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Psychology of children with hearing impairments. Psychological characteristics of personality and the emotional-volitional sphere in persons with hearing impairment The main changes in emotional development in children at the stage of preschool childhood are due to the establishment of a hierarchy of motives,

Emotions play an important role in organizing the process of learning and raising children. Disorders in the emotional and motivational sphere of children not only reduce performance in general, but can also lead to behavioral disorders and also cause social maladjustment.

Any developmental features observed in a child lead to changes in the emotional state.

In children with impaired hearing, there is a lag and originality in the development of speech, which leaves an imprint on the formation of the sensory, intellectual and affective-volitional spheres in preschoolers.

Some features of the emotional development of preschool children with hearing impairments

Emotions and feelings constitute a special and important aspect inner life person. The problem is one of the most difficult in psychology and pedagogy, since it gives an idea not only of the general patterns of development of the psyche and its individual aspects, but also of the peculiarities of the formation of a person’s personality.

Emotions play an important role in organizing the process of learning and raising children. Against a positive background, children learn more easily and effectively educational material, develop new skills and abilities. Disorders in the emotional and motivational sphere of children not only reduce performance in general, but can also lead to behavioral disorders and also cause phenomena of social maladjustment (L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontyev, A.V. Zaporozhets.).

The research problem is of great importance emotional sphere in children with developmental disabilities, since any disorder is accompanied by changes in the emotional state of the child.

Basic Research mental development children with hearing impairment are mainly devoted to the formation of speech and the study of their cognitive activity. The problem of emotional development has not yet been sufficiently covered.

According to research by V. Pietrzak, B.D. Korsunskaya, N.G. Morozova and other authors, children experience a lag and originality in the development of speech, which leaves an imprint on the formation of the sensory, intellectual and affective-volitional sphere in preschoolers. Sensory deprivation, the absence of an adult’s emotional impact on a child through oral speech, leads to the emergence of persistent symptoms, accompanied by immaturity of individual mental functions, and emotional instability.

The purpose of our study was identifying the characteristics of the emotional sphere of children with hearing impairment 6-7 years old.

To achieve this goal, we used a modified technique by N.L. Kutyavina et al., aimed at distinguishing emotional states and their correlation with similar emotions; to determine the ability to correlate an emotion (reflected graphically) and a situation; on the ability to detect and isolate emotions, as well as their verbal designation.

The study was carried out on the basis of State Educational Institution No. 1635 “Primary School - Kindergarten” for hearing-impaired children, as well as on the basis of Preschool Educational Institution No. 1805 of a general developmental type. 10 deaf and 10 hard of hearing preschoolers from preparatory groups of the first and third years of study took part in the experimental study. To confirm the significance of the results obtained, a similar study was conducted in a preparatory group of normally hearing children, who formed a control group of 10 subjects.

During the experiment, the following results were obtained:

Having analyzed the performance of the task of the 1st series by the subjects of the 1st group, we came to the following conclusions: Deaf children of the first year of education - in most cases successfully completed the task, correlating the same emotional states (80%).

A minority of children (20%) experienced difficulties during the implementation: they began to select emotional states using the classification method, by analogy with subject classification.

Deaf children of the third year of study, as well as subjects of the second group and the control group, coped with the task at a high level, which indicates the ability to understand emotions in pictures depicted graphically.

During the completion of tasks of the second series a) by subjects of group X, the following features were discovered:

Deaf children in the first year of education in half of the cases (60%) correlated their emotional state with the situations proposed by the teacher. For the other half of the subjects, this task caused some difficulties: the children did not understand the situation and acted at random. Most of the deaf children of the third year of study, as well as the subjects of group 2, successfully completed the task.

The remaining 20% of them experienced difficulties: they confused “surprise” and “fear” and were guided by the reactions of an adult. These difficulties indicate that children, understanding emotional states(reflected graphically) cannot correlate them with the proposed situation: mainly due to the impoverishment of their own emotional experience. Children with normal hearing successfully completed this task in 100% of cases.

When performing Part 2 of this series, the following features emerged:

Only 40% of deaf children in the first year of education successfully completed the task using face inserts. The rest (60%) used the random trial method when performing this task. Deaf and S/H children from the third year of education immediately accepted new instructions(i.e., the introduction of face inserts) and coped with the task completely, just like the subjects from the CG. 40% of hearing impaired children have 1 year. education (2nd year), similar difficulties in completing the task were revealed as in deaf children in the 1st year of education (i.e., the presence of inserts distracted the children and made it difficult to make a choice in a specific situation).

Deaf and hard-of-hearing children in the 1st year of schooling, when performing task series 3, either did not verbally indicate the presented conditions (deaf), or their answers were inaccurate. Basically, the children did not name the emotion (mood), but listed external signs or actions characteristic of emotions. For example: about a joyful gnome they said: “laughs”, about a sad one - “cries”.

Deaf and hard of hearing children of the third year of education (1st and 2nd grade) in 80% of cases gave a complete verbal definition of the proposed emotional states. For example: children called the sad gnome “sad, capricious, upset”; “crying because he fell”, the joyful gnome was called “cheerful, beautiful, cheerful”, etc.

For normally hearing subjects, this task, like all previous ones, did not cause any difficulties.

Analysis of the results showed that children with hearing loss aged 6-7 years have difficulties understanding basic emotions compared to normally developing children of the same age. They consist in insufficient identification of emotion by its external expression and in the confusion of similar emotional states.

Children with hearing loss, compared to normally developing children, have difficulties in verbalizing emotions, consisting in a monotonous and primitive description of them, as well as a large number using words that are inappropriate to the situation.

The ability to talk about emotions, even in a simple form, is poorly developed in children with hearing loss.

These children show an immaturity of abstract concepts related to the emotional sphere, as well as an inability to explain the causes of certain emotions.

In the course of the study, we found that children with impaired hearing are much easier to do with visual tasks than with auditory tasks; this is also a consequence of the fact that they do not adequately master verbal designations of emotional states.

Children with hearing impairment experienced the greatest difficulties in performing tasks to perceive the emotions of surprise, suffering, and interest; In children with normal hearing, difficulties were caused in connection with identifying the emotion of surprise in a situation. In this regard, we can say that deaf and hard of hearing children have poorly developed emotional concepts.

The reasons for the lack of emotional representations of children with hearing loss may be limited emotional experience.

Violation speech development also negatively affected the development of the expressive component of the emotional sphere of children, especially manifested in the verbal expression of emotions.

The results of the experiment indicate that children from deaf families are better able to navigate the proposed tasks. Our data confirmed the conclusions made by V. Pietrzak (1991) that children of deaf parents have more high level emotional development than children of hearing parents. This is due to the inability of hearing adults to engage young deaf children in emotional communication.

Thus, the expressive components of the emotional sphere in children with hearing impairment have worst performance development, manifested in difficulties in understanding basic emotions, insufficient identification of them, inability to verbally express basic emotions, as well as inaccuracy in the voluntary depiction of emotions than in typically developing children.

The social situation in which a child with hearing impairment finds himself has important in the emergence of features in the development of emotions, the formation of certain personality traits. The child’s personality is formed in the course of assimilation social experience, in the process of communicating with adults and peers. Ambient social environment is revealed to him from the real position that he occupies in the system of human relations. But at the same time, his own position, how he himself relates to his position, is also of great importance. The child does not passively adapt to the environment, the world of objects and phenomena, but actively masters them in the process of activity mediated by the relationship between the child and the adult.

The development of the emotional sphere of deaf children is influenced by certain unfavorable factors. Impaired verbal communication partially isolates the deaf person from those around him talking people, which creates difficulties in assimilating social experience. Children who are deaf cannot perceive the expressive side oral speech and music. A delay in the development of speech negatively affects the awareness of one’s own and others’ emotional states and causes simplification interpersonal relationships. Later introduction to fiction impoverishes the world of emotional experiences of a deaf child and leads to difficulties in developing empathy for other people and characters in works of fiction. Factors that favorably influence the emotional development of deaf children include their attention to the expressive side of emotions, the ability to master different types activities, the use of facial expressions, expressive movements and gestures in the process of communication.

The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing significance external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations. Already in the first year of life, emotions themselves begin to form, which are situational in nature, i.e. express an evaluative attitude towards emerging or possible situations. The development of emotions themselves occurs in the following directions - differentiation of the qualities of emotions, complication of objects that evoke an emotional response, development of the ability to regulate emotions and their external manifestations. Emotional experience is formed and enriched in the process of communication as a result of empathy with other people, when perceiving works of art and music.

A number of studies by domestic and foreign authors have examined the problems of the uniqueness of the emotional development of deaf children, caused by the inferiority of emotional and verbal communication with people around them from the first days of their lives, which causes difficulties in the socialization of children, their adaptation to society, and neurotic reactions.

V. Pietrzak conducted a study of the emotional development of deaf children, in which the following interrelated problems were solved. The first is to determine the characteristics of emotional development and emotional relationships in deaf children of preschool and school age, depending on the preservation or impairment of hearing in parents, as well as depending on social conditions, in which the child is raised and educated (at home, in kindergarten, at school or boarding school). The second problem is the study of the possibilities of understanding the emotional states of another person by deaf preschoolers and schoolchildren. The ability to understand the emotions of other people reflects the child’s level of emotional development and the degree to which he is aware of his own and others’ emotional states. Understanding the emotional states of another person is facilitated by the perception of their external manifestations in facial expressions, gestures, pantomime, vocal reactions and speech intonation. Such understanding occurs more successfully if the perceiver is familiar with the situation in which the observed emotional state arose, or with this person, his personal characteristics and can guess what caused this condition. Understanding emotional states involves generalizing many previously observed similar states and their symbolization, verbal designation. As sympathy for another person develops, the child develops syntony as the ability to respond to the emotional state of another person, primarily a loved one. Syntony is the basis of empathy as the ability to “appropriate” the basic properties of the emotional state of another person and feel into his life situation.

Under normal conditions, children with hearing impairments have little access to the perception of emotionally altered speech intonation (for its perception, a special auditory work using sound amplification equipment). The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states. At the same time, with successful social and emotional communication with their closest relatives, deaf children very early develop increased attention to the facial expressions of people communicating with them, to their movements and gestures, and to pantomime. Gradually, they master the natural facial-gestural structures for communicating with other people and the sign language adopted in communication between the deaf. In the experimental psychological studies of V. Pietrzak, the relationships between the nature of communication between deaf children and adults and the emotional manifestations of children were traced. It has been established that the relative poverty of emotional manifestations in deaf preschoolers is only indirectly caused by their defect and directly depends on the nature of emotional, effective and verbal communication with adults.

The impoverishment of emotional manifestations in deaf preschoolers is largely due to shortcomings in education and the inability of hearing adults to encourage young children to communicate emotionally.

On emotional development Children and their relationships with parents and other family members are also negatively affected by isolation from the family (staying in residential care institutions). These features of the social situation of the development of children with hearing impairments cause difficulties in understanding emotional states, in their differentiation and generalization.

In to school age This type of emotional states begins to form, such as feelings, with the help of which phenomena that have stable motivational significance are identified. A feeling is a person’s experience of his relationship to objects and phenomena, characterized by relative stability. The formed feelings begin to determine the dynamics and content of situational emotions. In the process of development, feelings are organized into a hierarchical system in accordance with the basic motivational tendencies of each individual person: some feelings occupy a leading position, others - a subordinate one. The formation of feelings goes through a long and complex path; it can be represented as a kind of crystallization of emotional phenomena that are similar in color or direction.

The development of feelings occurs within the framework of the leading activities of the preschool period - role-playing game. D. B. Elkonin notes the great importance of orientation towards the norms of relationships between people, which is formed in a role-playing game. The norms underlying human relationships become the source of the development of morality, social and moral feelings of the child.

Emotions and feelings are involved in the subordination of immediate desires to play restrictions, while the child can limit himself even in his most favorite type of activity - motor, if according to the rules of the game he needs to freeze. Gradually, the child masters the ability to restrain violent expressions of feelings. In addition, he learns to put the expression of his feelings into a culturally accepted form, i.e. learns the “language” of feelings—socially accepted ways of expressing the subtlest shades of experiences with the help of smiles, facial expressions, gestures, movements, and intonations. Having mastered the language of feelings, he uses it consciously, informing others about his experiences and influencing them.

Due to limited verbal and play communication, as well as the inability to listen and understand the reading of stories and fairy tales, young deaf children have difficulty understanding the desires, intentions, and experiences of their peers. However, the attraction to each other is expressed in attempts to get closer, hug the friend they like, and pat him on the head. These attempts most often do not meet with a response and are perceived as an obstacle that restricts movement. Most often, children brush off their peers, not perceiving their behavior as a sign of sympathy. Children who have recently come to kindergarten are looking for sympathy from adults (teachers, educators); cut off from home, they expect affection, consolation, and protection from them. At the beginning of their stay in kindergarten, children do not come to the aid of their comrades and do not express sympathy for each other.

The sympathetic attitude of deaf children towards each other is stimulated not so much by the affectionate and kind attitude of adults towards them, but by the constant drawing of their attention to their group mates, specially aimed at awakening sympathy and learning to express it in relation to a crying, offended or upset comrade: usually the teacher uses direct appeal one child to another, together with him comforts the offended one, demonstrates his sympathy - such an emotional manifestation seems to infect the child. An effective instruction is important - take pity, stroke or an invitation (by imitation) to empathy, sympathy for the crying person.

IN younger group At the beginning of the year, children are observed to have a selfish orientation that has developed as a result of their upbringing at home. There is a noticeable desire to grab a better or new toy, and a reluctance to let another child play with his own toy. By middle and senior preschool age, positive changes are noted in the development of friendly and moral feelings. A positive emotional tone is created through the formation of role-playing games, celebrations, birthdays, and the general way of life in kindergarten with an attitude towards another person, another child, his experiences and difficulties.

Understanding the external expressions of emotions in other people plays an important role in the development of emotions and feelings, in the formation of interpersonal relationships. V. Pietrzak studied the peculiarities of understanding emotions by deaf preschoolers and schoolchildren. During the experiment, preschoolers were shown pictures of human faces expressing a particular emotional state. Expressions of the most typical emotions were chosen for identification - joy, sadness, fear, anger, surprise, indifference. Three variants of images were used: 1) conventionally schematic, 2) realistic, 3) in life situation(in the story picture). The subject's task was to identify a person's emotional state by his facial expression and by the whole situation with certain facial expressions and pantomime of the character. It was necessary to name the emotional state, depict it or indicate it using sign language. Among deaf children, only a few correctly identified emotions in schematic and realistic versions of images. The emotional states of the characters in the picture were better understood: in one third of the cases, deaf children gave the depicted emotional states facial, pantomimic and gestural characteristics that were quite emotionally rich. Verbal indications of emotions were found only in isolated cases.

In recognizing emotions in all variants of images, deaf preschoolers were significantly inferior to their hearing peers, but with one exception: images of anger were identified by deaf children just as successfully as by hearing children. They usually used the sign “excited.”

Those children whose parents also had hearing impairments were most successful in recognizing emotions by their external expression, and children of hearing parents were less successful.

Thus, clear external manifestations (facial expressions, gestures, pantomime), clarity and unambiguity of the situation are of great importance for adequate recognition by deaf preschool children of the emotional state of another person.

In the process of mental development in children with hearing impairments, the emotional sphere further develops.

The results of V. Pietrzak’s study indicate that deaf students at the turn of primary and secondary school age are quite able to understand the emotional states of the characters depicted in the pictures: fourth grade students quite clearly distinguish between joy, fun and sadness, surprise, fear and anger. At the same time, most of them still have very little knowledge of similar emotional states, their shades, as well as higher social feelings. Deaf children acquire such knowledge gradually as they study in middle and high school. Noted positive value mastery of sign language not only for adequate understanding of the emotional states of other people, but also for mastering verbal methods of describing emotional states.

Relatively late acquaintance with the diversity of human feelings, observed in deaf children, may have a whole series adverse consequences. Thus, they are characterized by difficulties in understanding literary works, the causes and consequences of the actions of certain characters, in establishing the causes of emotional experiences, the nature of the emerging relationships between characters (T. A. Grigorieva), empathy for certain literary characters arises late (and often remains quite one-dimensional) (M. M. Nudelman ). All this generally impoverishes the world of experiences of a deaf schoolchild, creates difficulties for him to understand the emotional states of other people, and simplifies the developing interpersonal relationships. Difficulties in expressing one's desires and feelings when communicating with others can lead to disruption of social relationships, the emergence of increased irritability and aggressiveness, neurotic reactions.

Research has shown that during school age, significant changes occur in the development of the emotional sphere of children with hearing impairments - they master many concepts related to emotions and higher social feelings, better recognize emotions by their external expression and verbal description, correctly identify the causes, their calling. This is largely due to the development cognitive sphere- memory, speech, verbal-logical thinking, as well as through enriching them life experience, increasing the possibilities of its comprehension.

3 FEATURES OF THE DEVELOPMENT OF THE EMOTIONAL SPHERE OF CHILDREN WITH HEARING IMPAIRMENTS

The social situation in which a child with hearing impairment finds himself is important in the emergence of his peculiarities in the development of emotions and the formation of certain personality traits. The child’s personality is formed in the course of assimilation of social experience, in the process of communication with adults and peers. The surrounding social environment is revealed to him from the real position that he occupies in the system of human relations. But at the same time, his own position, how he himself relates to his position, is also of great importance. The child does not passively adapt to the environment, the world of objects and phenomena, but actively masters them in the process of activity mediated by the relationship between the child and the adult.

The development of the emotional sphere of deaf children is influenced by certain unfavorable factors. Impaired verbal communication partially isolates a deaf person from the speaking people around him, which creates difficulties in mastering social experience. Children who are deaf do not have access to the expressive side of spoken language and music. A delay in speech development negatively affects the awareness of one's own and others' emotional states and causes simplification of interpersonal relationships. Later introduction to fiction impoverishes the world of emotional experiences of a deaf child and leads to difficulties in developing empathy for other people and characters in works of fiction. Factors that favorably influence the emotional development of deaf children include their attention to the expressive side of emotions, the ability to master various types of activities, the use of facial expressions, expressive movements and gestures in the process of communication.

The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing the significance of external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations. Already in the first year of life, emotions themselves begin to form, which are situational in nature, i.e. express an evaluative attitude towards emerging or possible situations. The development of emotions themselves occurs in the following directions - differentiation of the qualities of emotions, complication of objects that evoke an emotional response, development of the ability to regulate emotions and their external manifestations. Emotional experience is formed and enriched in the process of communication as a result of empathy with other people, when perceiving works of art and music.

A number of studies by domestic and foreign authors have examined the problems of the unique emotional development of deaf children, caused by the inferiority of emotional and verbal communication with people around them from the first days of their life, which causes difficulties in the socialization of children, their adaptation to society, and neurotic reactions.

V. Pietrzak conducted a study of the emotional development of deaf children, in which the following interrelated problems were solved. The first is to determine the characteristics of emotional development and emotional relationships in deaf children of preschool and school age, depending on the preservation or impairment of hearing in the parents, as well as depending on the social conditions in which the child is raised and educated (at home, in kindergarten, at school or boarding school). The second problem is the study of the possibilities of understanding the emotional states of another person by deaf preschoolers and schoolchildren. The ability to understand the emotions of other people reflects the child’s level of emotional development and the degree to which he is aware of his own and others’ emotional states. Understanding the emotional states of another person is facilitated by the perception of their external manifestations in facial expressions, gestures, pantomime, vocal reactions and speech intonation. Such understanding occurs more successfully if the perceiver is familiar with the situation in which the observed emotional state arose, or with a given person, his personal characteristics, and can assume what caused this state. Understanding emotional states involves generalizing many previously observed similar states and their symbolization, verbal designation. As sympathy for another person develops, a child develops syntony as the ability to respond to the emotional state of another person, primarily a loved one. Syntony is the basis of empathy as the ability to “appropriate” the basic properties of the emotional state of another person and feel into his life situation.

Under normal conditions, children with hearing impairments have little access to the perception of emotionally altered speech intonation (for its perception, special auditory work is required using sound-amplifying equipment). The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states. At the same time, with successful social and emotional communication with their closest relatives, deaf children very early develop increased attention to the facial expressions of people communicating with them, to their movements and gestures, and to pantomime. Gradually, they master the natural facial-gestural structures for communicating with other people and the sign language adopted in communication between the deaf. In the experimental psychological studies of V. Pietrzak, the relationships between the nature of communication between deaf children and adults and the emotional manifestations of children were traced. It has been established that the relative poverty of emotional manifestations in deaf preschoolers is only indirectly caused by their defect and directly depends on the nature of emotional, effective and verbal communication with adults.

The emotional development of children and their relationships with parents and other family members is also negatively affected by isolation from the family (staying in residential care institutions). These features of the social situation of the development of children with hearing impairments cause difficulties in understanding emotional states, in their differentiation and generalization.

IN preschool age This type of emotional states begins to form, such as feelings, with the help of which phenomena that have stable motivational significance are identified. A feeling is a person’s experience of his relationship to objects and phenomena, characterized by relative stability. The formed feelings begin to determine the dynamics and content of situational emotions. In the process of development, feelings are organized into a hierarchical system in accordance with the basic motivational tendencies of each individual person: some feelings occupy a leading position, others - a subordinate one. The formation of feelings goes through a long and complex path; it can be represented as a kind of crystallization of emotional phenomena that are similar in color or direction.

The development of feelings occurs within the framework of the leading activity of the preschool period - role-playing games. D. B. Elkonin notes the great importance of orientation towards the norms of relationships between people, which is formed in a role-playing game. The norms underlying human relationships become the source of the development of morality, social and moral feelings of the child.

Emotions and feelings are involved in the subordination of immediate desires to play restrictions, while the child can limit himself even in his most favorite type of activity - motor, if the rules of the game require him to freeze. Gradually, the child masters the ability to restrain violent expressions of feelings. In addition, he learns to put the expression of his feelings into a culturally accepted form, i.e. learns the “language” of feelings - socially accepted ways of expressing the subtlest shades of experiences with the help of smiles, facial expressions, gestures, movements, intonations. Having mastered the language of feelings, he uses it consciously, informing others about his experiences and influencing them.

The sympathetic attitude of deaf children towards each other is stimulated not so much by the affectionate and kind attitude of adults towards them, but by the constant drawing of their attention to their group mates, specifically aimed at awakening sympathy and learning to express it in relation to a crying, offended or upset comrade: usually the teacher uses direct one child turns to another, together with him comforts the offended one, demonstrates his sympathy - such an emotional manifestation seems to infect the child. An effective instruction is important - take pity, stroke or an invitation (by imitation) to empathy, sympathy for the crying person.

In the younger group, at the beginning of the year, children are observed to have an egoistic orientation that has developed as a result of their upbringing at home. There is a noticeable desire to grab a better or new toy, and a reluctance to let another child play with his own toy. By middle and senior preschool age, positive changes are noted in the development of friendly and moral feelings. A positive emotional tone is created through the formation of role-playing games, celebrations, birthdays, and the general way of life in kindergarten with an attitude towards another person, another child, his experiences and difficulties.

Understanding the external expressions of emotions in other people plays an important role in the development of emotions and feelings, in the formation of interpersonal relationships. V. Pietrzak studied the peculiarities of understanding emotions by deaf preschoolers and schoolchildren. During the experiment, preschoolers were shown pictures of human faces expressing a particular emotional state. For identification, expressions of the most typical emotions were chosen - joy, sadness, fear, anger, surprise, indifference. Three variants of images were used: 1) conventionally schematic, 2) realistic, 3) in a life situation (in a plot picture). The subject's task was to identify a person's emotional state by his facial expression and by the whole situation with certain facial expressions and pantomime of the character. It was necessary to name the emotional state, depict it or indicate it using sign language. Among deaf children, only a few correctly identified emotions in schematic and realistic versions of images. The emotional states of the characters in the picture were better understood: in one third of the cases, deaf children gave the depicted emotional states facial, pantomimic and gestural characteristics that were quite emotionally rich. Verbal indications of emotions were found only in isolated cases.

Those children whose parents also had hearing impairments were most successful in recognizing emotions by their external expression, and children of hearing parents were less successful.

In the process of mental development in children with hearing impairments, the emotional sphere further develops.

The results of V. Pietrzak’s study indicate that deaf students at the turn of primary and secondary school age are quite able to understand the emotional states of the characters depicted in the pictures: fourth grade students quite clearly distinguish between joy, fun and sadness, surprise, fear and anger. At the same time, most of them still have very little knowledge of similar emotional states, their shades, as well as higher social feelings. Deaf children acquire such knowledge gradually - as they study in middle and high school. The positive importance of mastering sign language is noted not only for adequate understanding of the emotional states of other people, but also for mastering verbal methods of describing emotional states.

The relatively late introduction to the diversity of human senses, as observed in deaf children, can have a number of adverse consequences. Thus, they are characterized by difficulties in understanding literary works, the causes and consequences of the actions of certain characters, in establishing the causes of emotional experiences, the nature of the emerging relationships between characters (T. A. Grigorieva), empathy for themes arises late (and often remains rather one-dimensional). or other literary heroes (M. M. Nudelman). All this generally impoverishes the world of experiences of a deaf schoolchild, creates difficulties for him to understand the emotional states of other people, and simplifies the developing interpersonal relationships. Difficulties in expressing one's desires and feelings when communicating with others can lead to disruption of social relationships, the appearance of increased irritability and aggressiveness, and neurotic reactions.

Research has shown that during school age, significant changes occur in the development of the emotional sphere of children with hearing impairments - they master many concepts related to emotions and higher social feelings, better recognize emotions by their external expression and verbal description, and correctly identify the reasons that cause them . This occurs to a large extent as a result of the development of the cognitive sphere - memory, speech, verbal and logical thinking, as well as due to the enrichment of their life experience, increasing the possibilities of understanding it.

Literature

1. Bogdanova T.G. Deaf psychology. – M., 2002. – 224 p..

2. Koroleva I.V. Diagnosis and correction of disorders auditory function in children early age. – St. Petersburg, 2005. – 288 p..

3. Psychology of deaf people / edited by I. M. Solovyov and others - M., 1971.

4. Deaf pedagogy / edited by E.G. Rechitskaya. – M., 2004. – 655 p.

Based on the establishment of meaningful connections between parts of the memorized material and between the memorized material and elements of past experience stored in memory. 1.3 Features of memory development in children with hearing impairment Research by domestic defectologists and psychiatrists (R.M. Boskis, T.A. Vlasova, M.S. Pevzner, V.F. Matveev, L.M. Bardenshtein, etc.) indicate that...

WITH existing standards role behavior and understanding of roles give a person the necessary confidence in behavior in socially significant situations. 3. Thanks to the teaching of verbal speech, it becomes possible to provide educational influences on a child with hearing impairment and convey to him the norms and values that are significant for the society to which he belongs. A deaf child's understanding of verbal speech and...

In preschool age, asthenoneurotic symptoms manifest themselves more clearly, and neurotic and neurosis-like disorders are recorded. Somatogenies create an asthenic background ( increased fatigue, instability, rapid exhaustion of active attention, motor restlessness) mild forms arise. Characterological deviations.

By the time of admission to boarding school, characterological changes are observed; predominance of excitability traits, predominance of inhibitory traits; mixed version of characterological changes.

The first signs of the onset of awareness of the defect appear at 6-8 years of age; children gradually develop selective sensitivity in relation to the reactions of others to facial-gestural and dactyl forms of speech.

Entering school is accompanied by decompensation of the asthenoneurotic state, the appearance of an asthenic symptom complex, including the phenomena of vegetative-vascular distance, and emotional instability. Increased asthenic disorders are noted towards the end academic year, then decrease, and become aggravated again with the start of classes. [V.F. Matveev, s. 115]

Asthenoneurotic symptoms prolong at primary school age and are complicated by monosymptomatic forms of neurotic and neurosis-like reactions (tics, fear of the dark, nocturnal enuresis), vegetative-vascular disorders - this complicates the absorption curriculum, leads to the appearance of refusal reactions (passive and active protest). [V.F. Matveev, s. 116]

School anxiety is one of the typical problems problems encountered by the school psychologist. Special attention she attracts because she performs the clearest sign school maladaptation of a child, negatively affecting all areas of his life: not only studies, but also communication, including outside school, health and general level psychological well-being. Anxiety as mental property has a pronounced age specificity, revealed in its content, sources, forms of manifestation and compensation. For each age, there are certain areas of reality that cause increased anxiety in most children, regardless of real threat or anxiety as a stable formation. These “age-related peaks of anxiety” are determined by age-related developmental tasks.

“An increased level of anxiety indicates a child’s insufficient emotional adaptation to certain social situations.”

School anxiety is the broadest concept, including various aspects of persistent school emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom, in anticipation bad attitude towards oneself, negative assessments from teachers and peers. The child constantly feels his own inadequacy, inferiority, and is not sure of the correctness of his behavior and his decisions. In general, school anxiety is the result of the interaction of the individual with the situation. This is a specific type of anxiety, characteristic of a certain class of situations - situations of interaction of a child with various components of the school educational environment.

In the work of A.V. Miklyaeva, P.V. Rumyantseva, school anxiety is understood as “a specific type of anxiety that manifests itself in the child’s interaction with various components of the educational environment and is consolidated in this interaction. At the same time, increased school anxiety, which has a disorganizing effect on the child’s educational activities, can be caused either by purely situational factors or reinforced individual characteristics child (temperament, character, system of relationships with significant others outside of school).”

An unstable period in a child’s school life is the moment of transition to high school, which is accompanied by a change in the system of school requirements, requires adaptation efforts, and, accordingly, leads to an increase in the level school anxiety.

Age-related developmental goals in the 5th grade are the beginning of the process of changing the leading type of activity from educational to intimate and personal communication with peers. The socio-pedagogical situation in the 5th grade is changing: the child is faced with fundamentally new system organizations educational process. Accordingly, the causes of school anxiety in the 5th grade are:

l The need to develop the “new school territory”.

l Increase in the number of academic disciplines.

l Increase in the number of teachers.

l Lack of continuity of requirements made by teachers primary school and middle level, as well as the variability of requirements from teacher to teacher.

l Change of class teacher.

l The need to adapt to a new (or changed) classroom group.

l Lack of success in interacting with teachers or classmates.

l Chronic or episodic academic failure.

Typical manifestations of school anxiety at the stages of study in the 5th grade are:

1. Deterioration of somatic health.

2. Reluctance to go to school (even truancy).

3. Excessive diligence in execution.

4. Refusal to perform subjective tasks.

5. Irritability and aggressive manifestations(verbal and non-verbal aggression).

6. Absent-mindedness, decreased concentration in lessons.

7. Loss of control over physiological functions in stressful situations.

8. School-related night terrors.

9. Refusal to answer in class or answers in a quiet voice.

10. Refusal of contacts with teachers or (or minimizing them).

11. “Supervalue” of school assessment.

12. Sharp decline efficiency educational activities in a situation of knowledge control.

13. Manifestation of negativism and demonstrative reactions (primarily towards teachers, as an attempt to impress classmates).

“Until now, anxiety disorders in minors have been described in a manner that is consistent with the language presented in the international classification of diseases DSM-IV. As a result of this categorical system, a child's presenting disorder either does or does not qualify for a particular diagnosis. At the same time, it is important to realize that to assess anxiety, focusing on such patterns is still not entirely appropriate. Although the existence of internalizing (internally determined, associated with the characteristics of individual development) problems in childhood and adolescence There is no doubt that the very system of classification of childhood disorders proposed in the DSM causes significant controversy.”

When assessing children's anxiety, there is a need for different sources of information. Thus, in Lang’s ternary model, fear and anxiety can have cognitive, behavioral and emotional components and are subject to analysis in all three areas. Clinical interviews, self-reports, parental, family and pedagogical assessments, behavioral observation are all strategies that can be used to characterize the severity of anxiety through various response channels. “From the point of view of practical parameters for the assessment and correction of anxiety disorders, there are also important areas that deserve attention when diagnosing disorders in children and adolescents. It is necessary, for example, to obtain information about the beginning, deployment and context anxiety symptoms, as well as information regarding the general development of the child, medical, school and social history, as well as family psychiatric history.”

The anxiety disorders in children and adolescents that interest us are described in the manual under heading F93 - “Emotional disorders of childhood.” In this section, combined as F93.0 - “Anxiety disorder due to fear of separation in childhood", F93.1 - " Phobic disorder childhood”, F93.2 - “Social anxiety disorder of childhood”, and actually F93.8 - “Generalized anxiety disorder of childhood”. Let's look at the main symptoms and a number of others. important characteristics of these disorders. According to Popov and Weed, “Anxiety disorder due to fear of separation in childhood” is represented evenly by gender or with a slight predominance in girls. Among those suffering from this disease, as a rule, people from low-income families predominate. In general, during the year, anxiety disorder due to fear of separation in childhood is diagnosed in the population in 3.5% of children aged 11 years and in 0.7% aged 14-16 years.

Loss normal function of one or another analyzer in childhood disrupts the natural course of the child’s mental development and leads to anomalies, that is, to the occurrence of deviations and deficiencies that are a consequence of impaired development. In a child with a defect of one or another analyzer, a distinction is made between a primary defect, which arose under the influence of some painful influence, and secondary manifestations, which are caused by disturbances that appeared in the general course of child development under the influence of the primary defect. A defect in a particular analyzer has negative impact first of all on that mental function, the development of which is most dependent on the affected analyzer.

Secondary manifestations abnormal development are also specific to a given primary defect, their occurrence depends on the role of a given analyzer in the development of the child. It is quite obvious that the nature of the child’s development and the specificity of the manifestation of deviations are different with total and partial impairment of the analyzer. This can be addressed to partial impairments of both auditory and visual analyzers. But these manifestations are especially specific for children with partial hearing loss - hard of hearing children.

“The formation of a child’s personality is associated with the formation of the emotional-volitional sphere. Emotional development for children with hearing impairments is subject to the basic patterns of development of emotions and feelings of hearing children, but it also has its own specifics. The lack of sound stimulation puts the child in a situation of “relative sensory isolation,” not only delaying his mental development, but also impoverishing his world emotionally. Despite the fact that hearing-impaired children exhibit the same emotional manifestations as their normally hearing peers, total number children with hearing loss are inferior to those with normal hearing in terms of expressed emotional states. It has been established that the relative poverty of emotional manifestations in children with hearing impairment is only partially due to hearing impairment and directly depends on the nature of communication with adults.”

The behavior of parents, especially the inability of hearing adults to encourage students with hearing loss to engage in emotional communication, affects the emotional sphere of children. According to V. Pietrzak, children with hearing impairments who have deaf parents demonstrate a higher level of emotional manifestations than children with hearing impairments of normally hearing parents. In recognizing emotions, children with hearing loss are significantly inferior to hearing children.

The experimental data obtained by T.V. Sukhanova suggests that hearing-impaired children have certain features in the development of the emotional sphere. This confirms the research of psychologists that emotions cannot develop in isolation. They evolve within a social context. “A deaf or hard of hearing child, developing in a limited microsociety, is deprived of the emotional diversity of his environment, numerous examples emotional behavior in life."

The presence of such a deviation as hearing impairment significantly complicates the social development of children, which is quite convincingly shown in a number of special research and is supported by information about the many difficulties faced by people with hearing loss. Schoolchildren with hearing impairments typically have difficulty understanding surrounding events, the direction and meaning of the actions of adults and children. Difficulties arise when understanding people's feelings, mastering norms of behavior, and forming moral ideas and feelings. Special psychological studies note the undifferentiated emotional reactions of children with hearing impairments, weak assessment and self-esteem, and greater dependence on the opinions of other people.

The results of the study showed that “there are peculiarities in the development of the emotional sphere of hearing-impaired schoolchildren, and, first of all, this is a small amount of their emotional memory, which is a consequence of the development of children in a limited microsociety.” “The peculiarities of the mental development of children with hearing impairment complicate the process of educating a student, the development of cognitive, volitional and emotional qualities of his personality in the process of acquiring knowledge, advancing in mental and social development» .

T.N. Kapustina’s research showed that the transition from primary to secondary level is traditionally considered one of the most difficult problems, and the period of adaptation in the fifth grade is one of the difficult periods of school education for hearing-impaired students. “From a pedagogical point of view, the condition of children is characterized by low organization, educational absent-mindedness, indiscipline, and decreased interest in learning and its results. From a psychological point of view - decreased self-esteem, high level of situational anxiety. But this age is prosperous, since teenage problems have not yet set in.”

“Schoolchildren with hearing impairment and, as a consequence, a unique development of all mental processes, especially speech, do not receive sufficient social experience primarily due to difficulties in communicating with surrounding children and adults. Due to hearing defects and underdevelopment of speech, younger schoolchildren are characterized by an inadequate attitude towards themselves and others. There is an inability to correctly respond to a remark, enter into a general conversation, express one’s feelings and thoughts, respond to the emotions of others, etc. Communication difficulties reduce the student’s need for communicative activities, contribute to the formation of mental isolation, reduce adaptation in society, and contribute to high anxiety ".

So, an unstable period in a child’s school life is the moment of transition to secondary school, which is accompanied by a change in the system of school requirements, requires adaptation efforts, and, accordingly, leads to an increase in the level of school anxiety. The transition from primary to secondary education is traditionally considered one of the most difficult problems, and the period of adaptation in the fifth grade is one of the difficult periods of school education for hearing-impaired students. From a pedagogical point of view, the condition of children is characterized by low organization, educational absent-mindedness, indiscipline, and decreased interest in learning and its results. From a psychological point of view - decreased self-esteem, high level of situational anxiety.

These research results suggest that children with hearing loss at school age have an increased level of anxiety. Developing in a limited microsociety, devoid of emotional and social diversity, numerous examples of emotional behavior in life, a child with impaired hearing, finding himself in a new school environment, experiences enormous stress, aggravated by the factor of awareness of his sensory inferiority.

The emotional sphere of a child with impaired hearing is characterized by monotony. Children have difficulties not only with the differentiation of emotional states and their appropriateness in a particular situation. Since emotion is an abstract concept that does not denote a specific image, it is difficult for a child to understand the emotional state of another, much less to describe it with a word. The lack of emotional impact through oral speech leads to a breakdown in communication. The reasons for misunderstanding the emotional state can be considered limited emotional experience, as well as the lack of verbal speech. Under conditions of special correctional intervention, such children need to develop the ability to empathize, understand basic emotions and their verbal expression.

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Peculiarities of the emotional sphere of preschool children with hearing impairments (using the example of a combined preparatory group at the State Budgetary Educational Institution)

1 .The development of the emotional sphere of deaf children is influenced by certain unfavorable factors. Impaired verbal communication partially isolates a deaf person from the speaking people around him, which creates difficulties in mastering social experience. Children who are deaf do not have access to the expressive side of spoken language and music. A delay in speech development negatively affects the awareness of one's own and others' emotional states and causes simplification of interpersonal relationships. Later introduction to fiction impoverishes the world of emotional experiences of a deaf child and leads to difficulties in developing empathy for other people and characters in works of fiction. Factors that favorably influence the emotional development of deaf children include their attention to the expressive side of emotions, the ability to master various types of activities, the use of facial expressions, expressive movements and gestures in the process of communication.

2 The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing the significance of external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations.

3 .Due to limited emotional and verbal interaction with the world, deaf and hard of hearing children find it difficult to understand the emotional states of other people and their own,their verbal expression and identification of the causes of emotional experiences.

4. Children with hearing impairments acquire the ability to empathize later than their hearing peers.

The lag and originality of the emotional sphere of children with hearing impairments also affects the mastery of vocabulary denoting certain emotional states.

These and other features of the social situation of development of children with hearing impairments cause difficulties in mastering emotions, in understanding emotional states, in their differentiation and generalization.

The described psychological characteristics of children with hearing impairment lead to difficulties in socialization and adaptation. Therefore, it is important to begin special correctional training as early as possible and create favorable conditions for the development of the child’s emotional sphere.

5. Characteristics of children

Note: Implanted children are all from families where both parents have normal hearing.

Note: children with 1st and 2nd degree hearing loss are implanted; before implantation there was a deafness group.

78% are from families where both parents have normal hearing.

22% are from families where both parents are hearing impaired.

78% of implanted children.

22% use hearing aids.

33.4% with 3 degrees of hearing loss.

22.2% with 3-4 degrees of hearing loss.

22.2% - with 4 degrees of hearing loss.

11.1% - with 2 degrees of hearing loss.

11.1% - with 1 degree of hearing loss.

6. To form ideas about emotions and the reasons that cause them in children with hearing loss, the following emotional states were selected:

gray (joy), sad (sadness), calm, kind, angry, angry (anger, swears), ashamed (guilt), surprise, fear, resentment, interest, greed, boredom, fatigue, pride.

The work was carried out not only in classes (on familiarization with the outside world, on art activities), but also in situations that arise in the everyday life of a child (“You are sad because your mother left,” “You are offended because he does not allow you to play with with your toys?”, “Are you glad that you drew it so beautifully?”).Also, outside of class, the children were asked to listen to several musical works, in Most of them are children's songs by domestic composers, such as: “Tired toys are sleeping,” “Dance of the little ducklings,” “Surprise,” etc. After listening, the children were asked to show a colored square: red if the music was happy, yellow if it was calm, green if it was sad.

7. Types of proposed tasks

a) reading or listening to a short text and drawing a face with a certain emotion based on the text on the proposed template. Template: 2 circles of the same diameter drawn on a sheet. Examples of texts:

“Sasha says: “Masha, take some candy.” Masha says, “Thank you, Sasha.” Sasha gave Masha a treat. The guys eat candy together.”

“Seryozha and Anya came to the circus. They saw a clown. The magician showed tricks. Various animals performed in the circus: lions, tigers. The guys saw an elephant."

“The guys are having fun playing. Denis doesn't play. The guys don't want to play with him. Vasya says: “Denis, take the car. Let's play together."

“Vova says: “Seryozha, give me my car.” “No, this is my car.” Vova hit Seryozha. The boys are fighting."

“Sveta is walking. She got her clothes dirty. Clothes are dirty. Sveta is a sloppy girl. Mom scolded: “You are sloppy.” You are a slob.” Sveta cries. “Mom, I won’t do this again.”

b) drawing a face with a certain emotion. The child was asked to independently come up with any situation and name the corresponding this case emotion and draw a face that expresses it.

Examples of situations given by children:

“The girl is happy. Because summer has come. You can swim in the pond."

“The girl is sad. Because mom went to the store. The girl is home alone."

“The boy was surprised. I saw a spider."

c) training of emotions. The children were asked:

Get angry like a bully who breaks glass;

Be happy because you received a gift from Santa Claus;

Get tired because you worked hard;

Frightened because I saw a big scary dog on the street;

Feel sad because you are sick, etc.

d) how are you feeling today?

The child was offered pictures with images of various

Emotions. He must choose the one that is similar to his mood at the moment.

d) classification of feelings

The child looks at the same cards and arranges them according to the following characteristics:

Which ones do you like?

Which ones don't you like?

Tasks d) and e) are also aimed at developing the ability to feel the mood and empathize with others (empathy).

e) what word is missing

The child was offered signs with incomplete sentence and with a few missing words:

I... because the balls flew away.

I... because my mother gave me a new doll.

I... because I got lost in the store and didn’t know where mom was.

Also, in addition to all of the above, conversations were held with the children aimed at clarifying (explanation - depending on the situation) emotional states.

Results

22.2% of the children surveyed did not understand the assignments due to the fact that they began systematic education at the state educational institution relatively recently. There is no oral or written language. Almost everyone has difficulty understanding the following emotional states: calm, shame (guilt), resentment, boredom and pride. Only one child (of hearing parents) was able to explain that “The boy sits calm so as not to disturb his dad.” The concept of “shame” was interpreted by only 30% of respondents. Answers

were: “The boys were playing football and accidentally broke the window,” “Mom will swear, the girl is crying” (only after showing the picture “The girl broke a vase”), “It’s a shame. Filthy ". For the majority, the concept of “shame” was associated with an offense for which they would be scolded, and perhaps even punished. Even relying on illustrative material, many found it difficult to provide their own example, and, accordingly, understand the meaning of the word “resentment” (“One girl stole another’s toys,” “They didn’t give candy. You can’t go for a walk.”,” “He doesn’t give it. You can’t. I won’t give you books or pencils.”).

Absolutely all preschoolers surveyed were misunderstood by the emotions “boredom” and “pride,” even after being shown story pictures with an explanation from an adult. Emotional state "boredom"

(the illustration showed a girl lying on the sofa)

was explained as “lazy”, “tired, resting”. The concept of “pride” (illustration “The boy made a birdhouse”) was not understood even after explanation. In the minds of the respondents, a job well done was associated with the emotion “joy.”

Almost all respondents did not distinguish between the concepts of “angry” and “angry”. It was associated with the verb “to swear”, most likely due to the similarity of the facial expression. “Angry - chases the dog with sticks”, “Angry - fights”, “Offends.” Beats” - that is, anger was perceived as infliction of physical violence. Only one preschooler explained that “angry” and “angry” are “not the same thing.” When asked by an adult to explain what “angry” is, he found it difficult to answer.

Most children could not independently give examples of one or another emotion from their lives or come up with them: (“Think about why you were surprised. I saw (an animal in a circus or zoo), found ( big mushroom or a berry in the forest)"). Since before this, similar illustrative material was shown in the teacher’s and educator’s classes (“I saw a mole in the garden, etc.). This indicated the presence of difficulties in transferring life experience into a learning situation and vice versa due to a narrow circle of friends (home, kindergarten group), the paucity of one’s life experience, and the monotony of the child’s everyday life.

Difficulties in understanding someone else's emotional state and its causes were explained by limitations in verbal communication. It is the ability to understand the emotions of another person that reflects the level of emotional development of the child and the degree to which he is aware of his own and others’ emotional states. Children with hearing impairments acquire the ability to empathize later than their hearing peers.

Due to the peculiarities of their thinking (concreteness of images), deaf children experience enormous difficulties in understanding abstract concepts. This manifests itself both in educational activities and in the process of mastering the meaning of a word. The concept of “emotion” itself is abstract, i.e. not associated with any object or action. The above features also complicated the process of forming ideas about emotional states.

A child’s personality is formed in communication with adults and peers. The above-described features of the emotional sphere of a hearing-impaired preschooler lead to difficulties in socialization and adaptation. Therefore, it is important to begin special correctional education as early as possible and create favorable conditions for the development of the child’s emotional sphere.

Plan of lesson notes “Emotions” in the preparatory group for children with hearing impairments

Goals: familiarization with basic emotions, development of vocabulary on the topic, paying attention to ways of expressing emotional states (facial expressions, gestures), developing the ability to identify emotional states in their graphic state (pictures, including plot and pictograms, the ability to depict various emotional states with facial expressions

Tasks:

Corrective: development of the emotional sphere of children, to develop the ability to empathize and feel the mood (emotion) of another (empathy).

Educational: development of cognitive interests, attention, memory, thinking, imagination. Activation of emotional vocabulary

Educational: development of the ability to treat each other kindly, develop communication skills, develop communicative activity

Equipment: pictograms depicting the following emotional states: sadness, joy, fear, shame (guilt), surprise, anger. Signs. Subject illustrations depicting the same. emotions: “The boy is sick.” "A girl runs through the forest." “The children were afraid of the thunderstorm” “The girl broke the cup” “The boy is hurting the animals” “The boy saw a mole in the flower garden.” See Appendices.

Progress of the lesson:

1.Organizational moment

2.a) looking at pictures and talking about them

2.b) select a pictogram for this plot picture and name the emotion

3. “An outdoor game of low mobility “The sea is agitated once” (depict whatever emotion you want and name it)

4. Drawing on pre-prepared templates faces with certain facial expressions (according to the text)

5. Summary of the lesson

References:

Kryazheva N.L. The world of children's emotions. Children 5-7 years old. Yaroslavl; 2001.

Rechitskaya E.G., Kuligina T.Yu. Development of the emotional sphere of children with impaired and intact hearing. M.Knigolyub.2006

Game material for the manual " Didactic games for preschool children with hearing impairments.” Ed. L.A. Golovchits.-M.: LLC UMITs “GRAFPRESS”, 2003.-160 p.