Factors determining the occurrence of behavioral disorders in preschool children. Textbook: Fundamentals of psychological counseling and psychological correction. Long-term game lesson plan

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Behavioral disorders in preschool children, methods and techniques of correction

The study and prevention of negative phenomena in the behavior of people in any society is a problem of paramount importance.

Currently, the problems of studying the psychological causes of behavior disorders in children are attracting more and more attention.

Both domestic and foreign scientists studied the problem of shyness: Gasparova, Zakharov, Orlov. Anxiety was examined by Sinyagina and Zakharov.

Psychological research shows that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places.

According to reference literature, 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, persistent actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of deeply widespread maladaptation of behavior.

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

1. Standards corresponding to the age characteristics and gender of the child. Some behaviors are only normal for children of a certain age, and often the behavior of boys and girls is very similar, and this is normal.

2. 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.

3. 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.

4. Sociocultural environment. 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.

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

6. Type of symptom. Symptoms vary. Some are caused by improper upbringing of the child, others by mental disorder.

7. 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.

8. 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.

9. 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.

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

Conventionally, we can distinguish 3 groups of children with behavioral problems:

1. 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.

2. 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.

3. 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.

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 things.

In any case, such behavior is motivated by the need for attention, some dramatic events.

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.

Shyness . 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.

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. 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.

Prevention of behavioral disorders in childhood

Prevention is a set of proactive measures aimed at preventing unwanted behavior.

Two key processes central to preventive measures are risk factors and protective factors.

Risk factors- biological, psychological and environmental forces that lead to an increased likelihood of behavioral disturbance. Risk factors include genetics, difficult temperament, inadequate parenting skills, poor parental monitoring, and environmental deprivation (inadequate need satisfaction).

Identifying risk factors and working with them is only part of the preventive work; the other is working with protective factors.

Protective factors These are personal and environmental characteristics that protect, in whole or in part, from the negative influence of risk factors.

Protective factors are those characteristics of the individual or environment that mediate the negative impact of risk factors and contribute to the development of a person’s competencies (the ability to apply knowledge, skills, and successfully act on the basis of practical experience when solving problems in a certain broad area).

These include: genetics, intelligence, calm temperament, good relationships with caregivers, positive relationships with peers, positive relationships with teachers, effective parenting skills, effective parental monitoring.

Based on protective factors, we can highlight the following areas of preventive measures:

· Building relationships with educators and teachers;

· Optimization of parent-child relationships;

· Organization of a development environment.

In the course of experimental studies, a number of personal qualities of a teacher were identified that directly or indirectly influence behavioral disorders in children: increased mood variability, fatigue, irritability, indecisiveness and anxious suspiciousness, hypercontrol, emotional coldness, as well as a low level of sensitivity, openness, desire to attract get the children's attention. aggression behavior shyness preschooler

Child-parent relationships are of paramount importance for children's mental health. A condition for the development of a child’s self-awareness is a positive perception by parents of their parental functions.

Overcoming behavioral disorders in children is also possible through the organization of a developmental environment.

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.

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.

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Let us remind you once again that we will talk about those behavioral disorders in preschoolers that are characteristic of ordinary children, whose development occurs within the norm. We must not forget that each disorder is based not only on the pedagogical mistakes of adults, but also on a certain weakness of the central nervous system, due to both its age-related immaturity and very frequent cases of minimal brain damage due to an unfavorable course of pregnancy or childbirth, which are usually overcome with proper upbringing by 7-8 years.

Working with children who have certain behavioral disorders can be carried out in different forms. One of the most popular methods today is psychotherapeutic work with a group of children whose behavior is characterized by a certain difficulty. However, group classes themselves are not capable of changing a child’s type of behavior; they can only “stir up” the situation, aggravate and reveal the true problem underlying the complication that has arisen. Further work with the child to develop the desired type of behavior falls on the shoulders of those adults who care for the child day after day and communicate with him, i.e., his parents and educators. The psychologist sets the main direction of this work, determines general tactics, corrects and regulates the course of the educational process, providing constant advisory assistance.

Aggressiveness

Many young children tend to be aggressive. The child’s experiences and disappointments, which seem petty and insignificant to adults, turn out to be very acute and difficult to bear for the child precisely because of the immaturity of his nervous system, so the most satisfactory solution for the child may be a physical reaction, especially if the child’s ability to express himself is limited.

There are two most common causes of aggression in children:

1) fear of being injured, offended, attacked, or damaged. The stronger the aggression, the stronger the fear behind it;

2) 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, break necessary things, and set them on fire. 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 what is called verbal aggression(insulting, teasing, swearing), which is often backed by an unsatisfied need to feel strong or to get even for one’s 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, nevertheless 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. In this case, it is useful to give the child an alternative to swearing - words that can be pronounced with feeling as a release (“Christmas tree, sticks,” “Go to hell”).

How to work with children who show the forms of aggressiveness described above? If a teacher or psychologist comes to the conclusion that the child’s aggression is not painful in nature and does not suggest a more severe mental disorder, then the general tactic of work is to gradually teach the child to express his displeasure in socially acceptable forms. The main ways of working to overcome children's aggressiveness are tactics of adult behavior, which can ultimately lead to the elimination of unwanted forms of child behavior. Constancy and consistency in the implementation of the type of behavior chosen by adults towards the child are important.

The first step on this path is to try restrain the child’s aggressive impulses immediately before they manifest themselves. This is easier to do with physical aggression than with verbal aggression. You can stop the child by shouting, distract him with a toy or some activity, or create a physical obstacle to an aggressive act (take your hand away, hold him by the shoulders).

If the act of aggression could not be prevented, it is imperative to show the child that such behavior is absolutely unacceptable. A child who displays an aggressive behavior is subjected to severe condemnation, while his “victim” is surrounded by increased attention and care from an adult. This situation can clearly show the child that he himself only loses from such actions.

In case of destructive aggression an adult must briefly but clearly express his dissatisfaction with such behavior. It is very useful to offer your child every time to clean up the destruction he has caused. Most often, the child refuses, but sooner or later he may respond to the words: “You are already big and strong enough to destroy everything, so I am sure that you will help me clean up.” Cleaning as a punishment for what has been done is ineffective; The leitmotif of the adult’s arguments should be the belief that the “big” boy should be responsible for his affairs. If the child does help clean up, he should definitely hear a sincere “thank you.”

Verbal aggression is difficult to prevent, so you almost always have to act after the act of aggression has already occurred. If the child’s offensive words are addressed to an adult, then it is advisable to ignore them altogether, but at the same time try to understand what feelings and experiences of the child are behind them. Maybe he wants to experience a pleasant feeling of superiority over an adult, or maybe, in anger, he does not know a softer way to express his feelings.

Sometimes adults can turn a child’s insults into a comic squabble, which will relieve tension and make the quarrel itself funny. If a child insults other children, then adults should advise them how to respond.

When working with aggressive children, you should always keep in mind that any manifestations of fear among others of a child’s aggressive attack can only stimulate it. The ultimate goal of overcoming a child's aggressiveness is to make him understand that there are other ways to show power and attract an audience that are much more pleasant from the point of view of the response of others. It is very important for such children to experience the pleasure of demonstrating a new behavior skill in front of a sympathetic audience.

To overcome and prevent the aggressive behavior of young children, you can use collective games that help them develop tolerance and mutual assistance.

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. A quick temper is an expression of despair and helplessness rather than a manifestation of character. However, it causes both adults and the child himself a lot of inconvenience and therefore requires overcoming.

As with an aggressive outburst, a temper tantrum must be prevented. In some cases it is possible distract the child in others, on the contrary, it is more expedient to leave it, leaving it without an audience. Older children are allowed encourage you to express your feelings in words.

If the child has already lost his temper, then it will not be possible to reason with him. Soothing words will not work. A calm emotional tone is important here. When the attack passes, comfort will be needed, especially if the child himself is frightened by the strength of his emotions. At this stage, the older preschooler can already express his feelings in words or listen to the explanations of an adult. An adult should not give in to a child just to avoid causing a seizure, but it is important to evaluate whether the adult’s prohibition is really of fundamental importance, whether he is fighting over a trifle, and whether this is not just false adherence to principles and self-affirmation.

Passivity

Often, adults do not see any problem in the child’s passive behavior; they believe that he is simply “quiet” and has good behavior. However, this is not always the case.

Children experience a variety of and not the most pleasant emotions. The child may be unhappy, depressed or shy. The approach to such children must be gradual, because it may take a long time before a response appears.

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

Simply ordering him to stop the activity is unlikely to work as it helps the child cope with his mental state. Anything that helps him express emotions will be more effective. It is also necessary to find out what events or circumstances caused this condition in the child, since awareness will help you find ways to establish contact with him. If age allows (over 4 years), you can encourage the child to express his feelings in a game or in a confidential conversation. The main directions of work with such a child are to help express their experiences in a different, more acceptable form, gain their trust and affection, and resolve in direct contact with the parents the situation that causes such difficult experiences in the child.

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

There is always a risk that a child will become too attached to the adult who brought him out of his “shell.” It is necessary to help the child gain self-confidence, only then will he be able to leave the care of one adult whom he trusts, and learn to get along with new people - peers and adults.

Hyperactivity

If the types of behavioral disorders described above are, to a greater extent, the result of errors in upbringing and, to a lesser extent, a consequence of the general age-related immaturity of the central nervous system, then the hyperdynamic syndrome may be based on microorganic lesions of the brain resulting from complications of pregnancy and childbirth, debilitating somatic diseases of early childhood. age (severe diathesis, dyspepsia), physical and mental trauma. No other childhood difficulty causes as many criticisms and complaints from parents and kindergarten teachers as this one, which is very common in preschool age.

The main signs of hyperdynamic syndrome are: distractible with attention and motor disinhibition. A hyperdynamic child is impulsive, and no one dares to predict what he will do next. He himself does not know this. He acts without thinking about the consequences, although he does not plan anything bad and is sincerely upset about the incident of which he becomes the culprit. He easily endures punishment, does not remember insults, does not hold a grudge, constantly quarrels with his 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.

The peak manifestations of hyperdynamic syndrome are 6-7 years. In favorable cases, by the age of 14-15 its severity is smoothed out, and its first manifestations can be noticed already in infancy.

The child's distractibility and motor disinhibition must be persistently and consistently overcome from the very first years of his life. It is necessary to clearly distinguish between purposeful activity and aimless mobility. It is impossible to restrain the physical mobility of such a child; this is contraindicated in the state of his nervous system. But his motor activity must be directed and organized: if he runs somewhere, then let it be to carry out some kind of assignment. Outdoor games with rules and sports activities can provide good help. The most important thing is to subordinate his actions to the goal and teach him to achieve it.

In older preschool age, a hyperdynamic child begins to be taught perseverance. When he runs around and gets tired, you can offer him to do modeling, drawing, design, and you must try to make sure that the interest in such an activity encourages the child to complete the work he has begun. At first, the persistence of adults is required, who sometimes literally physically hold the child at the table, helping him complete the construction or drawing. Gradually, perseverance will become habitual for him and, upon entering school, he will be able to sit at his desk for the entire lesson.

If correctional work with a hyperactive child is carried out consistently from the first years of his life, then we can expect that by the age of 6-7 years the manifestations of the syndrome will be overcome, otherwise, upon entering school, the hyperactive child will face even more serious difficulties. Unfortunately, such a child is often considered simply disobedient and ill-mannered and they try to influence him with strict punishments in the form of endless prohibitions and restrictions. As a result, the situation only gets worse, since the nervous system of a hyperdynamic child simply cannot cope with such a load and breakdown follows breakdown. Particularly devastating manifestations of the syndrome begin to affect approximately 13 years of age and older, determining the fate of an adult.

Garbuzov V.I. Nervous children. - L., 1990.

Practical psychology of education / Edited by I. V. Dubrovina. - St. Petersburg: Peter, 2004.

Material prepared by Elena Duginova

Prevention and correction of behavioral disorders in preschool children

COURSE WORK

Content

Introduction 3

Chapter I. Basic theoretical and methodological approaches to the problem of behavior disorders in children 6

§1.1. Phenomenonbehavioral disorders in psychological science 6

§1.2. Prevention of behavioral disorders in childhood 14

§1.3 Features of behavioral disorders and their psychological correction in preschool age 22

ChapterII. Experimental study of behavioral disorders in children of senior preschool age (using the example of aggressive behavior) 31

§2.1. Diagnosis of aggressive behavior in children of senior preschool age 31

§2.2. Implementation of a play therapy program as a means of correcting aggressive behavior in children of senior preschool age and evaluation of its effectiveness 39

Conclusions 46

Bibliography 50

Introduction

The study and prevention of negative phenomena in the behavior of people in any society is a problem of paramount importance. This problem acquires particular significance in states that are in a state of socio-economic crisis. At firstXXIcentury, the problem of behavioral disorders remains popular both in foreign and domestic psychology.

Specialists from many human sciences - neurophysiologists, psychologists, sociologists, lawyers, psychiatrists - study behavioral disorders. Each discipline has its own perspective of analysis. Psychologists classify behavioral disorders as increased aggressiveness, autism, excessive isolation, anxiety, and others.

Currently, more and more attention is being drawn to the problems of studying the psychological causes of behavior disorders in children of various ages, and developing psychoprophylaxis and correction programs.

The problem of childhood aggression is particularly relevant. The problem of aggression in children and the process of formation of aggressive behavior, as well as the search for ways to correct it, starting from preschool childhood, were considered in the works of domestic psychologists E.M. Gasparova, A.D. Kosheleva, N.D. Levitov, T.G. Rumyantseva, I.A. Furmanov, foreign authors A. Adler, A. Bandura, H. Heckausen. Both domestic and foreign scientists studied the problem of shyness: D. M. Baldwin, E. I. Gasparova, A. A. Zakharov, F. Zimbardo, D. Izard, Yu. M. Orlov, T. O. Smoleva, D. B. Watson, W. Stern. Anxiety was considered by K. E. Izard, N. Yu. Sinyagina, A. I. Zakharov, A. M. Prikhozhan.

In connection with progressive political and social changes, society needs socially mature, free individuals with legal knowledge, but at the same time, the social crisis processes occurring in modern Russian society negatively affect the psychology of people and have a negative impact on physical and mental development preschooler. arisecontradictions between the demands of society and the child’s capabilities. Teachers are faced with the following tasks: to overcome emerging contradictions and teach the child to control his behavior, help him realize his needs for self-expression, self-affirmation, demonstrate his abilities, evaluate himself and be appreciated by others.

Purpose of the study: to determine the specifics of manifestations of behavioral disorders in children of senior preschool age and the possibilities of their correction and psychoprophylaxis.

Object of study: behavior of children aged 5-7 years.

Subject of study: features of behavioral disorders in preschool children and their correction (using the example of aggressive behavior).

Hypothesis: Taking into account the specifics of behavioral disorders in preschoolers and the correctional capabilities of group play therapy, it is suggested that work to reduce the level of aggression in preschool age will be an effective means of correction if the following areas of work are chosen:

Research objectives:

Conduct a theoretical analysis of the problem of behavioral disorders;

Reveal the specifics of preventing behavioral disorders in childhood;

Analyze the features of behavioral disorders and their psychological correction in preschool age;

Select research methods and diagnose aggressive behavior in children of senior preschool age;

To implement a play therapy program to correct aggressive behavior in children of senior preschool age and evaluate its effectiveness.

Research methods: analysis of scientific literature, structured observation, questioning, testing, document analysis.

Research base:

CHAPTER 1. Basic theoretical and methodological approaches to the problem of behavior disorders in children

§1.1. The phenomenon of behavioral disorders in psychological science

Psychological studies show that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places (9). At the same time, in the psychological literature there is no single definition of the concept of “behavioral disorders” in children.

Specialists from almost all human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. 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.

According to reference literature (18), 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, persistent actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of deeply widespread maladjustment of behavior (18). 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.

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).

A similar classification of behavioral disorders is proposed by V.T. Kondrashenko, defining them as a deviation from the norm of externally observable actions (actions), in which a person’s internal motivation is realized, manifested both in practical actions (real behavioral disorder) and in statements, judgments (verbal conduct disorder) (11)

To determine the severity of a child’s disorder, M. Rutter (16) offers the following criteria for assessing possible deviations in any behavior:

1. Standards corresponding 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.

4. 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.

5. 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.

6. Type of symptom. Symptoms vary. Some are caused by improper upbringing of the child, others by mental disorder.

7. 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.

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

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 .

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.

intense feelings of tightness and self-concentration, introspection with chronic uncertainty extending to all activities.

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. In psychology, anxiety is understood as a person’s tendency to experience anxiety, i.e. an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

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.

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.

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:

1. Aggressive children - V

- O

–

§1.2. Prevention of behavioral disorders in childhood

Prevention is a set of proactive measures aimed at preventing unwanted behavior (2).

Two key processes central to preventive measures are risk factors and protective factors. Experts say that there are circumstances in a person’s life that can contribute to the development of behavioral disorders; these circumstances are calledrisk factors . At the same time, there are a number of other factors that keep a person from committing violations, and they are calledprotective factors. If risk factors in a person's life are stronger than protective factors, then there is a possibility that he/she will be susceptible to developing behavioral disorders.

Risk factors are environmental, biological, psychological, and forces associated with interactions with the environment that lead to an increased likelihood of behavioral disturbance.

The likelihood of developing a behavioral disorder increases sharply with the number of risk factors. Some risk factors are common to a wide range of emotional and behavioral problems, while others have more specific effects.

Risk factors that play an important role in the development of behavioral and emotional problems in childhood: genetics, tore temperament, ninadequate parenting skills, antisocial peer groups, poor parental monitoring, socioeconomic disadvantage and environmental deprivation (inadequate need satisfaction).

Knowledge of risk factors provides specialists with numerous targets for prevention. But it is important to remember that many individuals who are exposed to risk factors do not develop emotional and behavioral problems. The fact is that identifying risk factors and working with them is only part of the preventive work, the other is working with protective factors.

Protective factors are personal and environmental characteristics that protect, in whole or in part, from the negative influence of risk factors.

Protective factors are those characteristics of the individual or environment that mediate the negative impact of risk factors and contribute to the development of a person’s competencies (the ability to apply knowledge, skills, and act successfully on the basis of practical experience when solving problems in a certain broad area)

Protective factors include: genetics, andintelligence, withcalm temperament, xgood relationships with caregivers, npositive relationships with peers, ppositive relationships with teachers, eeffective parenting skills, effective parental monitoring.

The development of social competencies is associated with the development of emotional control, readiness to cooperate with peers and adults, and the ability to assimilate and apply social rules and norms.

Based on protective factors, we can highlight the following areas of preventive measures:

Building relationships with educators and teachers;

Optimization of parent-child relationships;

Organization of the development environment.

In the course of experimental studies (20), a number of personal qualities of a teacher were identified that directly or indirectly affect behavioral disorders in children:

Personal anxiety and overcontrol behavior on the part of the teacher through dominance or overprotection, which leads to a decrease in the child’s social activity and complicates the formation of his subjectivity.

Predominant development of verbal intelligenceamong teachers and, as a consequence, the predominance in their work of verbal forms of teaching and upbringing, which conflicts with the underdevelopment of verbal intelligence in children, which negatively affects the results of children's activities.

Behavioral aggressiveness of teachersagainst the backdrop of inadequateself-esteem means that they unconsciously provoke responses from children.

Indifference, formal relationshiptowards a sensitive, unbalanced and unprotected child destroys personal-emotional communication and does not contribute to solving the child’s problems.

Inadequate attitude towards oneself and a poorly differentiated image of the teacher’s “I”suggests that educators and teachers have little understanding of themselves and their own problems. Not being able to correctly evaluate and accept themselves, they are unable to do this in relation to problem children, for whom acceptance and recognition by others is the most pressing problem.

Children's behavior can also be negatively influenced by suchpersonal characteristics of teachers, such as: increased mood variability, fatigue, irritability, indecisiveness and anxious suspiciousness, hypercontrol, emotional coldness, as well as a low level of sensitivity, openness, and the desire to attract the attention of children.

For kindergarten teachers, according to R.V. Ovcharova, the problem of improving pedagogical skills is especially relevant, since according to many indicators of the development of professional qualities they do not reach the zone of optimality. Low professional competence leads to low quality of the pedagogical process, is ineffective for ordinary children, and for problem children, leads to demotivation of cognition and learning, underdevelopment of cognitive interests (14).

To overcome the difficulties described above, you can offer psychotechnical games and exercises to N.V. Samukina (17), which can be used by a psychologist to help teachers cope with neuropsychic stress and contribute to the harmonization of the teacher’s inner world.

Practicing psychotechnical games does not require a lot of time or special premises. It is necessary to develop the teacher’s habit of psychotechnical actions, to create the need for psychological stability and internal order. Training sessions with teachers should be conducted under the guidance of specialists with special psychological education.

The games used are divided into five types:

1. Relaxation games. Within 2-5 minutes spent performing psychotechnical exercises, the teacher can relieve fatigue and gain a state of inner freedom, stability, and self-confidence. While performing these exercises, he takes a peculiar“psychological shower”, which cleanses the psyche and promotes quick and effective relaxation.List of games: “Inner Meadow”, “Press”, “Tree”, “Mood”, “Proverbs”, “Memories”, “Book”, “Maria Ivanovna”, “Head”, “Hands”, “I am a child” , “Openness”, “Rhythm”, “I am a reservoir”.

2. Adaptation games. They are used during the period of adaptation of a young teacher to professional activity, change of teaching staff, after a long break in work, vacations. They contribute to the development of self-control and volitional processes. The following games are used: “Focus”, “Breathing”, “Psychoenergetic umbrella”, “Distribution of attention”, “Switching attention”, “Animal”, “Emotion”.

3. Formula games. These games are used for verbal self-hypnosis. Formulas can be pronounced silently or out loud when preparing for a lesson, during the work day, or before a difficult situation. The pronunciation of formulas is not necessarily carried out exactly according to the text. For quick use of the formula, it is advisable to have a short text. The beginning of the formula is of great importance: “My desire is to have...”, “I can do everything...”, “I am convinced that...”, “I believe that...”. The self-hypnosis formula is repeated up to seven times. At the same time, belief in the “magical effects” of spoken words is important.

4. Games of liberation. This is a methodical expression of the idea of decentration. Any tense mental state is characterized by a narrowing of consciousness and a person’s hyperconcentration on his experiences. There are several forms of decentration: role (reincarnation of a person into another object), intellectual (produced by looking at oneself from the outside, a “psychological mirror”), communicative (implemented during a dialogue with a change in communicative positions, for example, bad - good). List of liberation games: “Dialogue”, “Video Camera”, “Bad - Good”, “My Enemy is My Friend”.

5. Communication games. In the course of working with teachers, it is possible to organize communication games that would enable the teacher to understand the feelings of another participant in the educational process. Their meaning is to change position, role, when the teacher plays out various situations from the position of a child, a parent, or a leader.

Child-parent relationships are of paramount importance for children's mental health. T. Harris believed that “the best way to help children is by helping their parents”. Group consultation model and preventive parenting developed by H. Ginott (22). This model is based on the desire to teach parents to reorient their attitudes depending on the needs of the child.

A condition for the development of a child’s self-awareness is a positive perception by parents of their parental functions. This is exactly what the model is aimed at: parents should view their parenting experience positively and not feel any sense of guilt towards their children. H. Ginotta distinguishes three forms of parenting:

Group therapy is to achieve permanent changes in the personality structure of the parent. Psychotherapy is intended for people with emotional disturbances who suffer from an inability to resolve parent-child relationship problems.

Group consultations should help parents cope with the problems that arise when raising children. No structural changes to the human personality are needed here; the main thing is to help parents avoid unnecessary stress and better navigate various family situations. During conversations in groups, parents tell 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 parenting 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).

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, blankets, 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 paralon 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.

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 path of increasing the level of pedagogical skills, emotional stability, andOptimization 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.

§1.3 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 disorders and requirescorrection 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 – an 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 activities,

decreased self-esteem,

disturbances 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 therapies (various types of trainings, psycho-gymnastics),

social therapies.

Play therapy - the most popular method used in working with children, as it most closely meets developmental goals and is applicable to almost all types of behavior disorders.

Play for a child is also a form of “self-therapy”, thanks to which various conflicts and problems can be responded to. In a relatively safe play situation, the child allows himself to try out different ways of behavior.

Famous Russian psychologist O.A. Karabanova identifies the following as the main psychological mechanisms of the game’s corrective effects:

modeling the system of social relations in a visually effective form in special gaming conditions, exploring them by the child and his orientation in these relations;

changing the child’s position in the direction of overcoming cognitive and personal egocentrism and consistent decentration, due to which the awareness of one’s own self in the game occurs and the measure of social competence and ability to resolve problem situations increases;

the formation of real relationships along with game relationships, i.e. equal partnerships of cooperation and cooperation between the child and peers, providing the opportunity for positive personal development;

organization of step-by-step development in the game of new, more adequate ways of orienting a child in problematic situations, their internalization and assimilation;

organizing the child’s orientation towards identifying the emotional states he is experiencing, ensuring their awareness through verbalization and, accordingly, awareness of the meaning of the problem situation as a whole and the formation of its new meanings;

formation of the child’s ability to voluntarily regulate activity based on the subordination of behavior to a system of rules governing the fulfillment of a role and rules governing behavior in the playroom.

A.I. Zakharov For better organization of the gameplay, he suggests adhering to certain rules:

when choosing game topics, you should take into account the child’s interest and their significance for correction;

the game should be structured in such a way as to promote the development of the child’s emotionality and initiative;

the specialist should not comment on the game;

the influence on the child can only be carried out through a simulated game situation and the characters’ personalities;

the ratio of spontaneous and directed components of play therapy should depend on the personal characteristics of the patient and his condition.

It is advisable to carry out play therapy as a means of correcting behavioral disorders in children of senior preschool age in blocks: in the form of individual and group therapy, taking into account the principles of the dynamics of mental development.

According to A.I. Zakharov, E. Eidemillerindividual play therapy it is more advisable to start with spontaneous play - at the stage of acquaintance and diagnosis in order to relieve tension, improve contact and increase interest in the specialist and corrective measures. Spontaneous play performs diagnostic, correctional and educational functions.

For play therapy, a room is specially equipped and toys are selected. In this room, the most significant person is the child: here he commands the situation and himself, here no one tells him what to do, no one criticizes what he does, no one finds fault or gives advice, pushes him on, does not interfere in his personal world. In the play therapy experience, the child has the opportunity to explore himself in interaction with the play therapist. During play therapy, children, having the opportunity to believe that all their actions are the product of their desires and that they can control them, begin to believe in themselves, gain self-esteem, open up and receive relief. Usually the child looks forward to the next lesson. And it’s not surprising: it’s nice to feel like a free, respected person, yourself.

Collective play therapy is carried out with the aim of children receiving positive feedback and developing their ability to interact with others without conflict. When play therapy is conducted correctly, an atmosphere of trust, safety and frankness is established in a group of children. We can say that the motto of play therapy is “not to control, but to understand.”

primary goalart therapy consists in harmonizing the development of personality through the development of abilities of self-expression and self-knowledge. Expanding the possibilities of self-expression and self-knowledge in art, in comparison, for example, with play, is associated with the productive nature of art - the creation of aesthetic products that objectify the child’s feelings, experiences and abilities, facilitating the process of communication with other people.

The following types of art therapy are distinguished depending on the nature of the creative activity and its product: drawing therapy based on the visual arts, bibliotherapy as literary writing and creative reading of literary works, drama therapy, music therapy, etc.

There is a distinction between directive art therapy, where the task is posed directly to the child: the theme of the drawing is set, guidance is provided in the search for the best form of expression, and assistance is provided in drawing. This form of art therapy is used in cases of fears, phobias, and anxiety. In non-directive art therapy, the child is given freedom both in choosing the topic itself and in choosing the form of its expression. The psychologist emotionally supports the child and, if necessary, helps him technically. This form of art therapy is used in cases of low self-esteem and negative distorted image.

In preschool age, drawing therapy, fairy tale therapy and music therapy are most often used. The child’s drawing is directly and directly related to the game, woven into the game, being a development of the plot and a continuation of the game itself. In comparison with other psychocorrective methods, art therapy has its advantages in cases of severe emotional disorders, a low level of development of play activity in a child, and undeveloped communicative competence.

As a result of the use of art therapeutic methods in correctional work with children, it is possible to ensure an effective emotional response, giving it socially acceptable acceptable forms even in cases of aggressive manifestations; facilitate the communication process for children who are withdrawn, shy or poorly peer-oriented; develop arbitrariness and the ability for self-regulation, the child’s awareness of his feelings, experiences and emotional states.

Methodbehavioral training is aimed at teaching the child adequate forms of behavior in problem situations, at increasing the level of “executive competence” in relation to certain situations of interaction and communication with the social environment, the objective world. Proponents of behavioral training as a method of group work with children proceed from the assumption that the cause of a significant proportion of a child’s difficulties is his lack of appropriate skills.

Elements of the behavioral training method are widely used in correctional work with children and their parents in the organization of teaching new behavior that is more effective than the old one; in the method of sequential transition from game situations to conditional and real life situations during behavior training and, finally, in the “homework” method, used mainly when working with parents.

Methodsocial therapy is a method of psychological influence based on the use of social acceptance, recognition, social approval and positive assessment of the child by a significant social environment - both adults and peers. The method of social therapy ensures, firstly, the satisfaction of the individual’s need for social recognition and, secondly, the formation of adequate methods of social interaction in children with a low level of communicative competence.

Methodstatus psychotherapy based on the age-related movements of the child, which make it possible to regulate the child’s status in the group and purposefully regulate the relative success of his activities. For example, a relative increase in the success of an unpopular, “isolated”, “neglected” child by transferring him to a group of younger children, lowering the status of relative success by transferring to a group of older children can be recommended for correcting the personal development of children with an egoistic orientation, authoritarian tendencies and manifestations of aggressive behavior.

When implementing methods of social and status psychotherapy, the following rules must be observed:

Their use is possible only when other methods have proven ineffective or in cases where emergency psychological intervention is required.

It is necessary to carefully determine the reasons for the child’s difficulties.

Mandatory coordination of the issue of age-related movements of the child with the administration of the child care institution, teachers and parents.

Justification for age-related transfers for the child himself: transfer to a younger group can become additional psychological trauma for the child, therefore it is necessary to explain to him his so-called new status - “adult assistant”.

Thus, it becomes obvious that failure to comply with the conditions for the mental and personal development of preschool children leads to behavioral disorders and requires

play therapy,art therapy (visual, fairy tale, music, etc.),behavioral therapy (various types of trainings, psycho-gymnastics),social therapy, each of which highlights the mainpsychological mechanisms of corrective influence on the child’s personality.

CHAPTER 2. Experimental study of behavioral disorders in children of senior preschool age (using the example of aggressive behavior)

§2.1. Diagnosis of aggressive behavior in children of senior preschool age

We conducted an experimental study, the purpose of which was to determine the specifics of manifestations of aggressive behavior in preschool children and corrective work with children who have this behavior problem.

There was a need to solve the following problems:

selection of research methods and diagnostics of aggressive behavior in children of senior preschool age;

implementation of a play therapy program to correct aggressive behavior in children of senior preschool age;

generalization and description of the results of this experimental work

Taking into account the specifics of behavioral disorders in preschoolers and the correctional capabilities of collective play therapy, we hypothesized that work to reduce the level of aggression in preschool age will be an effective means of correction if the following areas of work are chosen:

teaching aggressive children acceptable ways to express anger;

teaching children the skills to recognize and control negative emotions, the ability to control themselves in situations that provoke outbursts of anger;

formation of the ability to empathy, trust, sympathy, empathy.

In accordance with the purpose, objectives and hypothesis of the study, we chose the following methods:

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

Conversation with children on the topic: “Me and TV”;

Structured observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.).

Let us describe these methods in more detail:

1. Questionnaire for parents of Lavrentieva G.P. and Titarenko T.M. (Appendices 1.1, 1.2)

Target:

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

- 11-15 points.

- 6-10 points.

Low level of aggressiveness-1-5 points.

2. Conversation with children on the topic: “Me and TV” (author’s development by V.D. Purin) (Appendices 2.1, 2.2) .

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

The tester (psychologist or teacher), in the form of a conversation, conducts four test tests individually with each child to determine his attitude to issues related to the manifestation of aggressiveness on television, which also indicates his personal aggressiveness (or predisposition to it). If a question or answer is not clear to the child, the tester repeats it. Moreover, the child must choose one of three ready-made answers, or come up with his own answer. For the answer to each question, the subject receives from 0 to 2 points, depending on the degree of “approximation” of the answer to the highest manifestation of aggressiveness. A point of 0 is given when choosing answers with the letter “a” (lack of aggressiveness), 1 point - in this case, the child selects an answer with the letter “b”, corresponding to the presence of a certain amount of aggressiveness (but very low); 2 points – if the child chooses an answer with the letter “c” (corresponding to a high level of aggressiveness). If a child comes up with his own answer options, points for them are awarded using the same strategy as when choosing “ready-made” answers. 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 scale:

Increased level of aggressiveness - 7-8 points.

High level of aggressiveness- 5-6 points.

Medium level of aggressiveness- 3-4 points.

Low level of aggressiveness- 0-2 points.

3. C (Appendices 3.1, 3.2).

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

Equipment: observation card, including 18 fragments - fixed forms of behavior, in this case aggressive (the tester observes the child during a training session at a preschool educational institution and records the results at the end of it).

Instructions. In the answers you should only put “+” (which means YES, present); or "-" (meaning NO, missing). Each “+” corresponds to 1 point (the answer “-” corresponds to 0 points). 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 - 15 - 18 points

High level of aggressiveness- 10 – 14 points.

Medium level of aggressiveness- 6 -9 points.

Low level of aggressiveness- 0-5 points.

Each of the above diagnostic techniques has a scale of aggressiveness level (increased,high, medium, low level of aggressiveness).Based on diagnostic measures, data analysis was carried out and the following results were obtained:

1. Assessment of the level of aggressiveness of preschool children using the methodLavrentieva G.P. and Titarenko T.M.:

Table 1

8 people

2 people

0 people

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,

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, to give in (12 people), desire for revenge (11 people), stubbornness in achieving their goals (9 people), quarrels, fights (8 people), damage to toys (8 people) (see Appendix 1.2).

2. Assessing the level of aggressiveness of preschool children using the method “Conversation with children on the topic: “Me and TV”:

table 2

10.

11.

12.

13.

14.

15.

16.

17.

18.

Total:

5 people

7 people

4 people

2 people

The results of this technique revealed the following indicators:

2 people with a high level of aggressiveness;

4 people with a high level of aggressiveness;

7 people with an average level of aggressiveness;

5 people with a low level of aggressiveness.

3. Assessment of the level of aggressiveness of preschool children using the methodLavrentieva G.P. (Withstructuralized observation conducted by the teacher):

Table 3

10 people

5 people

3 people

0 people

Observation of the teacher, carried out using this method, made it possible to identify in the group of children:

3 children with a high level of aggressiveness;

5 people with an average level of aggressiveness

10 people with a low level of aggressiveness.

A qualitative analysis of the data obtained showed that widespread behavioral disorders in children of this group are:

Failure to comply with discipline (10 people), imitating the hooligan pranks of others (9 people), fights (7 people), a negative attitude towards comments (7 people), “going berserk” (7 people).

4. Based on the results of three methods:

Table 4

P-increased level of aggressiveness

IN-High level of aggressiveness

SR-Medium level of aggressiveness

SL-Low level of aggressiveness

A comparative analysis of the results of the three methods gives a mixed picture. In the results of observations of adults (parents and educators), the number of children with high and increased levels of aggressiveness is 2 and 3 children, respectively. In the “Me and TV” method, the number of aggressive preschoolers increases to 6 people, and 1 of them (……….) was rated as “average” by both parents and educators. These results suggest that preschoolers are susceptible to the influence of aggressive images that attack them in the media.

Analysis of the results of two observation methods (parents and educator) revealed differences in the opinions of parents and educators on the manifestations of child behavior disorders. In particular, in the parents’ questionnaire…………... the item “likes to be first, to command, to subjugate others” is marked positively. The teacher marks the same children in the column “imitates the hooligan pranks of others.” There are also disagreements over property damage and fighting. This conclusion gives us the right to assert that an adult’s assessment of a child is quite often biased and needs to be cross-checked with other methods.

Thus, in accordance with the purpose and objectives of the study, the choice of diagnostic methods was made based on the extent to which this method determines the degree of aggressiveness in children. In order for the results to be as reliable as possible, the following several methods were chosen: astructuralized observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.)

§2.2. Implementation of a play therapy program as a means of correcting aggressive behavior in children of senior preschool age and evaluation of its effectiveness.

Preschool age is the classic age of play, the leading activity of a child; it is a relevant and interesting pastime for him.

play is the most effective way for a child to express himself, because, due to his age, his verbal function is not sufficiently developed.

play as an active way of interaction allows preschoolers to respond to aggressive manifestations at the necessary and sufficient level.

Analyzing techniques for working with aggressive children, a three-step approach to reducing the level of aggression in children aroused interest. Lyutova E.K. and Monina G.B. suggest, at the first stage of working with aggressive children, selecting games and exercises with which the child could throw out his anger. At this stage, games are used to respond to physical and verbal aggression. The second stage of work begins after the anger has completely responded and consists of teaching the skills of recognizing and controlling negative emotions. At the third stage, the authors recommend starting the process of developing the ability to empathy, trust, sympathy and empathy.

Considering the opinion of psychologists that it is recommended to include aggressive children in joint games with non-aggressive ones, our choice was the method of group play correction.

Based on an analysis of the patterns of mental development of six-year-old children, it was assumed that for working with them it is inappropriate to carry out each of the stages of reducing the level of aggression in separate series of 4-5 sessions. The inappropriateness is due to insufficient development of attention span and high fatigue of children engaged in monotonous activities, and, as a result, a decrease in motivation for further activities.

Therefore, a program was developed consisting of 5 lessons of 45 minutes, according to which, at each lesson, the 3 above stages are carried out sequentially, which together should have caused an effect of reducing aggression in children.

The entire group of examined children was included in the correctional work process. Participation in games for children with unexpressed aggressive behavior was important for psychological support and created a sense of cohesion in the group.

Long-term game lesson plan

As an introductory stage, a game was planned with a “scream bag”, in which children, at the teacher’s suggestion, could leave their cry during the lesson and take it back after finishing. Since the children were asked to leave and pick up the cry voluntarily, after the third lesson the need for this water stage disappeared due to the children’s lack of needs for it.

At the first stage of working with aggressive children, of the 5 games included in the anger response program, 3 were used in each lesson. The games were changed for the effect of novelty in order to interest children and motivate them to play activities. The content of the games took into account the alternation of responses to verbal and physical aggression.

Changes were also made to the content of stage 2. To familiarize children with the variety of emotions, not only games and demonstration materials by M.I. Chistyakova were used, but also portraits of children in various emotional states. Based on the portrait of the child, a conversation was held with the group, during which they discussed what emotion this child was experiencing, what could have happened to him, and what signs could be used to guess his condition.

After this, the children were given sheets with schematic images of 15 human faces experiencing various emotions. Each child in the group had to identify himself with a person and tell the other children what happened to him, why he looked like that and what emotion was painted on his face.

When the majority of children began to be able to accurately recognize emotions and write short stories that coincided in content with the images, the procedure for recognizing emotions in photographs of children, worked out over three lessons, was replaced by the child acting out a certain emotional state. 2 children were selected from the group, and they took turns acting out emotions of different valences.

The task of the remaining children was to select from the stimulus material a corresponding photograph of a child experiencing a similar emotion and name it.

The second stage was implemented in such a way that aggressive children became acquainted with the diverse palette of human emotions and had examples of expressing both negative and positive feelings, and could also “read” emotions by body language, facial expressions.

The purpose of the games of the third stage was the following: to teach aggressive children to be less touchy, to give them a unique opportunity to look at themselves through the eyes of others, to be in the shoes of the one whom they themselves offend, without thinking about it. Starting from the third lesson, the program was supplemented by free-form discussion with children.

Based on the process of group play therapy, the following dynamics of behavior of aggressive children in the group were identified.

Firstly, over the course of five sessions, the process of legal outburst of anger was expressed: aggressive impulses appeared in the first lesson, increased with subsequent ones, reached a peak in the fourth and began to decline in the final one.

Secondly, it was revealed that children’s inability to recognize and control negative emotions is associated with a narrow range of their behavioral repertoire and ignorance of many shades of emotional states. After a course of five lessons, the children expanded their repertoire of responses to various situations, almost accurately learned to determine the valence of an emotion, and began to play out not only negative, but also positive emotions on their own initiative.

Thirdly, at the stage of developing the ability to empathize, in the process of role-playing games, children had the opportunity to put themselves in the place of another, sympathize with the victim, thereby developing empathy and trust. By the end of the classes, they realized the behavior that offends others, they became less harsh towards group members, however, isolated aggressive tendencies took place.

Children identified by diagnostics as aggressive showed convincing dynamics during the lessons. ......in the first stage classes he showed increased activity, and in the 5th lesson he showed a noticeable decline. By the introductory stage I lost interest along with all the children. ...... demonstrated a noticeable interest in her own emotions not only in class, but also in her free time. I began to describe my emotions in words and even tried to describe the emotions of other children with whom I played, demonstrated my skills in recognizing emotions to close adults, and boasted……. I didn’t show any special results in classes, but in life, both teachers and parents noticed a decrease in aggressive manifestations, complaints from children about behavior...... decreased.

It must be emphasized that the training program, which throughout the experimental study contained a relatively stable framework consisting of three stages of work with aggressive behavior, had dynamics. Adapting to the evolving needs of children following the path of reducing the level of aggressiveness, the program was adjusted; the introductory stage, planned to be a ritual at the beginning of each lesson, was removed from it; Starting from the third lesson, the final stage of joint discussion of the lesson was introduced. At each of the stages, intended specifically to reduce the level of aggressiveness, in accordance with the tasks of a particular stage, in the course of group work, some changes were made.

Based on the results obtained, it can be argued that the methods of influencing were quite effective. Children were able to react to accumulated anger in acceptable ways, learned to recognize their own and others’ emotions, trust and empathize.

It should be assumed that increasing the number of sessions to 9-12 will increase the effectiveness of counseling in terms of strengthening and consolidating changes in behavior and children’s developed skills in recognizing and controlling negative emotions, empathy and trust.

Thus, at the correctional stage, play therapy was chosen as a tool for work, because it has a number of advantages over other methods in the context of the age of children and the characteristics of their behavior. When choosing a technique to reduce the level of aggression in children, preference was given to the three-stage approach of E. K. Lyutova and G. B. Monina, which includes the stage of working with anger, the stage of teaching the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathize, trust, empathy. A long-term lesson plan was drawn up,designed to reduce the level of aggressiveness, each of which included solving problems of all three stages of work. Adapting to the evolving needs of children on the path to reducing their level of aggressiveness, the program was adjusted and changes were made during the implementation process. Based on the planned and carried out set of play activities, positive dynamics in the behavior of aggressive children, a decrease in aggressive impulses, an expansion of the behavioral repertoire, the development of the ability to correctly understand one’s emotional state and the ability to adequately express it, the formation of positive communication skills, empathy, sympathy, and compassion were identified.

conclusions

Summarizing the above, we note that:

In the psychological literature there is not yet a 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:

1. Aggressive children - V When identifying 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.

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

3. Children are too shy, vulnerable, touchy, timid, anxious – These 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

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 path of increasing the level of pedagogical skills, emotional stability, andrelaxation games, adaptation games, formula games, liberation games, communication games.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.

Failure to comply with the conditions of mental and personal development of preschool children leads to behavioral disturbances and requirescorrection of these conditions, taking into account basic principles of psychological correction. With all the variety of behavioral disorders, most of them have clearly distinguishable features: insufficient development of intelligence and communication skills, a reduced level of self-regulation, underdeveloped play activities, reduced self-esteem, and disturbances in relationships with peers. 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 with preschoolers:game therapy, art therapy (visual, fairy tale, music, etc.), behavioral therapy (various types of training, psycho-gymnastics), social therapy, each of which highlights the main psychological mechanisms of corrective influence on the child’s personality.

According to the purpose and objectives of the study, the choice of diagnostic methods was carried out based on the extent to which this method determines the degree of aggressiveness in children. In order for the results to be as reliable as possible, the following several methods were chosen: aInformation for parents of Lavrentieva G.P. and Titarenko T.M.; conversation with children on the topic: “Me and TV”; Withstructuralized observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.)A comparative analysis of the results of the three methods gave an ambiguous picture, but stillhelped to identify in a group of children those who were presumably characterized as “aggressive”. Of the 18 children examined, we classified 3 people into the group of children with aggressive behavior. Their behavior was marked by hostility and anger; damage to public and personal property; negative attitude towards comments; fights. The identified characteristics of these children confirmed the need for corrective measures.

At the correctional stage, play therapy was chosen as a tool for work, because it has a number of advantages over other methods in the context of the age of children and the characteristics of their behavior. When choosing a technique to reduce the level of aggression in children, preference was given to the three-stage approach of E. K. Lyutova and G. B. Monina, which includes the stage of working with anger, the stage of teaching the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathize, trust, empathy. A long-term lesson plan was drawn up,designed to reduce the level of aggressiveness, each of which included solving problems of all three stages of work. Adapting to the evolving needs of children on the path to reducing their level of aggressiveness, the program was adjusted and changes were made during the implementation process. Based on the planned and carried out set of play activities, positive dynamics in the behavior of aggressive children, a decrease in aggressive impulses, an expansion of the behavioral repertoire, the development of the ability to correctly understand one’s emotional state and the ability to adequately express it, the formation of positive communication skills, empathy, compassion, and compassion were identified.

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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:

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, maladaptation 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.

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.

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.

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.

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).

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.

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.