Volume 03 Issue 09-2023
85
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Peculiarities of the emotional sphere of children of primery school age. The importance of emotionalstability in the
educational process.
KEYWORDS
Emotion, emotional stability, educational efficiency.
INTRODUCTION
The content of the work carried out within the
framework of the strategy of school education and its
development is aimed at developing methods and
ways of all-round development of children. The period
of junior school age is considered to be the period of
realization of these possibilities. We should highlight
the psychological characteristics of students of this
age, such as stabilization of unstable attention,
breadth in the development of thinking, operational
processes becoming a skill. Changes in the emotional
sphere and its role in the development of a person are
incomparable. The feelings of children of this period
differ from the feelings of children of preschool age in
that they are more stable and conscious, these feelings
pass more calmly, remain deep and strong. The general
emotional tone of junior high school students is
dominated by the mood of cheerfulness and mental
freshness. This, in turn, has a positive effect on the
Research Article
EMOTIONAL CHARACTERISTICS IN THE EDUCATION OF PRIMARY
SCHOOL CHILDREN
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue09-14
Toychieva Shoista Zhumaboevna
Natsu 3rd stage doctoral student, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
86
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
content of the activity. Educators and parents will have
the opportunity to make good use of this opportunity
by directing the child to the right activity. They are
cheerful and lively during classes and games during
recess. That's why, every 15 minutes during the lesson,
various didactic games, interactive methods, case
studies, trainings are organized for primary school
students, in order to focus children's attention and
receive information in a qualitative way to prepare to
do. A child who makes good use of such situations is
considered to be the norm in his emotional life. The
emotional life of children of primary school age is
greatly expanded under the influence of education and
training. In contrast to the feelings of children of
preschool age, there is a great differentiation in the
direction of feelings during the junior school period. At
this age, all kinds of higher senses begin to develop.
The feelings of students of junior school age are
manifested and developed in their activities. Small
school students of the age of 20 years, evaluate the
results of each activity they can give. A grade can
create feelings of satisfaction and dissatisfaction in a
person, and these feelings encourage the child to study
well. Otherwise, disturbances in the child's psyche and
emotional sphere begin to occur. Sometimes the
negative feelings caused by getting a low grade can
deepen and become a character trait of the child due
to the teacher's wrong reaction and constant
reprimands and criticisms of adults. Therefore, in
today's education, in order to speed up and facilitate
the adaptation process of elementary and middle
school students, the evaluation system for grades 1-2 is
organized based on incentives, which in turn has a
positive effect on the motivational approach of
children in their educational activities. is doing.
One of the main senses that help elementary school
students receive positive evaluations for their work is
intellectual senses. Feelings related to human mental
activity are called intellectual feelings. Curiosity,
feelings of surprise and wonder, feelings of trust,
distrust and doubt are among intellectual feelings.
Such emotions appear and are felt when all kinds of
theoretical and practical questions arise, when solving
tasks and issues, when learning and learning
something new. The intellectual senses of students of
junior school age develop in the process of cognition.
In educational activities, children encounter a large
amount of knowledge and facts, they create feelings of
surprise, distrust, joy in children, and form the basis for
the formation of curiosity, curiosity and other similar
feelings. In this process, the ability of the teacher and
parents to transform the feeling of insecurity into
confidence, and the testiness into effectiveness,
creates the "independence" that serves to form the
character in the emotional sphere of the child. In the
process of studying, as the age increases and the
experience increases, the rational test develops. This
will form students a strategy to confidently move
forward in any process.
Volume 03 Issue 09-2023
87
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Interest in learning is one of the characteristics of
children of preschool age. Interest in learning takes a
special direction during the junior school period. They
are amazed at everything they learn. The combination
of these feelings gives rise to a strong confidence of
the student in the personality of the teacher.
Therefore, primary school students learn with the
belief that parents can make mistakes, but teachers do
not make mistakes. That's why we often hear the
words "You don't know, my teacher knows" from
children of this age. This, in turn, gives the teacher a
great opportunity as well as a responsibility. The
following are the feelings led by students of junior
school age.
A feeling of surprise. Children of primary school age
have this feeling when something out of the ordinary
affects them. Elementary school students are surprised
when unexpected events happen. In the process of
knowing, the feeling of surprise passes as joy. This is a
constant companion of effective cognitive activity.
"When we follow the events, we are satisfied with the
feelings born in us, and this satisfaction is intellectual
happiness (D.R. Descartes). The surprise caused by
something unexpected forces the students of
elementary school age to look carefully at things that
seem rare and unusual at first glance. So surprise
greatly motivates elementary school students to learn
about events.
Feeling surprised. In children of junior school age when
the feeling of surprise is strong, when it is difficult to
find the new material being explained, the reasons of
the researched facts, when these facts cannot be
included in the group of known phenomena, and in
similar cases, the child feels surprised. It feels like a
small school is a powerful tool for strengthening the
cognitive activity of students of the age of It is exactly
what I found "eureka". A sense of confidence. When
the correctness of connections and relationships
between things and events is determined in the
thinking process of children of junior school age, when
logically drawn conclusions are clearly proven in the
practice itself, they feel confident. For this reason, in
this period, it is appropriate to look at children with the
eyes of encouragement, to turn play activities into
educational activities.
The feeling of doubt is not fully developed in students
of junior school age. At this point, I.P. Pavlov said that
"this is a very important feeling, which encourages to
A feeling of surprise
Encourages to know.
Feeling surprised.
It leads to activity.
A sense of doubt.
A sense of confidence.
Encourages the future.
Volume 03 Issue 09-2023
88
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
thoroughly check the collected evidence and the
stated rules. "For effective scientific activity, it is
necessary to always be skeptical and self-
examination", as he said for this period. These feelings
develop significantly when the child overcomes
difficulties and achieves certain successes in his work.
A psychological approach to the child is considered
important when a feeling of doubt arises. Because the
increased feeling of suspicion has a negative effect on
the child's neurotic system. Effective use of
psychological therapies (games) in these situations has
a positive effect on the personality of the student and
his educational activities.
A child of elementary school age experiences great joy
when he learns to read and write, when he learns to
solve an example or a problem by himself. One of the
main tasks of a primary school teacher is to make
students feel happy about their work as much as
possible and turn it into an emotional aspect of the
child's character. In this way, the intellectual feelings of
students of junior school age are related to their
knowledge interests. A primary school student is very
interested in what happened, where, when and how it
happened, as well as asking "Why did it happen?"
Regarding the answer to the question, the facts
related to this event are interesting. If a student of
junior school age is afraid to read or write when he is
called to the blackboard, it is necessary to involve such
students in didactic games and trainings, as well as
taking them to the blackboard more often. At the same
time, he can overcome the feeling of shyness. With
repeated exposure to the board, the feeling of fear
diminishes and may eventually "fade out" and
disappear. Of course, it is not the repetition of the
source that gives rise to these feelings, but the desire
of a person to get rid of negative experiences that
plays an important role. "But this law applies only to
simple and fleeting feelings, that is, to feelings that are
born due to objects that affect the child in the same
way and do not have a deep meaning. Complex, deep
feelings do not disappear when the objects that gave
rise to these feelings in the child repeatedly affect us,
but, on the contrary, they become stronger and more
stable. For example, as a result of repeatedly listening
to musical works, our aesthetic feelings become deep
and strong. usually increases. There are other laws in
the "fading" of certain emotional experiences. For
example, opposite feelings can cancel each other out
in some proportions. When a negative feeling arises, if
there is a reason that creates a stronger positive
feeling, then the negative feeling can fade away,
disappear. For example, a child is falling down and
crying. At that moment, Onassis came and caressed
him. This caressing is a strong cause of positive
feelings, so instead of tears, laughter and joy appear in
the child. Based on this meaning, it is possible not only
to eliminate the student's feeling of being scared by
repeatedly putting it on the board, but also to prevent
it by creating opposite feelings in the child. For
Volume 03 Issue 09-2023
89
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
example, the first grader's anxiety is caused by him if
he does not believe in his own strength, he should be
given tasks that he can easily perform. Being
encouraged and praised by adults for being able to
perform these tasks helps to create positive feelings in
the child, and the feeling of anxiety disappears. That's
why he feels more confident in front of the board.
Intellectual
and
moral
feelings,
feelings
of
comradeship and friendship begin to take a big place in
children of junior school age. Patriotism, a sense of
conscientious duty and similar feelings appear and
grow. The development of moral feelings is influenced
by collective work, the content of studies, various
public organizations and, of course, the personal
example of the teacher. That's exactly what happened
at the beginning of the study. The teacher has a lot of
students of junior school age determines the
development of moral feelings. At first, the student is
connected with the class team only through his
teacher. The teacher is the central figure to whom all
attention and feelings are directed for the child. A
knowledgeable, skillful, child-loving pedagogue
remembers the attitude of his students towards him
even in the later stages of education. But later this love,
attachment is divided between the teacher and the
class team, comrades, friends. Nevertheless, the
teacher is the main authority for a primary school
student. He speaks fondly and respectfully about his
teacher at home. Under the influence of the teacher, a
sense of community and concern for each classmate
gradually appears in study, work and play activities.
This is the basis for the development of a sense of
friendship in children. Children try to help their peers
who are learning poorly. These motivations are so
deep and strong that they have to overcome many
difficulties in order to achieve their goals: the laziness
of a friend who does not learn, to have time to prepare
his lessons faster, and sometimes even the opposition
of parents. . In such situations, the sense of
responsibility that is formed in the child helps him to
overcome difficulties and successfully perform his
work. If in the first grade the student ignores the
teacher's reprimands in front of his friends or alone, in
the second grade he becomes ashamed of the
reprimands given in front of his friends. it shows that
he feels a sense of belonging and that he wants his
comrades to respect him.
Aesthetic feelings are primarily children's
works of art appears in the process of perception.
Going to the third grade not only the content of the
poems read by the children's teacher, but also they
also pay attention to the beauty of reading. Works of
art while reading and watching movies, children mainly
evaluate the moral qualities of the heroes of the work.
The aesthetic side of the work of art should be shown
to the children by the pedagogue. Only with this kind
of teaching can children of elementary school age give
an emotional assessment to musical works that are
suitable for them. By grades 3-4, general and special
Volume 03 Issue 09-2023
90
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
85-90
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
abilities are visible in most children. Life in junior high
school the motivation to achieve success, which is
extremely important for leads to rapid development.
The personality development of children of primary
school age is greatly influenced by their relationship
with the people around them, their parents and
especially the teacher. By grades 3-4, the importance
of the child's relationship with his friends increases.
Adults can use these relationships for educational
purposes. Students of grades I-IV participate in a
number of activities such as self-service, making
various items from different materials, planting and
growing plants, participating in household chores, and
acquire basic skills and competencies in this area. they
produce.
It can be seen that the emotional sphere of this junior
school age is an important period for the child to
mature as a person. In addition to being the period of
opportunities for the formation and development of
basic feelings, it is also considered the foundational
period of moral feelings. Therefore, we believe that it
would be appropriate to research this period and study
innovative methods and approaches, development
features from the point of view of the period.
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