THEORETICAL ASPECT OF EMOTIONAL COMPREHENSION OF THE WORLD BY PRESCHOOL CHILDREN

Abstract

The article highlights the problem of the theoretical aspect of emotional understanding of the world by preschool children. Emotional understanding of the world in preschool children is considered as an integrated process that determines the child's holistic view of the world and himself in it through emotional connections and experiences. It has been proven that early age is sensitive in terms of mastering the world, forming worldviews, and value attitudes towards oneself and other people. Primitive and complex, positive and negative, primary and secondary, sthenic and asthenic types of emotions are characterized. Common models and structural components of emotions are analyzed. It has been proven that the emotional understanding of the world in preschool children is carried out through emotional images, experiences and states, feelings that arise in certain life situations and are fixed in emotional reactions. It has been investigated that there are four phases of emotion development: cumulation (accumulation, summation), explosion, reduction of tension and extinction. The mechanisms of emotions are revealed: verbal/non-verbal, physiological, behavioral and neural. It has been established that emotions have certain properties in understanding the world, common to everyone, in particular, they are universal, dynamic, polar, ambivalent, intense, subjective, contagion, switching, recall, irradiation, plastic, transfer. The functions of emotional understanding of the world (signal, evaluative, motivational, adaptive, compensatory) are characterized.