjective experience of each child, the development of his positive internal potential in educational activities; maintaining a favorable microclimate in the children's team; the use of various methods and techniques of educational work (reading fiction, dramatization games, modeling situations that catalyze conflict, art therapy, dance-movement and body-oriented techniques, etc.); active involvement of parents in the process of preventing child aggression as initiators and full participants in the process; creation of special services within preschool educational institutions (scientific-methodological, valeological, cultural-aesthetic, social-psychological-correctional).

Conclusion

Psychological research shows that most children encounter various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. However, in the psychological literature there is no uniform definition of the concept of “behavioral disorders” in children. Specialists in most human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. All this leads to the fact that the same term can have completely different meanings in different sciences. One type of behavior disorder in a preschooler is aggressive behavior. It is indicated that preschool educational institutions are able to solve problems of preventing aggression in children only in interaction with other systems of microsociety, which include: family, institutions of additional education, neighborhoods, leisure centers, etc. The course work defines the tasks and areas of activity for the kindergarten team to prevent child aggression. The need for targeted pedagogical influence on the behavior and activities of pupils through the unification of the efforts of the kindergarten, the family and the full use of the potential of society as an active subject of the educational process is shown. One of the main goals of the work of the teaching staff of preschool educational institutions on the prevention of aggression in preschool children is the formation of the foundations of a healthy personality, socially adapted to the constantly changing conditions of the surrounding reality (elimination of destructive forms of children's aggression and the formation of self-regulation mechanisms, in accordance with social norms accepted in society). Therefore, it is important to teach the child to control his own aggressive aspirations or express them in socially acceptable forms.

BIBLIOGRAPHY

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2.Biktina N.N. Organizational and psychological conditions for correcting the maladaptive state of children of senior preschool age: diss. Ph.D. psychol. Sciences /N.N. Biktina. - Samara: SSU, 2007. - pp. 67-68.

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Currently, more and more attention is being drawn to the problems of studying the psychological causes of behavior disorders in preschool children, developing psychoprophylaxis and correction programs. However, when researching and carrying out correctional work, the main attention is paid to violations of the child’s personal structures, which are usually classified as functional deviations in development, usually these are violations of the content (personal-semantic) component of activity and communication. At the same time, little attention is paid to the main, basal component – ​​the dynamic one.

There have always been social norms in society, that is, the rules by which this society lives. Violation or non-compliance with these norms is a social deviation or deviation. Speaking about behavioral disorders in children, we mean those changes or manifestations that complicate, distort or interfere with the free expression of oneself: they fetter, worsen relationships among friends; harm the mental and physical health of the child; negatively affect adaptation to the demands of the surrounding world; worsen the quality of life.

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Allows administrators to quickly initiateThere have always been social norms in society, that is, the rules by which this society lives. Violation or non-compliance with these norms is a social deviation or deviation. Speaking about behavioral disorders in children, life. This means those changes or manifestations that complicate, distort or interfere with the free expression of oneself: fetter, worsen relationships among friends; harm the mental and physical health of the child; negatively affect adaptation to the demands of the surrounding world; degrade quality

Preschool childhood is one of the most important stages of a child’s life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. Only psychologically competent support for the natural development of a child will ensure the maximum realization of all his available capabilities and will allow him to avoid many difficulties and deviations in the course of his mental and personal development.

Skills, habits, and habitual behavior play a significant role in a person’s life. When implementing habitual behavior, the child does the right thing because he cannot do otherwise. Often a child knows how to act, how to behave, but acts and behaves differently, especially when no one sees him.

The ability to manage oneself is given with great difficulty to preschoolers. Children at this age are characterized by situational behavior and strict dependence on the perceived situation. The child does not act of his own free will, but under the compulsion of surrounding things and circumstances. That is why, and not at all out of harmfulness and disobedience, children, although perfectly understanding the speech of adults, do not always do what they are asked to do. The thing is that speech does not immediately become a regulator of behavior for children.

Starting from senior preschool and throughout primary school age, the child develops a certain behavioral repertoire, which necessarily contains “favorite” behavioral reactions and actions. According to the American psychologist E. Byrne, “the mechanism here is this: in difficult situations, the child experiments, using various behavioral options in turn, and discovers that some are encountered in his family with indifference or disapproval, while others bear fruit. Having understood this, the child decides what behavior he will cultivate.”

Psychological research shows that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. However, in the psychological literature it was not possible to find a definition of the concept and typology of behavior disorders in children.

According to the reference psychiatric literature, behavioral disorders are considered as repeated, persistent actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of deeply widespread maladjustment of behavior. It manifests itself either in the violation of the rights of other people, or in the violation of social norms or rules characteristic of a given age

Abnormal behavior is a child’s response to a situation that does not correspond to his views, assessments, and concepts. Usually this reaction is painful. If it greatly affects the child’s feelings and causes consolidation in consciousness, then deviant behavior becomes the norm and turns into a disorder.

Disorder is an acquired form of behavior. It is not associated with either heredity or organic disorders. It is usually based on visible causes and effects. Usually, first a situation arises that is unacceptable for the child, creating certain difficulties for him and leading to worries, resentment, and infringement of self-esteem. It is a stimulus and plays the role of a triggering mechanism. When a stimulus reaches a critical threshold, it causes a response, with the help of which the child tries to remove, reset the painful experiences for him

Deviations of behavior from the norm are also called abnormal, asocial, antisocial, deviant, upset, irregular, twisted, spoiled, delinquent. All these names mean one thing: the child’s behavior does not correspond to the accepted norm, that is, it is abnormal, or deviant.

Deviant (deviation) behavior is a general name for various violations of the rules of conduct, used in foreign literature. Deviant behavior is usually called behavior in children caused by nonspecific (i.e., not innate) factors. This includes ordinary children's pranks, violations of discipline, and sometimes hooligan acts characteristic of childhood. They are most often caused by the situation and the child’s readiness to commit them, and not by internal reasons or mental disorders

In all cases of deviant behavior, an increase in emotional tension is noted. It is characterized by going beyond the normal limits of feelings, emotions, and experiences of children. Tension leads to a loss of sense of reality, decreased self-control, and an inability to correctly evaluate one’s behavior. Under the influence of raging emotions, a child, like an adult, ceases to control his actions and is capable of reckless actions. It costs him nothing to be rude, hit, or break something. How else can an unprotected, weak person respond to worsening conditions, if not by changing his behavior? Thus, deviant behavior is a change in the child’s reaction to a situation that is unacceptable to him.

In addition to the main and all-encompassing reason - the increasing tension of life, which causes constant anxiety in people and deforms their behavior, educational factors operate. Deviant behavior is almost always the result of improper upbringing. Wrong upbringing is both insufficient upbringing and excessive upbringing. It is characterized by two main styles: hothouse guardianship and cold rejection. With normal, balanced, balanced upbringing, based on the child’s individuality, there are no deviations and normal people are formed

BIBLIOGRAPHY

1. Bern, E. Games that people play. People who play games [text] / E. Bern. - St. Petersburg, 2006.
2. Weiner, M.E. Game technologies for correcting the behavior of preschool children [text] / M.E. Weiner // Pedagogical Society of Russia - Moscow, 2004.
3. Wenger, L.A. Psychology [text] / L.A. Wenger, V.S. Mukhina// Textbook. manual for students of pedagogy. school - M.: Education, 1988 – 325.
4. Wenger, L.A. About the concept of “psychological syndrome” [text] / L.A. Wenger// Journal of practical psychology and psychoanalysis No. 3, 2001.- pp. 32-38.
5. Developmental and educational psychology [text]/M.V. Matyukhina, T. S. Mikhalchuk, Prokina N.F. etc. // Under. ed. Gamezo M.V. and others - M., 1984 - 438 p.
6. Gillenbrand, K. Correctional pedagogy: teaching difficult students. textbook [text]/ Gillenbrand K. - M.: AGADEMA, 2005 – 376 p.
7. Goneev, A.D., Liofintseva, N.I., Yalpaeva, N.V. Fundamentals of correctional pedagogy [text]/ Goneev A.D.-M.Academy, 2007 – 424 p.
8. Enikolopov S.N. Aggressive behavior. [text] / S.N. Enikolopov// In collection. Special child: research and experience of assistance. - M, 1998, issue 1.
9. Kondrashenko V.T. Deviant behavior in adolescents: Socio-psychological and psychiatric aspects. – Minsk: Belarus, 2008. – P. 77–83.
10. Correctional pedagogy and special psychology: Reader: Proc. aid for students [text]/ PSU; PGU. - Arkhangelsk: PSU, 1999. - 140 p.
11. Corrective pedagogy: textbook for universities [text]/edited by V.S. Kukushkin.-M.: March, 2004.-352 p.
12. Kotyrlo, V.K. Some approaches to the experimental study of volitional actions in children [text]/ Kotyrlo, V.K. // In the book: Materials of the 2nd international scientific conference on problems of the psychology of will. – Ryazan, - 2007, p. 28-3.
13. Lorenz, K. Aggression [text] / K. Lorenz. – M.: Progress-Press, 2004. – P. 272.
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Causes of behavioral disorders in children

Reasons for deviations in behavior Children of preschool age are very diverse, but they can all be divided into two main groups: biological and social.

The biological group of factors, according to many Russian scientists, consists of intrauterine disorders (due to severe toxicosis of pregnancy, toxicplasmosis, various intoxications, etc.), pathology of childbirth, infections, injuries, as well as malformations of the brain associated with damage to genetic material ( chromosomal aberrations, gene mutations, hereditary metabolic defects, etc.).

Social factors of children's behavior disorders are divided into three groups: macro factors (space, state, planet, society, world, country); mesofactors (region, city, town, village). These factors influence both directly and indirectly through microfactors: family, peer groups, microsociety.

Kovalev V.V. notes that the greatest significance in the occurrence of behavioral difficulties belongs to pathocharacterological development that arose in connection with unfavorable conditions of the microsocial environment, improper upbringing or psychotraumatic situations.

The attachment of a child to an adult is a biological and innate urgent need. It is also one of the main psychological conditions for the successful development of a child. In the context of studying the causes of socio-emotional disorders affecting human behavior, numerous concepts have now appeared, such as “maternal deprivation”, “mental deprivation”, “social deprivation”, “emotional deprivation”.

Shipitsina L.M., Kazakova E.I. etc. the concept of “maternal deprivation” includes a number of different phenomena:

1. raising a child in child care institutions;
2. insufficient care of the mother for the child;
3. temporary separation of the child from the mother associated with illness;
4. loss of love and attachment of a child to a certain person who acts as a mother for him.

The quality of communication a child receives largely determines his full development and the child’s emotional well-being. This has a direct impact on the formation of relationships with peers and the outside world.

In an unfavorable upbringing environment, a child develops persistent negative emotional states. Negative emotional reactions and attitudes towards life and people develop. These emotional states, having become entrenched, begin to regulate the child’s mental activity and behavior in a negative way, and at a later age leads to the formation of a negative life position.

Types of behavior disorders in preschool children

Researchers Kumarina G.F., Weiner M.E., Vyunkova Yu.N. and others identify the following typical behavioral disorders: hyperactive behavior (due primarily to the neurodynamic characteristics of the child), demonstrative, protest, infantile, aggressive, conformal and symptomatic (in the occurrence of which the determining factors are the conditions of learning and development, the style of relationships with adults, the characteristics of family upbringing ).

Hyperactive behavior of preschool children
.
Children with hyperactive behavior have an increased need for constant movement. In children, when this need is blocked by strict rules of behavior, muscle tension increases and attention sharply worsens, performance decreases greatly, and severe fatigue occurs.

Following these reactions, an emotional release always occurs, which is expressed in motor restlessness uncontrollable by the child and severe disinhibition.

Demonstrative behavior

During demonstrative behavior, a child deliberately and consciously violates accepted norms and rules of behavior. This behavior is most often directed at adults.

Protest behavior

There are various forms of protest behavior in children - negativism, obstinacy, stubbornness.

1. Negativism is the behavior of a child when he does not want to do something just because he was asked to do it. Manifestations of child negativism: causeless tears, insolence, rudeness, or vice versa, isolation, touchiness, alienation. Negativism that occurs in children is the result of improper upbringing.
2. Stubbornness is the reaction of a child who insists on something not because he really wants it, but because he demanded it from an adult.
3. The child’s obstinacy is not directed at the adult leading him, but against the norms of upbringing and the lifestyle imposed on the child.

Aggressive behavior refers to purposeful and destructive actions performed by a child. The child contradicts the norms and rules accepted in society. It harms living and non-living objects, causes psychological discomfort to surrounding people, and causes physical damage.

Enikolopov S.N. in his works he notes the following: the aggressive actions of a child most often act as a means to achieve a goal. It can be a way of psychological release. Replace the blocked and unsatisfied need for love, self-affirmation, self-realization.

Infantile behavior

An infantile child's behavior retains features that are characteristic of an earlier age and an earlier stage of development. The child is characterized by immaturity of integrative personal formations, with normal development of physical functions.

Conformal behavior

Conformal behavior of a child is complete subordination to external conditions and the demands of other people. The basis of conformist behavior is involuntary imitation, high suggestibility, and “easy infection with an idea.”

Symptomatic behavior

A symptom is a sign of a disease, painful manifestations. The symptomatic behavior of a child is an alarm signal that warns in a unique way that the current situation is no longer unbearable for the child (example: vomiting or nausea as a reflection of an unpleasant, painful situation in the family).

This behavior in a child is characterized by the following signs:

1. child behavior disorders occur involuntarily and cannot be controlled;
2. Child behavior disorders have a strong negative psychological impact on other people.

Correction of shortcomings in a child’s behavior always occurs through the joint activities of adults and children. In the course of it, education, upbringing, and development of the child’s personality are carried out. In joint activities, the child acquires not only basic knowledge, but also norms and generally accepted rules of behavior.

In the special psychological and pedagogical literature, two main groups of methods are distinguished: specific and nonspecific methods of behavior correction.

Specific methods of behavior correction include exercise and punishment. Let us take a closer look at nonspecific methods of behavior correction, which are widely used by psychologists and parents, as well as correctional teachers.

Nonspecific correction methods are divided into three groups:

1. Methods for changing children's activities;
2. Methods for changing relationships;
3. Methods for changing the components of educational work.

The use of art in correctional work

In medical practice, art therapy is very often used. As Shatsky S.T. notes, art, harmoniously shaping all components of the personality, is capable of developing the child’s emotions and feelings, motives, reorienting the wrong ideal, values, and changing his behavior.

Karabanova O.A. notes that interest in the results of a child’s creativity on the part of others, their acceptance of creative products increases the child’s self-esteem, the degree of his self-acceptance, and self-worth. Creative activity develops such important qualities of a child as arbitrariness and self-regulation.

Using music

Music therapy is an effective means of developing a child’s personality and behavior. It is advisable to use recordings of natural sounds in music therapy.

Bekhterev V.M. believed that with the help of music it is possible to establish a balance in the activity of the child’s nervous system, to stir up the inhibited and moderate the overly excited, and regulate their behavior.

Bibliotherapy

Specially selected literary works (fairy tales, short stories, epics, fables) are perceived by the child not as fiction, but as a special existing reality. In the process of reading or listening to a literary work, children involuntarily learn to understand and recognize the behavior, feelings, and actions of the characters. They gain an understanding of different possible ways of behavior, and the child’s ability to analyze and control his behavior is enhanced.

Drawing

Drawing helps a child overcome his shortcomings and learn to control his reactions and behavior. Joint creativity between a child and an adult gives a feeling of friendly participation and understanding. The fullness of emotional communication causes a number of changes in the child’s inner life.

A game

Karabanova O.A. talks about the importance of play in correcting a child’s behavior. In play, the child begins to explore the system of social relations, rules of behavior, and norms, since in play conditions they are presented to children in a close, visually realistic form.

In the game, the child acquires rich and irreplaceable experience of partnerships, cooperation and cooperation. The child learns appropriate ways of behavior in various situations.

The child develops the ability to voluntarily regulate behavior, which is based on submission to a certain system of rules.

No less important in correcting children's behavior are methods of changing relationships. These include:

1. Personal example of an adult.
2. Ignoring the child’s unwanted behavior (whims).
3. Changing the child's status in the team.
4. Adults should abandon negative and critical assessments of the child’s behavior and unsuccessful actions. Initiative, the desire to follow rules and norms of behavior, and empathy for the child’s failures should be actively encouraged.

talk to each other about their difficulties and share their experiences of getting out of various situations. This is how they learn from each other and gradually begin to look more objectively at the problems of their family and family life in general.

Briefing parents also occurs in the group. In its methodology and even theoretical approaches, group instruction resembles group consultations. It has more modest goals than counseling or therapy. The main thing here is to increase the time parents and children spend together, teach adults to listen to children, their feelings and needs, help them find a common language, and teach them how to lead children.

H. Ginotta believes that the better parents know themselves, the better they will be able to understand the feelings and behavior of their children. Therefore, one of the tasks of parent education is the emancipation of parents, awakening the desire to better know themselves and, ultimately, to better understand their children. The author constantly talks about the need to be approving of the child’s feelings. He believes that a child should be perceived as he is, although some of his actions can be condemned.

Overcoming behavioral disorders in children is also possible through the organization of a developmental environment. L.S. Vygotsky wrote: “By monitoring sick children, we ultimately see that the path to proper upbringing lies through the organization of the environment...” (9).

Construction of a developing space in a kindergarten group, the use of games and experimentation with various materials, music and lighting design, phytodesign and aromatherapy; the opportunity to bring your favorite toy and pillow with which you are used to falling asleep allows you to make the environment emotionally comfortable, taking into account the age characteristics of children.

A specially organized living space in a group should stimulate the child’s activity, provide an opportunity to express his emotions by playing them out in various situations, make him the creator of his objective environment and, therefore, the creator of his personality.

Improving motor functions, emotional and motor relaxation, and relieving a child’s muscle tension successfully occurs when the playroom has a sports complex, ladder, slide, horizontal bar, rope, jumping mats, balls, etc. General coordination of movements and, at the same time, correction of fears of darkness and closed spaces are practiced in games with a special fabric tunnel, sewn from dark fabric and put on a hoop.

Lightweight, but quite large “building blocks” - pasted cardboard boxes, bedspreads, wooden frames, screens, group room furniture - all this allows you to change the boundaries and configuration of the group space, can be re-equipped at the request of the children and played out in dramatization games, story-telling role-playing games.

A punching bag in a group, “soft walls” upholstered with thick foam rubber according to the child’s height, objects of indeterminate shape fixed to the floor (like a Gumby doll - a bendable figure with an unmarked face), aggressive “bi-ba-bo” dolls (a wolf, Baba Yaga), plastic bottles with sand for kicking train the muscles of the legs and arms, help relieve excessive muscle tension, and express feelings of anger, hostility, and frustration.

Sand and water are useful to use as the most effective therapeutic agent of all play materials. Sand and water have no structure and can be transformed at the child's request into anything: the surface of the moon, a beach, a swimming pool - the possibilities here are endless. This is especially useful for insecure, withdrawn children; not accepting games with toys, with unformed play actions.

Brightness and unusual equipment of the space will not only provide children with success in overcoming behavioral and emotional problems, but also become an effective means of preventing aggressive behavior, fears and anxiety

Therefore, prevention is a set of proactive measures aimed at preventing unwanted behavior. The key processes central to preventive measures are risk factors and protective factors. The main areas of preventive measures are identified: building relationships with educators and teachers; optimization of parent-child relationships; organization of a development environment. Each direction has its own methods and well-developed pedagogical technologies. Work with teachers is carried out along the way of increasing the level of pedagogical skills and emotional stability; relaxation games, adaptation games, formula games, liberation games, and communication games are used. Optimization of parent-child relationships is aimed at teaching parents to reorient their attitudes depending on the needs of the child, towards parents’ positive perception of their parental functions. For this purpose, group therapy, group consultations, and instruction are used. Proper construction of the developmental space of a kindergarten is also a powerful preventive measure for behavioral disorders in preschool children.

.3 Features of behavioral disorders and their psychological

correction in preschool age

One of the meanings of the term “correction” translated from Latin is amendment, partial correction or change (lat. correctio).

Psychological correction is understood as a certain form of psychological and pedagogical activity to correct such features of mental development that, according to the system of criteria accepted in developmental psychology, do not correspond to the hypothetical “optimal” model of this development, the norm, or, rather, the age guideline as the ideal option for the development of a child at one or the other another stage of ontogenesis.

Psychological correction as a form of psychological and pedagogical activity first appeared in defectology in relation to various variants of abnormal development. As the professional positions of practical child psychology became established and strengthened, the concept of “psychological correction” migrated from the area of ​​abnormal development to the area of ​​normal mental development of the child.

The basic principles of psychocorrectional work in our country are based on the fundamental principles developed in domestic psychology that personality is an integral psychological structure that is formed in the process of a person’s life on the basis of his assimilation of social forms of consciousness and behavior. The mental development and formation of a child’s personality are possible only in communication with adults and occur primarily in the activity that is leading at this stage of ontogenesis.

Failure to comply with the conditions for the mental and personal development of children leads to behavioral disturbances and requires correction of these conditions.

Basic principles of psychological correction.

Principle one- unity of correction and development. The decision on the need for correctional work is made only on the basis of a psychological and pedagogical analysis of the internal and external conditions of the child’s development.

Principle two- unity of age and individual in development. Correctional work presupposes knowledge of the basic patterns of mental development, understanding the meaning of successive age stages for the formation of a child’s personality. There are age guidelines for normal development. Normal development is understood as harmonious mental development appropriate to age. This approximate age norm is largely determined by the cultural level and socio-historical requirements of society.

Principle three - unity of diagnostics and developmental correction. The tasks of correctional work can be understood and set only on the basis of a complete diagnosis and assessment of the immediate probabilistic prognosis of development, which is determined based on the child’s zone of proximal development. Correction and development are interdependent.

Development in ontogenesis has a complex systemic character. A diagnostic examination allows you to reveal a holistic systemic picture of cause-and-effect relationships, essential relationships between identified signs, symptoms of individual disorders, deviations and their causes.

Principle Four- the activity principle of carrying out correction. This principle determines the choice of means, ways and means of achieving the goal. The activity principle is based on the recognition that it is the active activity of the child himself that is the driving force of development, that at each stage there is a leading activity that most contributes to the development of the child in a given period of ontogenesis, that the development of any human activity requires special formation.

Principle five- approach in correctional work to each child as gifted. This principle means that children with whom psychocorrectional work is carried out should not be perceived as “second-class” children. Mobilization of the driving forces of development occurs in a child when he feels that an adult believes in him and trusts him.

Among the psychological characteristics that provoke behavioral disorders, the following are usually distinguished:

· insufficient development of intelligence and communication skills,

· reduced level of self-regulation,

· underdevelopment of gaming activity,

low self-esteem

· violations in relationships with peers (19).

Modern methods of correctional work can effectively eliminate one or another cause of behavior disorder.

At the present stage, there are several areas of correctional work:

· play therapy,

art therapy (visual, fairy tale, music, etc.),

behavioral therapy (various types of training, psycho-gymnastics),

social therapy.

Play therapy- the most popular method, using

Psychological research shows that most children encounter various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. At the same time, in the psychological literature there is no uniform definition of the concept of “behavioral disorders” in children.

Specialists in most human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. All this leads to the fact that the same term can have completely different meanings in different sciences.

Neuroscientists study the neural mechanisms underlying behavioral disorders.

Psychiatrists collect data on the behavioral characteristics of people with serious mental disorders.

Sociologists are busy studying what social conditions give rise to behavioral deviations.

At the present stage of development of science, an understanding is being formed that human behavior disorders are a phenomenon that is the subject of interdisciplinary research.

Behavior is defined as the psychological and physical manner of behaving, taking into account the standards established in the social group to which the individual belongs.

In this regard, behavioral disorders are considered as repeated, sustainable actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of widespread maladaptation of behavior, which manifests itself either in the violation of the rights of other people, or in violation of social norms or rules characteristic of a given age.

From the point of view of social orientation there are:

socialized antisocial behavior, characteristic of children who do not have pronounced mental disorders and easily adapt to various social conditions due to the low moral and volitional level of behavior regulation;

and unsocialized aggressive behavior observed in children with a negative emotional state, which is the child’s reaction to a tense, stressful situation or mental trauma, or is a consequence of unsuccessful resolution of some personal problems or difficulties (15).

Let us turn to the problem of children's maladaptation in older preschool age. Determining the essence and main directions of the principles of psychological and pedagogical work with maladaptive children in preschool educational institutions requires an analysis of the phenomenon of childhood maladjustment as a whole. An appeal to the works of domestic foreign authors shows that the designated phenomenon appears to be complex and multifaceted. Suffice it to say that in science there is no single explanation and single classification of essential characteristics, signs, indicators, factors of the emergence and development of the state of maladjustment in children and adolescents.

In the specialized literature, two terms are used to denote essentially the same (or at least similar) phenomena: the term “disadaptation” and “disadaptation.”

The prefix "dis" (Latin origin) or "dis" (Greek) means "difficulty, disturbance, disorder, imbalance." Therefore, the term “disadaptation” means a disorder, to one degree or another, a violation of the ability of the adaptive system to adequately respond, adapt, and have a chance to restore adaptation. In turn, the French prefix “deux” denotes loss, separation, removal, destruction, absence of something.

Therefore, according to a number of researchers, maladjustment means certain persistent difficulties that arise for an individual in any social environment (in particular, for a schoolchild in school conditions) (L.N. Vinokurov).

Meanwhile, due to the undoubted similarity of the designated terms in scientific usage, the use of the term “maladjustment” is more traditional. This concept, in its functional and semantic characteristics, is the antipode to the concept of “adaptation”. In the context of the concept of activity of A.N. Leontiev, personality adaptation is understood as an individual’s active assimilation of social experience, mastery of communication skills, and social roles. In general, according to most authors, socio-psychological adaptation is a process that contributes to successful socialization, personality development and its appropriate education.

When considering the phenomenon of childhood maladaptation, it is necessary to determine the range of phenomena of a psychological and pedagogical nature that are, to one degree or another, related to the maladaptive development and behavior of children.

Giving a general description of childhood maladjustment, S.A. Belicheva notes the undoubted connection of this phenomenon with the phenomenon of difficult education and pedagogical neglect. Thus, the researcher writes: “Under the conditions of family and public education, certain forms of child maladjustment are perceived by teachers and parents as “difficulty in educating.” Difficulty in educating presupposes the child’s resistance to targeted pedagogical influence, caused by a variety of reasons, including pedagogical miscalculations of educators, parents, mental and physical defects. social development, temperamental characteristics, other personal characteristics of pupils that complicate their social adaptation, assimilation of educational programs and social roles... In this regard, maladjustment of children is understood as the result of internal or external (sometimes complex) deharmonization of the interaction of the individual with himself and society, manifested in internal discomfort, disturbances in the activities, behavior and relationships of the child’s personality.

As L.S. believes Ivanov, one of the leading factors and manifestations of a child’s maladaptive state in preschool age is trouble in his emotional and personal sphere. The appearance of symptoms of the indicated trouble (anxiety, fears) in preschoolers indicates, in the author’s opinion, the presence of more or less pronounced adaptation disorders, where emotional trouble plays the role of a prerequisite, the initial stage of the emergence of maladjustment, being at the same time its zero level (pre-maladaptation). At the same time, L.S. Ivanova believes that the main psychological indicator of the ill-being of a child’s personal development is childhood anxiety.

According to L.N. Vinokurova, “group risk” in the context of possible maladjustment includes children with a reduced level of general health, an increase in cases of vegetative-vascular dystonia, and the manifestation of symptoms of mental maladjustment in the form of neurotic reactions and neurotic disorders that arise in situations of psycho-emotional stress.

EAT. Ekelova-Bagaley identifies three groups of causes of childhood maladjustment:

psychological factors, which include the intellectual personal characteristics of the child: low level of intelligence, inadequate level of aspirations, hyperactivity, weakness of volitional processes, lack of cognitive interests, lack of formation of appropriate motivation;

microsocial factors, which include unfavorable family and living conditions, conflict situations among peers in an educational institution;

biological factors; One of the leading factors of this kind is biologically determined brain failure (both congenital, including hereditary, and acquired residual organic pathology).

V.E. Kagan classified the causal factors of school maladaptation (primary school age), which can be interpreted in the context of senior preschool age:

understanding of childhood maladaptation as didactogeny, when the learning process in terms of information overload of the brain is recognized as a psychotraumatic factor. At the same time, the most didactogenically vulnerable are children with disorders in the analyzer system, physical defects, uniformity and asynchrony of development, and those whose intellectual capabilities are close to the norm;

understanding of childhood maladaptation as a consequence of didascalogenies, that is, mental disorders caused by the teacher’s incorrect behavior;

seeing the main cause of childhood maladjustment in the congenital or constitutional vulnerability of the child’s central nervous system;

the idea of ​​school maladaptation as a result of disturbances in family relationships.

According to E.B. Bezzubova, there are two types of maladaptation of a child’s personality in senior preschool and primary school age: “cognitive” and “personal.”

The cognitive type is characterized mainly by a violation of learning ability itself. Such a violation is a consequence of the influence of two groups of factors: impairment of intelligence and its prerequisites (attention, memory, performance); violation of “school skills” (motor skills, counting, reading, speech). The personal type of maladaptation is characterized by a violation of socialization processes, which are manifested in limiting the range of available forms of interpersonal communication. Maladaptation of children in a preschool institution determines their subsequent school maladjustment.