home

Methods for diagnosing shyness in children. Thesis: Correction of emotional complexes through drawing in children of preschool and primary school age

Diagnosis of the psychological characteristics of the personality of a preschooler

Diagnostics and correction of aggressiveness

Diagnosis and correction of hyperactivity

Diagnosis and correction of anxiety, fears

Diagnosis and correction of shyness

Diagnostics and correction of conflict

Diagnosis of aggressive children

Aggressive children need the understanding and support of adults, so our main task is not to make an "accurate" diagnosis, let alone "stick a label", but to provide all possible and timely assistance to the child.

As a rule, it is not difficult for educators to determine which of the children has an increased level of aggressiveness. In controversial cases, you can use the criteria for determining aggressiveness, which were developed by American psychologists M. Alvord and P. Baker.

Aggressiveness Criteria (Child Observation Scheme)

Child:

1. Often loses control of himself.
2. Often argues, swears with adults.
3. Often refuses to follow the rules.
4. Often deliberately annoying people.
5. Often blames others for his mistakes.
6. Often gets angry and refuses to do anything.
7. Often envious, vengeful.
8. Sensitive, reacts very quickly to various actions of others (children and adults), which often irritate him.

It is possible to assume that a child is aggressive only if at least 4 of the 8 listed signs were manifested in his behavior for at least 6 months.

A child whose behavior shows a large number of signs of aggressiveness needs the help of a specialist: a psychologist or a doctor.

In addition, in order to identify aggressiveness in a child in a kindergarten group or in a classroom, you can use a special questionnaire designed for educators.

Criteria for aggressiveness in a child (questionnaire)

1. At times he seems to have been possessed by an evil spirit.
2. He cannot remain silent when he is dissatisfied with something.
3. When someone harms him, he is sure to try to repay the same.
4. Sometimes he wants to swear for no reason.
5. It happens that he breaks toys with pleasure, breaks something, guts.
6. Sometimes he insists on something so much that others lose patience.
7. He is not averse to teasing animals.
8. It's hard to argue with him.
9. Gets very angry when it seems to him that someone is making fun of him.
10. Sometimes he has a desire to do something bad, shocking others.
11. In response to the usual orders, seeks to do the opposite.
12. Often grouchy beyond his age.
13. Sees himself as independent and determined.
14. Likes to be the first, to command, to subjugate others.
15. Failures cause him strong irritation, a desire to find the guilty ones.
16. Easily quarrels, gets into a fight.
17. Tries to communicate with the younger and physically weaker.
18. He often has bouts of gloomy irritability.
19. Does not consider peers, does not yield, does not share.
20. I am sure that any task will be performed best of all.

A positive response to each proposed statement is worth 1 point.

High aggressiveness - 15-20 points.
Average aggressiveness - 7-14 points.
Low aggressiveness - 1-6 points.

Correction of aggressive children

"Little Ghost"

"Guys! Now we will play the role of little good ghosts. We wanted to have a little mischief and scare each other a little. According to my clap, you will make such a movement with your hands (the teacher raises his arms bent at the elbows, fingers spread out) and pronounce the sound “U” in a terrible voice. If I clap softly, you will say “U” softly, if I clap loudly, you will scare loudly.
But remember that we are kind ghosts and only want to joke a little. Then the teacher claps his hands: “Well done! We joked enough. Let's be kids again!"

"The Dragon"

The players stand in a line, holding on to each other's shoulders. The first participant is the “head”, the last one is the “tail”. The "head" should reach out to the "tail" and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.

"Cutting wood"

Say the following: “How many of you have ever chopped wood or seen how adults do it? Show how to hold an axe. What position should the arms and legs be in? Stand up so that there is some free space around. Let's chop wood. Place a piece of log on a stump, raise the ax above your head and bring it down with force. You can even scream: "Ha!"
To conduct this game, you can break into pairs and, falling into a certain rhythm, hit one chock in turn.

Diagnosis of hyperactive children

In order to conclude with a high degree of accuracy whether a child is susceptible to hyperactivity or not, experts suggest paying attention to a number of signs. So, the child is hyperactive if:

– not able to concentrate for a long time even on an interesting lesson for him;

– hears perfectly when they are addressed to him, but does not respond to the appeal;

– loses things too often;

– avoids "boring" tasks, as well as those that require mental effort;

– takes on a task with obvious enthusiasm, but almost never finishes it;

– constantly has difficulties in organizing educational, gaming or other activities;

– cannot sit still;

– very talkative, even talkative;

– often forgets important information;

– constantly shows anxiety;

– sleeps little, even in infancy;

– has a stable character trait not to obey the rules, both in school and in the game, and in household chores;

– has a habit of answering before being asked a question;

– unable to wait their turn;

– is in constant motion;

– often interferes in other people's conversations, interrupts and interrupts the interlocutor;

– subject to frequent and abrupt mood swings;

– seeks immediately, here and now, to receive encouragement for any of his success.

Correction of hyperactivity in children

Snowman exercise (for children under 8 years old)

This exercise can be turned into a small game where the child will play the role of a snowman:

Winter came. The guys made a snowman in the yard. The snowman turned out beautiful ( you need to ask the child to portray a snowman ).

He has a head, a torso, two arms that stick out to the sides, he stands on two strong legs ...

At night, a cold, cold wind blew, and our snowman began to freeze.

At first, his head froze ask baby strain your head and neck ), then - shoulders ( child tense shoulders ), then - the body ( child strains the body ).

And the wind is blowing harder, wants to destroy the snowman. The snowman rested his legs ( child tense legs ), and the wind failed to destroy it.

The wind flew away, morning came, the sun came out, saw a snowman and decided to warm him up. The sun began to bake, the snowman began to melt.

The head began to melt first ( the child hangs his head freely ), then - shoulders ( the child relaxes and lowers his shoulders). Then the hands melted hands gently fall ), torso ( the child, as if settling, leans forward ), legs ( legs gently bend at the knees ).

The sun warms, the snowman melts and turns into a puddle spreading on the ground ...

Then, if the child has such a desire, the snowman can be “blinded” again.

Exercise "Orange"

The child lies on his back or sits comfortably.

Ask him to imagine that he is holding an orange in his right hand.

Let the baby try to squeeze as much healthy juice out of the juicy fruit ( the child's hand should be clenched into a fist and very tense for 8-10 seconds).

Then the cam is unclenched, the hand is resting.

Then the orange is in the left hand, and the procedure for squeezing juice out of it is repeated.

It is advisable to do the exercise twice in a row. Squeezing the juice a second time, orange can be replaced with lemon.

Diagnosis of anxiety in preschoolers

Portrait of an anxious child.

A child is included in a kindergarten group (or class). He peers intently at everything that is around, timidly, almost silently greets and awkwardly sits on the edge of the nearest chair. He seems to be expecting some kind of trouble.

This is an anxious child. There are many such children in kindergarten and at school, and working with them is not easier, but even more difficult, than with other categories of "problem" children, because both hyperactive and aggressive children are always in sight, as if in the palm of their hand, and anxious ones try to keep your problems to yourself.

They are distinguished by excessive anxiety, and sometimes they are afraid not of the event itself, but of its foreboding. Often they expect the worst. Children feel helpless, afraid to play new games, start new activities. They have high demands on themselves, they are very self-critical. Their level of self-esteem is low, such children really think that they are worse than others in everything, that they are the most ugly, stupid, clumsy. They seek encouragement, adult approval in all matters.

Anxious children are also characterized by somatic problems: abdominal pain, dizziness, headaches, cramps in the throat, shortness of breath, etc. During the manifestation of anxiety, they often feel dry mouth, lump in the throat, weakness in the legs, palpitations.

How to identify an anxious child.

An experienced educator or teacher, of course, in the very first days of meeting children will understand which of them has increased anxiety. However, before drawing final conclusions, it is necessary to observe the child who causes concern on different days of the week, during training and free activities (at recess, on the street), in communication with other children.

To understand the child, to find out what he is afraid of, you can ask parents, educators (or subject teachers) to fill out a questionnaire form. The answers of adults will clarify the situation, help to trace the family history. And observation of the behavior of the child will confirm or refute your assumption.

P. Baker and M. Alvord advise to take a closer look at whether the following signs are characteristic of the child's behavior.

Criteria for determining anxiety in a child.

1. Constant anxiety.
2. Difficulty, sometimes inability to concentrate on anything.
3. Muscle tension (for example, in the face, neck).
4. Irritability.
5. Sleep disorders.

It can be assumed that the child is anxious if at least one of the criteria listed above is constantly manifested in his behavior.

In order to identify an anxious child, the following questionnaire is also used (G. P. Lavrentyeva, T. M. Titarenko).

Signs of anxiety:

Anxious child
1. Cannot work for a long time without getting tired.
2. It is difficult for him to focus on something.
3. Any task causes unnecessary anxiety.
4. During the performance of tasks, he is very tense, constrained.
5. Feels embarrassed more often than others.
6. Often talks about tense situations.
7. As a rule, blushes in unfamiliar surroundings.
8. Complains that he has terrible dreams.
9. His hands are usually cold and wet.
10. He often has an upset stool.
11. Sweats profusely when excited.
12. Does not have a good appetite.
13. Sleeps restlessly, falls asleep with difficulty.
14. Shy, many things cause him fear.
15. Usually restless, easily upset.
16. Often cannot hold back tears.
17. Poorly tolerates waiting.
18. Does not like to take on a new business.
19. Not confident in himself, in his abilities.
20. Afraid to face difficulties.

Add up the number of "pluses" to get a total anxiety score.

High anxiety - 15-20 points.
Average - 7-14 points.
Low - 1-6 points.

Correction of fears

"Cockfighting"

An adult and a child are cockerels. They stand on one leg, fight with pillows. At the same time, they try to make the opponent step on the floor with both feet, which means he loses.

"Show scary"

The game requires scary masks. The child puts on a mask and tries to portray a scary character with the help of movements and voice.

"ABC of fears"

The child is invited to draw various scary characters on separate sheets and give them names. Then you can offer to play one of these heroes.

Diagnosis of shyness in children.

A child who knows the answer to a question well is perplexedly silent or, at best, mumbles something, stammering and stammering when he is called to the blackboard. His face is covered with red spots, classmates deliberately loudly prompt, have fun. As a result, the student cannot say anything intelligible, the irritated teacher puts another deuce.
Or another typical situation - a six-seven-year-old kid, well-read, literate, on the selection test when entering an elite school or gymnasium. In the atmosphere of a strict interview (which is a stressful, psychotraumatic factor for a child), he cannot answer well-known questions, perform elementary (for a familiar home environment) tasks.
Quite often, shy children are nagged, insulted, and sometimes outright bullied by bullies in the yard or school. Because of this, going to school for a child turns into chronic torture, he looks for all sorts of excuses for skipping classes, often gets sick, suffers from so-called psychosomatic diseases. After all, children, just like adults (and in fact to a much greater extent), are subject to psychological stress, neurotic reactions.
In schoolchildren, shyness is also accompanied by increased anxiety, suspiciousness, self-doubt, and timidity. In 10-20% of cases, these guys have fears of the dark, loneliness, they feel constrained in the presence of strangers, they are silent, closed.
Meanwhile, they quite often have great abilities, easily master computer technology, love to read, draw, but giftedness and even pronounced talents are blocked by a complex of self-doubt, internal tension when communicating with peers and adults. And as a result, they lose to less capable, but more nimble peers.
Some believe that shyness is more characteristic of girls, but this is far from the case. At different stages of age development, 20-25% of boys suffer from shyness - about the same as girls.
But, on the other hand, shyness is often masked by the mechanism of spontaneous psychological compensation and hypercompensation in the form of ostentatious swagger, deliberate rudeness, even a tendency to hooligan acts.
Shyness affects many different aspects of a person's life. This actual psychosocial problem has no age, especially if accompanied by tics, stuttering, internal tension, stiffness. All this can be avoided if you seek help in time.

What is fraught with shyness?

As it has already become clear, there are many troubles from shyness. What are they?

Restriction of contacts with people - "The luxury of human communication."
- Conformism - a person "steps on the throat of his own song", without expressing his opinion, he simply votes for someone else's, even if it is alien to him.
- Shyness encourages a person to endlessly engage in self-digging, self-blame and self-accusation. It is known that the most terrible feeling is the feeling of guilt. The shy is most often "guilty without guilt."
- Shyness entails unpleasant experiences, develops anxiety, forms fear and an inferiority complex.
- Energy is wasted: instead of doing things, the person is busy with experiences.
- Unreacted negative emotions accumulate.
- Shyness interferes with the disclosure of personality and its realization. Another person does not represent so much as he knows how to present himself, the shy one is not able to convey his significance.

Symptoms of Shyness

Shyness is "read" by external signs:

redness of the face;
- sweating;
- shiver;
- increased heart rate;
- shortness of breath;
- bent posture;
- downcast eyes;
- quiet voice;
- stiffness of muscles and movements.

The psychological characteristics of shy people can be reduced mainly to the following: embarrassment in contact with people, high anxiety, fear, dependence on the opinions of others, baseless guilt - all this against a background of self-doubt.

Correction of shyness of preschoolers

Offer the child a game - play the role of a self-confident boy Kolya, a ringleader in the yard. Many shy children enjoy playing the role of an actor. Let him first describe to you what behavioral traits characterize this boy as not shy, confident, able to communicate. It is better to take a specific situation. Here the guys are playing in the yard ... How does Kolya approach them, what does he say to be accepted into the game, what is his answer? Pay the child's attention to how this Kolya looks like: what kind of voice does he have - loud or quiet? Are the shoulders shrugged or tucked in? What facial expression - tense or openly smiling? If difficulties arise, ask the child to observe the chosen person.
Now ask him to describe himself in the same situation - is there a difference? Explain to your child that it is possible to communicate without speaking - one's own appearance, facial expressions can say a lot, for example, that you are in a bad mood or you are angry. Try to take turns showing each other your condition.
Now let your child try to find behaviors that will help him get in touch with others.
It is possible and even better to write it on paper, for example, like this:
1. smile
2. say hello
3. ask if you can play with them, etc.
It can be helpful to rehearse the beginning of a conversation so that the child feels more confident. Often children are afraid to seem stupid, not to figure out what to say, so encourage your child.
It can help, for example, to make a list of your positive and negative qualities. Does your child think he is stupid? Ask what he means by the word "stupid"? Is the inability to give a witty answer in time - this is stupidity? Not! Help your child find more positive qualities, and you will see how surprised he is to learn that there is so much good in him!
It is now possible to arrange every day for a week to mark with some icon the child's steps towards contact with others. The first week is smiles. Smiled at four in a week - get a prize. Next week - smile and cheer together. Greeted four in a week - get another prize.
Self-confidence is trained gradually. Soon your child will no longer be afraid to approach others or ask to play.
Is your child afraid of being laughed at? Or will they not notice his smile? Is it really that scary? There are worse things. Call on your sense of humor to help and come up with a story together, for example, about how, for an incorrect answer at the blackboard, he is called to the director, who has already invited reporters and television, and the whole world learns about this answer and laughs, only aliens fly from other planets in order to see the person who answered incorrectly at the blackboard, they line up, block traffic ...
Humor and exaggeration can dispel a child's anxiety.
Spend more time with your child and help him gain the self-confidence that is needed in life!

Conflict diagnostics

Causes of conflict

Perhaps conflict is a consequence of the child's selfishness. If he is at home - the center of attention and his slightest desire is fulfilled, then the child expects the same attitude towards himself and from other children. But, not getting what he wants, he begins to achieve his goal, provoking conflicts.

Perhaps the child is "abandoned", he lacks care and attention in the family, he feels resentment and anger and takes out the feelings accumulated in his soul in quarrels.

Perhaps the child often witnesses quarrels between parents or other family members and simply begins to imitate their behavior.

A teacher who is ignorant of the problems of correctional work, in case of disobedience or conflict in a child, puts forward the only reason: he is poorly educated. A teacher familiar with correctional activities knows that there can be many reasons for conflict. According to the author's experience, they may turn out to be: a despotic father, lack of affection from the mother, quarrels between parents, increased demands on the child from relatives, the appearance of a younger brother or sister in the family, and many others. And these are just the reasons for the home environment. In addition to them, it is important to take into account anamnestic data (information about the birth and development of the child received from the mother), as well as the personal and characterological characteristics of the baby (for example, impressionability, subordination, unmotivated stubbornness, cruelty, pugnacity, a tendency to affect, isolation, etc. .). Only by summing up all the data on the features of raising a child in a family, the course of his development from the moment of birth, as well as the results of observations of behavior in different situations, we can conclude about the causes of conflict.

Conflict Correction

naughty pillows

The host tells the child that naughty pillows have appeared in the office. If they are thrown at each other, they utter naughty words, for example: “I don’t want to study”, “I won’t”, etc.

Then the facilitator invites the child to play with such pillows. It is especially important here that disobedient words are pronounced not only by a child, but also by an adult.

Mom and naughty son

The host offers to play one day in the life of a mother and a naughty son (daughter).

It can be assumed that the opinion about low self-esteem in shy children is erroneous. Experimental studies show that shy children rate themselves quite highly. The problem is their tendency to believe that others treat them badly, much worse than themselves. This is the personality trait of shy children: the child checks each of his actions through the opinions of others, his attention is focused more on how adults will evaluate his actions. However, there are often shy children who have authoritarian parents who place unreasonably high expectations on their child. Thus, the child develops a "complex of inadequacy", and he is more and more convinced of his insolvency. Hence the refusal to act. Raising a child in the style of "Cinderella" contributes to the development of his psychological defense, which consists in the fact that the child ceases to show initiative in communication and activity, behaves quietly and imperceptibly, does not make unnecessary movements so as not to "cause fire on himself."

Shyness is often found in the only children in the family who, for one reason or another, had a limited social circle.

Shyness is also found in children brought up in single-parent families by single mothers. The increased anxiety of such mothers, who constantly try to control their children, contributes to the fact that children gradually lose confidence in the world and the people around them. The mother, who has survived the insult and wants to protect the child from this child, presents the surroundings to the baby as bad and evil. Such an attitude, depending on the personality characteristics of the child, develops either aggressiveness or shyness.

Therefore, we can assume that the main reason for the painful shyness of children of preschool and primary school age is an inadequate style of upbringing in the family. In adolescence, the main reasons lie in the rejection of one’s own physical body, one’s appearance, the lack of friendly relations with peers, ridicule and humiliation on their part, the intrapersonal conflict of “I-real” and “I-ideal”, a discrepancy between the level of self-esteem and the level of claims, inability to express your feelings.

Anxiety is included in the symptom complex of shyness. According to E.K. Lyutova and G.B. Monina, “anxiety develops in children when they have an internal conflict provoked by the excessive demands of adults, their desire to put the child in a position dependent on themselves, the lack of a unified system of requirements, the presence of anxiety in the adults themselves. The mechanism of anxiety lies in the fact that the child is in constant expectation of troubles, problems and conflicts, he does not expect anything good from others.

The work of a psychologist directly with shy children should be carried out in several directions: psychodiagnostics, psychoprophylaxis, psychocorrection, psychological counseling, etc.

The diagnostic stage, like all the others, should include work with parents, with the child, and with teachers (see Table 1).

Table 1

Diagnostic program to identify the causes of shyness in children


	1. "Ladder" O. Khukhlaeva; 2. Family drawing; 3. Test "Kinetic family pattern" (KRS) R. Burns and S. Kaufman; 4. Method "Choose the right person" (test for assessing the level of anxiety) R. Tamml, M. Dorki, V. Amen
Parents	1. Questionnaire "Analysis of family relationships" (DIA) E.G. Eidemiller; 2. Test for assessing the level of anxiety A.I. Zakharov; 3. Questionnaire "Criteria for determining anxiety in a child" P. Baker and M. Alvord; 4. Questionnaire for identifying anxiety in a child G.P. Lavrentieva and T.M. Titarenko
teachers	1. Questionnaire "Criteria for determining anxiety in a child" P. Baker and M. Alvord; 2. Questionnaire for identifying anxiety in a child G.P. Lavrentieva and T.M. Titarenko

The main difficulty in working with shy children is to establish contact with them, to develop trusting relationships. In this case, there is no need to rush, it is necessary that the child gets used to the psychologist.

At first, the specialist should systematically come to the group, conduct observations, talk with the teacher, conduct games and participate in them. When the child can more or less freely contact the psychologist, individual work can begin in the office. Most likely, the child will not want to complete the tasks. Then you can offer to play, draw, i.e. do what he wants and try to include tasks in the context of the game or, in extreme cases, postpone them.

During this period, it is advisable to use projective techniques, including conversations on drawings. Also in individual work, you can use the elements doll therapy.

Gradually, you can include the child in subgroup work- through the organization of joint activities, joint games. It is necessary to choose such assignments or tasks with which the child is sure to cope. Creating situations of success will help develop self-confidence. It is imperative to celebrate his success by saying it out loud. But do not focus on the child, as this will only confuse him. Therefore, it is better to help him indirectly, without pressure. An instruction or your request can be motivated by the fact that an adult cannot cope without his help.

Shy children bond much more easily with younger children than with peers or adults. This moment can also be used to develop the child's self-confidence, to develop a positive self-perception.

A request addressed to a shy child should contain specific tasks. It is important that it be expressed in a calm, soft voice, contain an address by name and be accompanied by a gentle touch. When communicating with shy children, it is necessary to exclude loud, harsh intonations, appeals in the form of orders, humiliating or critical statements. The main thing is tact and patience.

An effective way to expand a shy child's behavioral repertoire is to attracting an assistant from peers, which is characterized by high sociability, goodwill and will be able to involve a shy child in the game, in joint activities. But it also needs to be prepared: to have a conversation, to play typical situations, etc.

Introduction

Chapter 1. Theoretical aspects of the influence of theater activities on the development of shyness in younger students

1.1 Features of the mental development of younger students

1.2 Main characteristics of shyness

1.3 Theatrical activity as a pedagogical tool

Chapter 2. Experimental determination of the influence of theater activity on the development of shyness in younger students

2.1 Description of the experimental base and ascertaining experiment

2.2 Description of the method of theatrical activity used in the experiment

2.3 Description of the formative experiment and interpretation of its results

Conclusion

Bibliography

Appendix 1

Annex 2

Annex 3

Introduction

According to a number of published studies in the field of child psychology, one of the risk factors for deviations from normal development is the excessive shyness of younger students. Statistics say that about 40% of modern schoolchildren studying in grades 1-4 are characterized by qualities, the totality of which can be called shyness. This term is usually understood as a person's excessive self-doubt in himself, his own strengths, lack of sociability, low social activity, increased anxiety. These phenomena make themselves felt especially clearly in the educational activities of schoolchildren.

Safin V.F., Kon I.S., Izard K., Zimbardo F., Vasilyuk F.E. dealt with the problems of shyness, the study of psychological and pedagogical tools for its resolution at different times. and etc.

These and other authors have proposed various means of correcting the excessive shyness of younger students, one of which is the involvement of the child in theatrical activities in the process of his education at school.

Problem: Excessive shyness slows down the development of younger students.

Hypothesis: the inclusion of children of primary school age in theatrical activities will reduce the level of shyness.

The purpose of the study: to determine the specifics of the influence of theatrical activity on the formation and development of shyness in younger students.

Research objectives:

Determination of the features of the mental development of younger students;

Identification of specific features of shyness in primary school age;

Characterization of the influence of theatrical activity on the development of shyness;

Diagnosis of levels of shyness in modern junior schoolchildren;

Approbation of the methodology for including theatrical activities in the educational process in practice, determining its effectiveness;

Object of study: a group of children of primary school age.

Subject of research: the level of development of shyness of younger students.

Research methods:

Analysis of scientific and methodical literature;

Included observation;

Formative experiment;

Control diagnostics.

The theoretical significance of the study is due to the lack of materials in the field of diagnosing and correcting shyness in younger students.

The practical significance of the study is given by the presence in the work of a large amount of experimental data, diagnostic results, as well as methodological recommendations that can be used by teachers and parents in the work on correcting the shyness of younger students.

The work consists of introduction, two chapters, conclusion and appendices. The first chapter reveals the theoretical aspects of the influence of the involvement of younger students in theatrical activity on the level of their shyness.

The second chapter describes the experience of approbation of the methodology for including children - younger schoolchildren in theatrical activities and its effectiveness.

The conclusion summarizes the main findings of the entire study. The appendix contains all the necessary accompanying materials.

Chapter 1. Theoretical aspects of the influence of theater activities on the development of shyness in younger students

1.1 Features of the mental development of younger students

Development in psychology is usually understood as a qualitative change in an object.

When we talk about the norm of development, we mean the generally accepted levels of development of some components - intellect, thinking and other mental functions, emotional development, corresponding to the age of the child.

In psychology and pedagogy, there are age periodizations that collect all the information about the level of development of these components at a certain age. The most developed are the periodizations of B.D. Elkonin and V.I. Slobodchikov. Their work is based on the following concepts:

Leading activity is "an activity that determines the main direction of development at a particular age." The ability that develops in the child in the course of the implementation of the leading activity is called the neoformation of age. Transitions from one leading activity to another are called development crises.

The event community is “a community within which proper human abilities are formed, allowing the individual, firstly, to enter various communities and join certain forms of culture, and secondly, to leave the community, individualize and create new forms himself, i.e. to create new forms. e. be independent."

Summarizing these concepts, we can say that the child depends on society. At each stage of development he has a certain community in which he is included, on which he depends. For a long time it is only a mother, then a family, school, etc. In addition, the child develops at the level of mental functions, at the activity level. The development of new functions is carried out through activities that are different in each age period. These new functions - neoplasms - allow the child to be full-fledged, to enter society on an equal basis. But if there is a violation in the development of the child, if he does not live through any period, the activity is not mastered, then this negatively affects his development.

According to the periodization of V.I. Slobodchikov junior school age is the period from 7 to 11 years.

Let us briefly characterize the main neoplasms of the ages and the circle of event commonality in the younger schoolchild and adolescent.

Changes in the development of higher mental functions:

Memory. The changes concern the acquisition of new ways of memorization, based not on primitive repetition and memorization, but on the "grouping of the constituent parts of the material";

Perception. In the field of perception, there is a transition from the involuntary perception of a preschool child to purposeful voluntary observation of an object that is subject to a specific task;

Will. The development of arbitrariness occurs due to the requirements imposed by the school, the educational process on the child;

Attention. Also, educational activities contribute to the development of attention, focusing on uninteresting things;

Thinking. The development of thinking occurs due to the fact that in the process of learning the child has to not only learn, but also analyze, synthesize, generalize. All these are mental operations aimed at working with concepts.

Based on the development of memory, arbitrariness, attention, perception and thinking, the level of cognitive activity of the child, his intellectual abilities, increases.

The leading activity at the stage of primary school childhood is educational.

The structure of academic activity includes:

The learning task is what the student must master;

Educational action is the changes in the educational material necessary for its development by the student;

The control action is an indication of whether the student correctly performs the action corresponding to the model;

The action of assessment is the determination of whether a student has achieved a result or not.

Educational activity is not given to the child from the very beginning, it needs to be built. At the initial stages, it is carried out in the form of a joint activity of a teacher and a student. The process of development of educational activity is the process of transferring its individual links from teacher to student. Any action the child performs first with an adult, gradually the measure of the adult's help decreases and comes to naught, then the action is internalized, and the child begins to perform it independently.

When a child enters school, his whole way of life, his social position, position in the team, and family change dramatically. From now on, his main activity is teaching, the most important social duty is the duty to learn, to acquire knowledge. And teaching is a serious work that requires a certain organization, discipline, and considerable volitional efforts on the part of the child. More and more often you have to do what you need, and not what you want. The student is included in a new team for him, in which he will live, study, develop and grow up.

From the first days of schooling, the main contradiction arises, which is the driving force behind development in primary school age. This is a contradiction between the ever-growing demands that educational work and the team place on the personality of the child, on his attention, memory, thinking, and the current level of mental development, the development of personality traits. Demands are constantly growing, and the current level of mental development is continuously drawn up to their level.

Thus, the area of social community of a younger student includes his parents, teacher and peers.

1.2 Main characteristics of shyness

A.B. Belousova defined shyness as “a phenomenon of emotional and cognitive origin, which is caused by the existence of psychological tension in interpersonal communication and is accompanied by thoughts about one’s own inferiority and a negative attitude towards oneself on the part of the subjects of communication.”

If shyness is experienced briefly and rarely, then it acts as a state; if for a long time and often, then it turns into a property of the individual.

Shyness arises in the context of emotional contacts, in situations that are at least to some extent emotional. The most common objects that contribute to the emergence of shyness are the self (or self-consciousness), the body, love, work, friendship, close interpersonal relationships or even short contacts that nevertheless have a special meaning for the person.

There are many different versions about the nature of shyness. Different experts put forward different answers:

Researchers in personality psychology are convinced that shyness is inherited, just like a person's intelligence or height.

Behaviorists believe that shy people simply lack the social skills needed to communicate fully with other people.

Psychoanalysts say that shyness is nothing more than a symptom, an expression on a conscious level of deep mental contradictions raging in the subconscious.

Sociologists and some child psychologists believe that shyness should be understood in terms of social attitudes: we are embarrassed when it comes to observing social decorum.

Social psychologists say that shyness makes itself felt from the moment when a person says to himself: “I am shy”, “I am shy because I consider myself to be such and because others think so of me.”

Shyness manifests itself in different ways. There is a lot in common in the manifestation of shyness with the manifestation of confusion and tension. Therefore, they are all combined into one group, called in psychology emotional disturbances of activity.

Any emotional (born of emotion) disturbances in activity can be more clearly manifested either in the psychomotor, or in the intellectual, or in the vegetative sphere. Violation of these areas determines the three main types of manifestations of shyness, such as:

1. external behavior of a person, signaling shyness;

2. physiological symptoms;

3. inner feelings and vulnerability of intellectual functions.

The main signs characterizing a person's behavior as signaling shyness are: unwillingness to engage in conversation, eye contact is difficult or even impossible, he evaluates his voice as too soft, avoiding people, not showing initiative. Such behavior impedes social communication and interpersonal contacts, which are necessary for all people without exception. Because shy people repeatedly fail to express themselves, they are less able than others to create their own inner world. All this leads to isolation of a person. Withdrawal is an unwillingness to talk until you are pushed to it, a tendency to remain silent, an inability to speak freely. But isolation is not just a desire to avoid talking, but a more general and deeper problem. This is not just a problem of lack of communication skills, but the result of a misconception about the nature of human relationships. The actions of a closed person are similar to the actions of a distrustful investor in a rapidly changing market: hopes for a possible profit are outweighed by fears of losing their money.

On a physiological level, shy people experience the following sensations: the pulse quickens, the heart beats strongly, sweat comes out, and there is a feeling of emptiness in the stomach. However, we experience similar reactions with any strong emotional shock. A distinctive physical symptom of shyness is redness on the face that cannot be hidden. But again, we all blush from time to time, our heart beats faster or our stomach cramps. True, non-shy people treat these reactions as a mild inconvenience, and shy people tend to focus on their physical sensations. Sometimes they don't even wait until they find themselves in a situation that is fraught with embarrassment or embarrassment for them. They experience these symptoms ahead of time and, thinking only of the bad, decide not to engage in conversation, not to learn to dance, etc.

From the inner feelings of a shy person, embarrassment and awkwardness can be distinguished. Often people blush with embarrassment - a short-term acute loss of respect for oneself, which one has to experience from time to time. Confusion leads to general attention to some cases from private life, when someone informs other people about us, unexpected praise when they are caught doing an activity not intended for prying eyes. The state of embarrassment is caused by the consciousness of one's own inadequacy. Most shy people learn to avoid situations in which they may feel embarrassed, and thus more and more separate themselves from others, focusing on their shortcomings.

There are people who are shy even when they are alone. They blush and feel embarrassed, reliving their previous mistakes or worrying about how they will behave in the future.

The most notable quality of a shy person is awkwardness. Awkwardness is an external manifestation of excessive concern for one's internal state. Self-knowledge, the desire to comprehend oneself underlie many theories of the harmonious development of personality. Awkwardness can manifest itself both in public and alone with oneself. Embarrassment in public is reflected in a person's concern about the impression made on others. Embarrassment with oneself is a brain turned against itself. This is not just a focus on oneself, but a negatively colored egocentrism.

Shyness has negative consequences not only in social terms, but also negatively affects thought processes. Shyness plunges a person into a state that is characterized by an aggravation of self-consciousness and specific features of self-perception. A person seems to himself small, helpless, constrained, emotionally upset, stupid, worthless, etc.

Shyness is accompanied by a temporary inability to think logically and effectively, and often a feeling of failure, defeat. To some extent, you can say that a person is going crazy. After self-control turns on and anxiety rises, shy people pay less and less attention to incoming information. The agony of shyness kills memory, perception is distorted. Thus, shyness deprives a person not only of the gift of speech, but also of memory and clear perception.

There is another kind of shyness, when it manifests itself as an incomprehensible eccentricity, harshness unusual for this person, even rudeness. This is the so-called overcompensation of shyness. Behind conscious shamelessness, behind emphasized rudeness and eccentricity, people try to hide, hide their shyness.

Developing trust in others;

responding to fears;

There are some problems in diagnosing shyness. There are quite a lot of methods for determining the degree of shyness in adolescents. These are the methods of F. Zimbardo, J. Farenberg, A.B. Belousova and others.

An analysis of the psychological and pedagogical literature showed that today we do not have a sufficient number of methods for diagnosing shyness in younger students. There are some kind of "local" diagnostic programs that affect the phenomenon of shyness (such as anxiety, fears, loneliness, self-esteem, etc.). The success of measuring the shyness of younger students depends on the ability to correctly dissect the problem of shyness and select appropriate diagnostic tools for all the elements.

Currently, the complex of methods that determine the shyness of younger students includes:

Measuring a child's self-esteem;

Measurement of anxiety;

Methods for measuring shyness are observation, questioning, interviewing, questioning.

1.3 Theatrical activity as a pedagogical tool

Theater is a synthesis of arts, which has absorbed almost everything that helps a full-fledged person to develop, who is able to perceive the world around him as a living single organism.

N.E. Basina identifies the following common features of theatrical and pedagogical activity:

The vector of interest in theater and pedagogy has always been human relations, the interaction of man and the world;

The profession of a teacher has much in common with the professions of an actor and director. Publicity - the specifics of the pedagogical and acting professional situation;

The game is actively used both in theatrical and pedagogical activities.

According to L.S. Vygotsky, "along with verbal creativity, dramatization, or theatrical production, is the most frequent and widespread type of children's creativity." First, the drama, based on the action performed by the child himself, most closely, effectively and directly connects artistic creativity with personal experience. Another reason for the proximity of the dramatic form to the child is the connection of all dramatization with play. Drama is closer than any other type of creativity, it is directly connected with the game, this root of all children's creativity, and therefore it is the most syncretic, that is, it contains elements of the most diverse types of creativity.

Immersion in the world of theater in childhood creates certain ideals in the mind of a person, which subsequently carry only positive energy.

The next aspect: theater is a collective art. And children here comprehend what the standard general educational process at school cannot always achieve from them. Classes in the theater discipline, develop a sense of responsibility to partners and the audience, instill a sense of collectivism, love for work, courage.

The theatrical production provides a pretext and material for the most diverse types of children's creativity. Children themselves compose, improvise or prepare a play, improvise roles, sometimes stage some ready-made literary material. This is the verbal creativity of children, necessary and understandable to the children themselves, because it acquires meaning as part of the whole; it is a preparation or a natural part of a whole and entertaining game. The production of props, scenery, costumes gives rise to the fine and technical creativity of children. Children draw, sculpt, carve, sew, and again all these activities acquire meaning and purpose as part of a common idea that excites children. Finally, the play itself, consisting in the representation of the actors, completes all this work and gives it its full and final expression.

The main language of the theater is play-action, and the signs are dialogue. The game in primary school plays an important role, it "leads" learning. It is theatrical art in the context of play and action, the creation of images that is an effective condition for the correction of higher mental functions as the basis for the formation of speech activity. Theatrical activity, as a model of life situations, as a “trial” to feel oneself in a particular environment, creates, like no other educational activity, favorable conditions:

For the development of the emotional sphere (acquaintance with the feelings, moods of the characters, mastering the ways of their external expression, understanding the reasons for this or that mood);

For speech development (improvement of dialogues and monologues, mastering the ways of expressiveness of speech, diction);

For self-expression and self-realization.

The emergence of theater pedagogy as a separate branch of pedagogy can be considered as some result of the synergy of theater and pedagogical activity.

To date, theater pedagogy has developed a rich system of exercises and trainings that develop attention, imagination, associative thinking, memory, the ability to act and other elements of creativity.

Creative elements include:

Attention to the object;

Organs of perception: vision, hearing, etc.;

Memory for sensations and the creation of figurative visions on its basis;

Imagination;

Ability to interact;

Logic and sequence of actions and feelings;

sense of truth;

Faith and naivete;

Feeling the perspective of action and thought;

Sense of rhythm;

Charm, endurance;

Muscular freedom and plasticity;

Feeling of the phrase;

Ability to use words.

Mastering these elements of creativity leads to the creation of normal creative well-being.

The forms of inclusion of theatrical activity in the educational process are diverse:

1. Theater as a lesson

The inclusion of such a form of educational activity implies:

Expanding children's ideas about the theater;

Familiarization of children with the history of the theater;

Development of theatrical productions and their performance;

Exercises for the development of cognitive abilities;

Development of the child's communication skills;

Exercises for the development of the elements of creative activity necessary for the child to participate in a theatrical production.

The form of the lesson for theatrical activity is not quite usual. A clear disadvantage of this approach is the time limitation of the lesson and the vagueness of the criteria for evaluating the performance of students in the theater lesson.

2. Theater as a form of extracurricular work

The most common way to include theatrical activities in the educational process. It is characterized by a certain separation of standard educational activities from theatrical and represents longer events organized by the teacher after the lesson, similar in principle to the activities of actors and theater directors.

All activities here are built around the school theater, the composition of which can be either divided into age groups or be mixed. Often, a separate teacher-organizer or an invited specialist with a theatrical education is responsible for running a theater group.

This is a more developmental form of organizing theatrical activity, because here children learn by being directly involved in the process of developing a theatrical production and bringing it to its logical conclusion.

3. Theater as training

This form implies the use of individual elements of theatrical activity in the educational process. This can be playing skits in class, analyzing some of the most memorable of them from real theatrical productions. There is no full inclusion in theatrical activity. The theater is only one of the socio-cultural resources for building the educational process.

O.L. Zvereva identified the following types of theater classes:

1. Typical, which include the following activities: theatrical and gaming, rhythmoplasty, artistic speech, theatrical alphabet (elementary knowledge of theatrical art).

2. Dominant - one of the specified types of activity dominates.

3. Thematic, in which all the named activities are united by one topic, for example: “What is good and what is bad?”, “About dogs and cats”, etc.

4. Complex - a synthesis of the arts is used, an idea is given of the specifics of the arts (theater, choreography, poetry, music, painting), modern technical means (audio and video materials).

All types of artistic activity are combined, alternate, there are features of similarity and differences in the works, means of expression of each type of art, which convey the image in its own way.

5. Integrated, where not only artistic, but also any other activity acts as a core activity.

6. Rehearsal rooms, where the “run” of the performance being prepared for staging or its individual fragments is carried out.

As noted above, there are certain difficulties in measuring the effectiveness of theatrical activity as an element of the pedagogical system. These difficulties are mainly related to the definition of performance criteria. Among a small number of methods for measuring the effectiveness of theatrical activity, one can single out the approach of T.S. Komarova. The main characteristics of this approach are presented in the table below.

Table 1 - Measuring the effectiveness of theatrical activities in the educational process

1. Fundamentals of theatrical culture
	High level	Middle level	Low level
	Shows a steady interest in theatrical art and theatrical activities. Knows the rules of behavior in the theater.	Interested in theatrical activities.	Shows no interest in theatrical activities. Knows the rules of behavior in the theater.
	Names various types of theater, knows from the differences can characterize the theatrical profession.	Uses his knowledge in theatrical activities.	It is difficult to name the different types of tetra.
2. Speech culture
	Understands the main idea of a literary work, explains his statement.	Understands the main idea of a literary work.
	Gives detailed verbal characteristics of the main and secondary characters.	Gives verbal characteristics of the main and secondary characters.	Distinguish between main and secondary characters.
	Creatively interprets plot units based on a literary work.	Identifies and can characterize plot units.	It is difficult to single out plot units.
	Able to retell the work from different persons, using linguistic and intonational-figurative means of expressiveness of speech.	In the retelling, he uses the means of linguistic expressiveness.	Retells the story with the help of a teacher.
3. Emotionally-imaginative development
	Creatively applies knowledge about various emotional states and character of characters in performances and dramatizations, uses various means.	Possesses knowledge of various emotional states and can demonstrate them using facial expressions, gestures, posture, movement, expressiveness is required.	Distinguishes emotional states and their characteristics, but finds it difficult to demonstrate them by means of facial expressions, gestures, and movements.
4. Musical development
	He improvises to music of different nature, creating expressive plastic images.	It conveys the character of music in free plastic movements.	Finds it difficult to create plastic images in accordance with the nature of the music.
	Freely selects the musical characteristics of the characters, musical accompaniment to parts of the plot.	Independently chooses the musical characteristics of the characters, musical accompaniment to parts of the plot from those proposed by the teacher.	It is difficult to choose the musical characteristics of the characters from those proposed by the teacher.
	Independently uses musical accompaniment, freely performs a song, dance in a performance.	With the help of a teacher, she uses children's musical instruments, selects musical accompaniment, performs a song, a dance.	Difficulty in playing children's musical instruments and the selection of familiar songs for the performance.
5. Basics of visual and design activities
	Independently creates sketches for the main actions of the performance, sketches of characters and scenery, taking into account the material from which they will be made.	Creates sketches of scenery, characters and main actions of the play.	Creates drawings for the main actions of the performance.
	Shows imagination in the manufacture of scenery and characters for performances for various types of theater.	Creates scenery from various materials according to a sketch or verbal description-instructions.	Difficulties in making decorations from various materials.
6. Fundamentals of collective creative activity
	Shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.	Shows initiative and coordination of actions with partners in planning collective activities.	Does not show initiative, is passive at all stages of work on the performance

Early childhood is an extremely important period in a person's life. This is the time of inclusion in educational activities, the development of theoretical knowledge, rapid physical development. The main psychological neoplasms of primary school age are: the arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of a system of scientific concepts.

Shyness, according to F. Zimbardo, is “a state of mind and the behavior of animals and humans caused by it, the characteristic features of which are: indecision, timidity, tension, stiffness and awkwardness in society due to self-doubt.”

Shyness negatively affects the development of younger students. Shyness:

Creates social problems, difficulties in communication, in establishing friendly relations with peers;

Has negative emotional consequences - depression, isolation, loneliness;

Creates difficulties in expressing one's own opinion, assessment, feelings, in showing initiative;

Limits the positive evaluation by others of the personal achievements of shy people and their self-esteem;

Contributes to the formation of incorrect assessments of the personality of a shy person, who can be perceived as arrogant, unfriendly, boring, weak;

Creates difficulties in mental activity in the presence of other people and alone with oneself;

Associated with the manifestation of uncontrolled physical arousal, increased heart rate and respiration.

According to psychologists, correctional work with shy children should be carried out in several directions:

Development of positive self-perception;

Increasing confidence in yourself and your abilities;

Developing trust in others;

responding to fears;

Removal of bodily tension;

Development of the ability to express their emotions;

Development of teamwork skills;

Development of self-control skills.

One of the options for a pedagogical tool for combining all these areas can be theatrical activity.

Involving a child in theatrical activity allows you to develop his communication skills, expand the area of social contacts, give you the opportunity to show your creative abilities, your emotions. The great developmental potential of theatrical activity lies in:

Collectivity of activity;

Elements of game activity;

The need to act and communicate;

Independence of choice and organization of own participation in activities;

The need to activate cognitive abilities.

Chapter 2. Experimental determination of the influence of theater activity on the development of shyness in younger students

2.1 Description of the experimental base and ascertaining experiment

The study was conducted on the basis of a general education institution of school No. 30 in Krasnoyarsk.

The purpose of the study: to determine the degree of influence of the inclusion of younger students in theatrical activities on the level of their shyness.

The experiment involved 12 people: 7 girls and 5 boys aged 6 to 8 years. The group was made up of second-grade students who, according to the observations of the class teachers, are characterized by excessive shyness.

Diagram 1 - Sex and age composition of the subjects

The study was carried out in three stages:

Determining the level of shyness in the experimental group before the start of the experiment;

Conducting a series of theatrical classes;

Determination of the level of shyness after a series of classes.

To diagnose the shyness of younger schoolchildren, we used a complex of two methods, surveys of teachers and parents of the subjects.

The first technique - "What am I" T.Yu. Romanova is used to determine the level of self-esteem of preschoolers and younger students. The methodology contains a separate scale "shyness", the level of which is proposed to be assessed by the student independently. In addition, according to the main characteristics of shyness as a sociopsychological phenomenon, a high level of shyness corresponds to a low level of self-esteem.

The experimenter, using the protocol, asks the child how he perceives himself and evaluates himself on ten different positive personality traits. The assessments offered by the child to himself are put down by the experimenter in the appropriate columns of the protocol, and then converted into points.

Answers like "yes" are worth 1 point, answers like "no" are worth 0 points. Answers like "don't know" and also answers like "sometimes" are estimated at 0.5 points. The self-esteem of the child is determined by the total amount of points scored by him for all personality traits.

Conclusions about the level of self-esteem

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

The second technique is the method of diagnosing the level of anxiety in the edition of Phillips. The edition of the specified author corresponds to the age characteristics of the group of subjects, includes a separate scale "shyness" for measurement. A high level of shyness corresponds to a high level of anxiety.

The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.

When processing the results, questions are selected, the answers to which do not match the test key. For example, the child answered “Yes” to the 58th question, while “-” corresponds to this question in the key, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of discrepancies throughout the text. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety factors highlighted in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Protocols, stimulus material for both methods are given in Appendix 2.

Important for determining the level of shyness of the subjects is a survey of parents and teachers, helping to clarify the degree of social activity of the child, the level of his sociability, educational success. It is known that a high level of shyness is accompanied by lack of communication, excessive secrecy, lack of outstanding academic success.

The diagnostic results are presented in Appendix 3. Here we also note the general results.

The ascertaining measurement of shyness using the “What Am I” method (see Appendix 3. Table 1) showed a high self-esteem in two subjects (16% of the total), an average level of self-esteem in 4 subjects (34% of the total), low self-esteem in six subjects (50% of the subjects). A high level of shyness was found in 6 subjects (50%), an average level of shyness in 4 subjects (33%), no shyness was noted in 2 subjects (17%).

Diagram 2 - The results of the ascertaining measurement of shyness according to the method "What am I"

The ascertaining measurement of shyness according to the Phillips method (see Appendix 3. Table 2) showed a high level of anxiety in 40% of the subjects, anxiety in 47% of the subjects, and a low level of anxiety in 13% of the subjects. Anxiety is accompanied by subjects with problems in building relationships with other people, a high level of fear of self-expression (44% of subjects). A high level of shyness was found in 60% of the subjects.

Diagram 3 - The results of the ascertaining measurement of shyness according to the Phillips method

The final phase of the ascertaining experiment was a conversation with the parents and class teachers of the subjects.

Parents and class teachers were asked the following questions:

1. How does the child behave in class and at home?

2. Does the child have many friends among his classmates and peers in general?

3. Does the child have learning problems?

4. How does the child relate to strangers, groups?

5. Is the child sociable?

6. Do you find your child shy/shy?

The conversation was able to determine the following:

According to the teachers, subjects #3,4,8,9 have significant problems in building relationships with others;

According to their parents, subjects No. 1,2,4,5,8,9,10 have excessive shyness, manifested in distrust of new people, unwillingness to remain in a team;

According to the class teacher, subjects No. 3-5, 7,10 experience problems in public speaking, if necessary, answer at the blackboard;

According to the parents, subjects #3-5 have few friends among their peers;

According to the parents, subjects #2-5, 7-10 behave differently at home and at school; lack of sociability at school is replaced by sociability at home;

According to the class teachers, subjects No. 1-3, 6-8 experience difficulties in learning, often make mistakes in completing assignments, forget some school supplies at home, and do not express diligence in the classroom.

2.2 Description of the method of theatrical activity used in the experiment

The study used the methodology of A.P. Ershova "Theatre lessons in elementary school". The choice of this particular methodological tool is due to the extensive experience of testing the means described in it in practice, the positive feedback from teachers working in elementary school.

In addition to this technique, the scenarios of theatrical classes by T.M. Romanova, E.A. Fedorova, O.S. Bausova.

Method A.P. Ershova assumes a comprehensive training in theatrical art and, on its basis, children from the primary school level (grades 1-4).

The purpose of the methodology is: to create a development space for children of primary school age in accordance with their age needs.

The objectives of the methodology are:

Acquaintance with the basics of theatrical activity;

Development of speech activity of younger students;

Development of teamwork, cooperation and partnership skills;

Development of basic cognitive abilities: thinking, imagination, attention, perception;

Civil, legal, moral, aesthetic education;

Development of intelligence;

Socialization of younger schoolchildren, expanding the circle of their social activity.

Work on the implementation of the tasks in the methodology is implied in several stages:

1. Educational games

The purpose of the introduction of theatrical educational games is to help children and the teacher in creating a psychologically comfortable atmosphere for classes; immerse children in their inherent element of the game, smoothing the scope of the lesson; develop in children memory, attention, will, thinking, imagination.

In a game format, you can submit exercises for the development of diction, articulation, breathing.

2. Acquaintance with the theater

In the classroom, theatrical terms are mastered: drama theater, puppet theater, radio theater, musical theater, actor, premiere, performance, characters, opera, ballet, etc.

Acquaintance of children with the theater involves watching TV shows, going to the drama theater, listening to fairy tales on record.

3. Acquaintance with the components of performing activities

This stage includes:

Creative activity;

The main task at this stage is the formation of the child's idea of the components of the stage image. At this stage of training, attention to the plastic solution of this or that image, the role of the costume or its details, etc., is of great importance. Exercise to music at this stage involves the transmission of fabulous images that are distinguished by a special characteristic.

One of the tasks is the formation of aesthetic evaluation skills in younger students. To this end, all the exercises performed in the classroom are discussed (in this case, the children are conditionally divided into two groups, each of which alternately performs the functions of either actors or spectators). The main criterion by which children's work is evaluated at this stage is reliability (veracity of performance).

Theatrical performance activity is based on the development and calculation of the language of action as a particularly expressive material of theatrical art. Children get used to paying attention to the features of actions performed by people: features of plasticity, gaze, speech, costume and facial expressions. They learn to grasp and perform one given action in different ways - to ask, console, listen, find out, etc. Students acquire the ability, having received a performing task and going on stage, to act in truth. The criterion "we believe" - "we do not believe", "grimacing" - "in truth" is being formed.

It is necessary to choose exercises for training arbitrary auditory and visual attention. The subject of attention should also be differences, features of the performance of the same task by different children.

Training of external behavior should also develop a benevolent attitude towards the work of one's classmates, which is especially important during this age period (to support, inspire confidence, interest, and not drown out the emerging need to try, do).

4. Mastering the means of expression

This stage consists of the following elements:

In an atmosphere of a benevolent and patient attitude towards each other, children's sensitivity to a truthful purposeful action, to its features in facial expressions, gestures, gaze, movement, and speech is formed. Children get used to fantasize about the possibility of different behaviors in similar proposed circumstances and about performing the same actions in different proposed circumstances. This training of the imagination is also served by exercises with voice and speech: speaking slowly, quietly, quickly, in a bass voice, different people can speak high in different circumstances. Speech exercises play an important role in the work on artistic reading.

At this stage, you should consolidate and expand the experience of watching performances. It is useful to go to an already familiar performance for the second time, to give children the opportunity to notice everything different and the same. Here you can also use sketches for a “polite”, good viewer and for a bad viewer. All etude work allows us to introduce an aesthetic criterion for evaluating them when “bad” behavior is played, for example, well, and “good” - bad. So the quality of the performance - "how" - begins to be isolated from the content of the etude - "what" the actor plays. Work on any sketch can include the distribution of functions of the writer, director, actors, artist.

The main directions in the work at this stage are the reliability, truthfulness of performance, expressed in purposeful actions in the proposed circumstances. To this end, children are given a series of exercises that develop precisely these skills:

Speculation of the proposed circumstances;

The story about the hero from his own face;

On behalf of the character who came into conflict with him;

Inventing events before and after the study;

Characterization of the hero in his own speech, etc.

Thus, students gradually form an idea of character as a special behavior. At this stage, the child should already be able to consider the act as an action through which the character of the hero is manifested.

The development of theater education takes place on the basis of deepening and expanding the acquaintance of schoolchildren with dramaturgy and theatrical terminology, its specific and genre features: action, act, dialogue, monologue, director, playwright, artist, costume, decorator, gesture, facial expressions, posture.

The performances show dramatizations of poems, folklore holidays, "village gatherings". Schoolchildren participate in the performance as in a collective work, using the working terminology of acting.

5. Formation of ideas about the image of the hero in the theater

This stage includes the elements:

Elements of speech expressiveness;

Theater education;

Creative report.

At this stage, the main criterion for perception is the child's ability to evaluate the expressiveness and originality of each task. For this purpose, schoolchildren are offered to perform the same task with different compositions, while revealing the difference in performance. Theatrical and performing activities of schoolchildren unfold on the basis of the performance of a role according to a drama assignment. The interrelation of the image, text, task, action is mastered. The significance of improvisation-play in theatrical art is revealed, without which it does not exist, but which can be appreciated. Students get acquainted with the influence of history, environment, character, situation, on the logic of the character's behavior.

The work is based on exercises related to the game embodiment of a dramatic task:

Noises on remarks;

Monologues;

The logic of action in the dialogue;

Playing with the elements of the costume;

Logic of behavior and costume;

Etudes based on the play;

Improvisation under given circumstances.

At this stage, practical skills are laid to prepare children for the perception of a holistic image of the performance as a collective creativity; feasible participation in all stages of preparation, including registration. Children select and create a costume, scenery, props, sound design for the performance, for their sketch productions.

The skills of creative discipline are being formed: a feeling of "pain" for collective work and awareness of the need for one's participation in it; knowledge of the text of the role (not only one's own, but also partners), readiness to help one's comrade at any time, and, if necessary, to replace him.

Table 2 - Thematic lesson plan for theatrical activities in elementary school according to the method of A.P. Ershova

class number	The name of the stage of training in theatrical activity	Stage elements	Number of hours
	Educational games	exercises for the development of memory, attention, will, thinking, imagination; exercises for the development of diction, articulation, breathing.
	Introduction to theater
	Acquaintance with the components of performing activities	Formation of stage speech; Plastic expressiveness; Creative activity; Formation of the skill of teamwork.	Total: 34 hours
	Mastering the means of expression	Elements of speech expressiveness; Formation of the idea of character as a special behavior; Mastering the working terminology of acting art.	Total: 27 hours
	Formation of ideas about the image of the hero in the theater	Elements of speech expressiveness; Hero image. The nature and selection of actions; Theater education; Gesture, facial expressions, movement, speech are the components of the action; Creative report.	Total: 34 hours

The end of training in this program should, in the author's opinion, include a final theatrical production - a public defense of the skills formed during the classes.

2.3 Description of the formative experiment and interpretation of its results

In order to determine the effectiveness of theatrical activity in the course of eliminating excessive shyness in younger students, we conducted a series of theatrical classes aimed at developing stage speech, plastic expressiveness, creative activity, and teamwork skills. Appendix 1 contains scenarios for some theatrical performances that we used in the course of classes, built according to the program of A.P. Ershova.

The work was carried out over four weeks. A summary of its progress is given in the table below.

Table 3 - Report on practical work in a general education institution

		Description
	1 lesson	Articulation work. Gymnastics for lips, tongue, jaw. Breathing exercise. Exercise "and, a, o, y, s"; the sound of simple and iotated vowels: "uh, a-ya, o-e, u-yu, s-y"; hard and soft consonants: “pe-pe, pa-pya, po-pe, pu-pyu, py-pi”. Letter sound associations (wind, howl, wolf, bee buzzing, etc.). Images of letters (what it looks like).
	2 lesson	Acquaintance with Russian children's folklore through work on tongue twisters. Dramatization based on the work of K. Chukovsky "Telephone". Viewing the theatrical production of K. Chukovsky "Fly-Tsokotuha".
	3 lesson	Going to the theater for a production of Cinderella
	4 lesson	Discussion of the theatrical production of "Cinderella". Acting out a dramatization of a fairy tale.
	5 lesson	Exercises for plasticity, expressiveness of facial expressions. Exercises for the development of attention and perception. Theatrical improvisation
	6 lesson	vocal exercises. Playing a dramatization of the epic "Sadko"
	7 lesson	Preparation for the final production according to T.M. Romanova "Playing in the circus"
	8 session

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru

table of contentsnie

Introduction

Chapter 1. Theoretical aspects of the problem of shyness and isolation in children

1.1 Definition and causes of shyness

1.2 Manifestations and consequences of shyness and isolation in children

1.3 Diagnosis of shyness and withdrawal in children

Chapter 1 Conclusions

Chapter 2

2.1 Prevention of childhood shyness and withdrawal

2.2 Group methods of working with shy and withdrawn children

Chapter 2 Conclusions

Conclusion

Bibliography

Introduction

In our work, we will consider problem psychoprophylactic work of a teacher-psychologist with shy and withdrawn children. Relevance The topic is due to the fact that the problem of shyness is rooted in childhood and prevents children from enjoying communication with peers, making friends and receiving their support. They try not to be noticed, not to take the initiative, and most importantly, they do not feel like full-fledged people because of all kinds of complexes.

Shyness can manifest itself in a child from an early age. From the point of view of psychology, this is the most complex phenomenon, which is based on many personal problems and characteristics. But on the outer level, shyness is mainly manifested in communication. It is difficult for the child to contact with others, to be in the center of the company, to talk when a large number of people are listening to him, to speak in front of others. The very thought that now he will attract attention to himself is unpleasant to him.

In school, shyness can be the root of many problems. During classes, where communication is based not on the teacher's monologue, but on two-way contact, the child himself often has to act as the active side. In elementary school, classes rarely take the form of lectures or writing. All subjects to one degree or another involve oral presentations of children, and for humanitarian subjects this is the main form of communication between a teacher and children.

Shyness of a child in the process of learning, on the one hand, can serve as an obstacle to the qualitative assimilation of the material: shyness, being a high emotional stress, blocks various thought processes and negatively affects memory.

On the other hand, shyness is detrimental to the psycho-emotional health of the child: for a shy child, speaking in front of a class is stressful, which, in turn, can lead to school fears in the child.

It is necessary to start taking measures to prevent the development of shyness in children as early as possible. Ways to deal with shyness depend, first of all, on the degree of its manifestation in a child and are different in a particular case.

The work of foreign psychologists D. Brett, M.E. Burno, F. Zimbardo, Russian psychologists L.I. Bozhovich, I.S. Kona, A.A. Reana etc.

Target of our work: to study the psychoprophylactic work of a teacher-psychologist with shy and withdrawn children.

To achieve our goal, we must decide the following hadachi:

1. Explore the definition and causes of shyness;

2. Consider the manifestations and consequences of shyness and isolation in children;

3. Determine the diagnosis of shyness and isolation in children;

4. To study ways to prevent children's shyness and isolation;

5. Analyze group methods of working with shy and withdrawn children;

Structure of our work: introduction, 2 chapters, consisting of three paragraphs, conclusions for each chapter, conclusion, list of references.

Practical significance work is that we will comprehensively consider this problem. We will consider the theoretical aspects of the phenomenon of shyness, offer the necessary diagnostic minimum, ways to solve the problem: psychoprophylaxis and psychocorrection, psychological and pedagogical recommendations for teachers and parents of shy and withdrawn children. This work can help psychologists, educational psychologists, teachers, educators, social educators, parents of shy and withdrawn children, etc.

shyness isolation childish psychological

Chapter 1.Theoretical aspectsProblems

1.1 Definition andcauses of shyness

There is no exact definition of shyness. Shyness is a complex complex condition that manifests itself in various forms. It can be mild discomfort, and inexplicable fear, and even deep neurosis.

Shyness- a character trait that manifests itself in embarrassment, anxiety, indecision, difficulties in communication caused by thoughts about one's inferiority and a negative attitude towards oneself by interlocutors.

According to the psychologist F. Zimbardo, “to be shy means to be afraid of people, especially those people who, for one reason or another, negatively affect our emotions: strangers (it is not known what can be expected from them); bosses (they have power); representatives of the opposite sex (they bring to mind thoughts of a possible rapprochement) ".

M.E. Burno writes that “shyness is often associated with such character traits as timidity, conscientiousness, indecision, awkwardness, slowness, self-doubt, anxiety, a tendency to doubt, fear, melancholy, suspiciousness, shyness, experiencing one’s unnaturalness.

All this together makes up a feeling, an experience, an inferiority complex, due to which a person seeks to stay away from responsible activities, business, practical communication with people and at the same time is distinguished by vulnerable pride, suffers from the fact that he does so little in his life, is so insignificant in compared with natural, resolute people.

According to D. Brett, “shyness is a phenomenon that is much more common than many people think, especially shy people. Studies show that about 40% of teenagers and adults consider themselves shy.

Among schoolchildren, shyness is more common than among adults, as many adults manage to overcome their childhood illness. In adolescence, shyness is more common in girls than in boys, because the desire to be visible at school and to be attractive to members of the opposite sex is more strongly embedded in our girls than in boys. True, this does not mean that women are more often shy than men. This ratio may vary depending on the country or cultural stratum of society.

Distinguish between an internally shy person and an externally shy person. Outwardly shy people are unsociable or uncommunicative and lack social skills. This affects their relationships with other people, which in turn exacerbates painful self-esteem and leads to the fact that a person withdraws into himself. Externally shy people often take a lower position in society than they deserve and rarely become leaders.

Compared to outwardly shy introverts, shy extroverts are in a better position. They have more developed social skills, well-learned communication skills. They know what to do to please others, to be recognized, to advance in their position. If internally shy people are talented, then they often go on to a brilliant career. True, it costs them a lot of emotional costs.

Representatives of different psychological trends looked at the causes of shyness in different ways.

-Ttheory of innate shyness

Adherents of this theory believe that since shyness is an innate quality, nothing can change the state of affairs. Psychologist R. Cattell in his 16-factor personality questionnaire identified the H scale with two opposite personality traits - courage-self-confidence and timidity-sensitivity to threat. Low scores for this factor indicate a hypersensitive nervous system, an acute reaction to any threat, timidity, uncertainty in one's behavior, strength, restraint of feelings. People with such indicators are tormented by a sense of their own inferiority, that is, they are shy people.

- Theory of behaviorism

Behaviorists proceed from the fact that the human psyche affects the forms of behavior, and behavior is a reaction to environmental stimuli. They believe that shyness occurs when people fail to master social communication skills. But if you create a certain educational environment, then everything can be corrected, since shyness is a reaction of fear to social incentives. It is worth changing the forms of communication, making them “correct”, and any tightness will disappear.

- Psychoanalytic theory

Shyness is regarded as a reaction to the unsatisfied primary needs of the instinct. It is associated with deviations in the development of the personality due to a violation of the harmony between instinct, adaptation to reality and reason, which protects moral norms. In addition, shyness is an external manifestation of a deep unconscious conflict. Psychoanalytic reasoning is based on examples of pathological shyness that really needs to be treated.

- A concept.Adler

A. Adler is a representative of individual psychology. It was he who introduced the term "inferiority complex". The psychologist believed that all children experience an inferiority complex due to physical imperfection, lack of opportunities and strength. This can hinder their development. Each child chooses his life style due to his character and his ideas about himself and the world as a whole. Adler believed that a person will never become neurotic if he cooperates with people. And those who are not able to cooperate, turn out to be lonely beings and losers. Children can become such for various reasons (organic inferiority, frequent illnesses), which makes them compete with others. Such a fate can be prepared for spoiled children who lack self-confidence, since everything will be done for them, and, finally, outcast children who have no experience of cooperation, since they did not observe this phenomenon in their own family, fall into this company. These three categories of children withdraw into themselves, do not interact with society, and therefore are doomed to failure. Adler introduced the concept of "insecure behavior", due to the fear of criticism, the fear of saying "no", the fear of contact, the fear of insisting on one's own, caution. Children with "insecure behavior" are dependent, dependent, passive, that is, shy.

Recently, shyness has come to be referred to as "high reactivity." Often in highly reactive children, shyness appears as an instinctive behavior aimed at protecting against physiological and emotional overload. In this case, two variants of instinctive behavior are possible. The first one is that a child, dissatisfied with something, chooses an “avoidance strategy” (a type of psychological defense) and becomes shy. The second - the child is included in the rivalry and becomes self-confident.

It is customary to single out natural and social factors that form shyness. To natural factors temperament is due to the type of nervous system. The vast majority of shy people are melancholic and phlegmatic. However, there are also shy choleric and sanguine people.

To social factors refer to the type of family education. There is a very close relationship between the type of upbringing of the child and the characteristics of mental development. The most typical manifestations of improper upbringing:

Neprandyatie. There is no emotional contact between parents and children. The child is shod, dressed and fed, but his parents are not interested in his soul. As a result of such upbringing, one can raise either an aggressive child, or a downtrodden one, or a timid one.

Overprotection. Parents too "correctly" educate the child, program his every step. The child is forced to chronically restrain his impulses and desires. The child may protest against such a situation, which results in aggressiveness, or he may submit, become withdrawn, fenced off, and, as a result, shy.

Anxious and suspicious type of education. They tremble over the child, take care of it beyond measure, and this is fertile ground for the development of indecision, timidity, painful self-doubt.

As a result of the distortion of family education, as a rule, children grow up with emotional disorders of polar types - aggressive or shy.

In the context of the development of human emotions and feelings, shyness is considered either as a synonym for feelings of fear (D. Baldwin, K. Gross), or as an expression of guilt or shame (V. Zenkovsky, D. Izard, V. Stern). At the same time, all psychologists note the connection of shyness with the peculiarities of the child's self-awareness and the attitude towards people associated with it: self-doubt, negative self-esteem, distrust of others.

Thus, we can say that shyness is a very common and versatile quality of a person's personality. It can be considered either a minor difficulty or a major problem.

The causes of shyness are as diverse as its definition. The main source of shyness is fear of people. The foundation of shyness, of course, is laid in childhood. Its appearance largely depends on the upbringing of parents, educational institutions and the social environment. True, there are people who, being not shy, suddenly, under the influence of any events, become shy.

1.2 Manifestations and consequences of shynessand isolation in children

The manifestations of shyness are very diverse: from physiological symptoms to internal conflicts and disturbances in thought processes. The behavior of a shy person deprives him of the most important and necessary thing in life - this is social and interpersonal communication. And this leads to isolation and loneliness, while increasing self-control and a tendency to introspection.

Any emotional disturbances in activity can be more clearly manifested either in the psychomotor, or in the intellectual, or in the vegetative sphere. Violation of these areas determines three mainx type of shyness, such as:

External behavior of a person, signaling shyness;

Physiological symptoms;

Internal sensations and vulnerability of intellectual functions.

Main signs characterizing the behavior of a shy person are: reluctance to engage in conversation, difficult or even impossible eye contact, evaluates his voice as too soft, avoiding people, lack of initiative. Such behavior impedes social communication and interpersonal contacts, which are necessary for all people without exception.

Because shy people repeatedly fail to express themselves, they are less able than others to create their own inner world. All this leads to isolation of a person. Withdrawal is an unwillingness to talk until you are pushed to it, a tendency to remain silent, an inability to speak freely. But isolation is not just a desire to avoid talking, but a more general and deeper problem.

This is not just a problem of lack of communication skills, but the result of a misconception about the nature of human relationships. Closure- this is a consequence of external shyness, expressed in social and educational maladjustment, leading to violations of the somatic, psycho-emotional and social health of the individual.

On the physiological level shy people experience the following sensations: the pulse quickens, the heart beats strongly, sweat comes out, and there is a feeling of emptiness in the stomach. A distinctive physical symptom of shyness is a reddening of the face that cannot be hidden. These symptoms can appear in anyone with a strong emotional shock, but non-shy people treat these reactions as a mild inconvenience, and shy people tend to focus on their physical sensations. Sometimes they don't even wait until they're in a situation where they feel awkward or embarrassed. They experience these symptoms in advance and, thinking only of the bad, decide not to engage in conversation, not to learn dancing, etc. .

From internal sensations a shy person can be distinguished by embarrassment and awkwardness. Often people blush embarrassment- a short-term acute loss of respect for oneself, which one has to experience from time to time. Confusion leads to general attention to some cases from private life, when someone informs other people about us, unexpected praise when they are caught doing an activity not intended for prying eyes. The state of embarrassment is caused by the consciousness of one's own inadequacy. Most shy people learn to avoid situations in which they might feel embarrassed, and increasingly separate themselves from others by focusing on their shortcomings.

There are people who are shy even when they are alone. They blush and feel embarrassed, reliving their previous mistakes or worrying about how they will behave in the future.

The most remarkable property of a shy person is awkwardness. Awkwardness is an external manifestation of excessive concern for one's internal state. Self-knowledge, the desire to comprehend oneself underlie many theories of the harmonious development of personality. Awkwardness can manifest itself both in public and alone with oneself. Embarrassment in public is reflected in a person's concern about the impression made on others. He is often worried about: “Do they like me”, “What do they think of me”, etc.

As a rule, shyness manifests itself in childhood. Many parents face the shyness of their children when they go to visit with their child or come to visit them at home. The child is shy, clings to his mother, does not answer questions from adults. Sometimes children are embarrassed to approach a group of peers playing, they do not dare to join their game. This is one circle of situations in which childish shyness manifests itself. In fact, there are many more such situations and often they end up in kindergarten and school, where the child has to communicate with different teachers, answer in class, and perform at holidays. In these situations, the child cannot find protection from his mother, and is forced to cope with his problem himself.

Observations show that shyness that arose in early childhood usually persists throughout the entire primary school age. But it is especially clearly manifested in the fifth year of life. It is at this age that children develop the need for a respectful attitude towards them from an adult.

Complaints about shyness, shyness of preschool children arise even in connection with their preparation for school, that is, at about 6 years of age. A low level of development of communication, isolation, difficulties in contacts with other people and adults, peers - prevent the child from joining in collective activities, becoming a full member of the group in kindergarten or in the school class.

The child reacts sharply to remarks, is offended by a joke, irony in his address, during this period he especially needs the praise and approval of an adult.

Adults need to behave especially carefully and delicately towards a shy child. To help the child overcome shyness, to form the necessary ways of communication for him: to involve him in joint games and collective activities is the common task of the teacher and parents. However, in the senior preschool and primary school age, it may be too late to start it. By the time a shy child enters school, a certain style of behavior, a peculiar behavior in society, is already taking shape, he is already aware of this shortcoming. However, awareness of their shyness not only does not help, but, on the contrary, prevents the child from overcoming it, since a characteristic feature of such children is a pronounced self-doubt and an underestimated level of claims. The child is unable to overcome his shyness, because he does not believe in his own strength, and the fact that he fixes his attention on these traits of his character and behavior fetters him even more. Only adults can help a shy child, and the sooner they start doing this, the better.

Criteria for shyness in primary school children:

Emotional discomfort that the child experiences when meeting and communicating with strangers, and sometimes with strangers (low voice, inability to look directly into the eyes, silence, stuttering, incoherent speech, posing);

Fear of responsible actions (avoidance of responsible actions, avoiding the situation);

Selectivity in contact with people, preference for communication with close and well-known adults and refusal or difficulty in communicating with strangers.

Due to the fact that children of this warehouse are very vulnerable, they should be treated especially gently. Raising the voice, shouting, prodding, pulling, frequent prohibitions, censures and punishments can lead to the appearance of neurotic disorders in a child.

Vulnerable in a shy child is the area of feelings. He is not inclined to a vivid manifestation of his emotions, and when the need arises for this, he becomes shy and withdraws into himself. The child simultaneously experiences a desire to behave at ease and a fear of spontaneous expression of feelings.

A shy child is characterized by the desire to protect the space of his personality from outside interference. He seeks to withdraw into himself, to dissolve among others, to become invisible, the very thought that now he will attract attention to himself is unpleasant for him. In schoolchildren, shyness is accompanied by increased anxiety, suspiciousness, self-doubt, and timidity. In 10-20% of cases, these guys have fears of the dark, loneliness, they feel constrained in the presence of strangers, they are silent, closed. Meanwhile, they quite often have great abilities, easily master computer technology, love to read, draw, but giftedness and even pronounced talents are blocked by a complex of self-doubt, internal tension when communicating with peers and adults. And as a result, they lose to less capable, but more nimble peers.

Some believe that shyness is more characteristic of girls, but this is far from the case. At different stages of age development, 20-25% of boys suffer from shyness - about the same as girls. Thus, the main difficulties in communicating a shy child with other people lie in the sphere of his attitude to other people.

It is traditionally believed that shy children have low self-esteem (a person's assessment of his own, psychological qualities and behavior, achievements and failures, advantages and disadvantages), that they think badly about themselves. However, this is not quite true. As a rule, a shy child considers himself very good, the best, that is, his attitude towards himself as a person is the most positive. His problem lies elsewhere. It seems to him that others treat him worse than he treats himself. As a shy child ages, there is a tendency for a gap in how they evaluate themselves and others. Children continue to rate themselves highly, but from the point of view of adults, parents and caregivers, their assessment is getting lower and lower.

Doubt about other people's positive attitude towards oneself brings disharmony into the child's sense of self, makes him suffer from doubts about the value of his "I". Congenital sensitivity to social influences contributes to the formation of a special type of personality of a shy child. Its peculiarity lies in the fact that everything that the child does is checked through the attitude of others.

Anxiety about his "I" often obscures the content of his activity for him. The child is focused not so much on what he does, but on how adults will evaluate him: personal motives always act as the main ones for him, obscuring both cognitive and business ones, which makes it difficult for both the activity itself and communication.

Shyness has negative consequences not only in social terms, but also negatively affects thought processes. Shyness exposes a person to a state that is characterized by an exacerbation of self-consciousness and specific features of self-perception. A person seems to himself small, helpless, constrained, emotionally upset, stupid, worthless, etc.

Shyness is accompanied by a temporary inability to think logically and effectively, and often a feeling of failure, defeat. After self-control turns on and anxiety rises, shy people pay less and less attention to incoming information. Memory deteriorates, perception is distorted.

Shyness can result in depression. Shy people direct all their aggression, which has not found a way out, inwards at themselves, hence the feeling of their inferiority, uselessness and worthlessness appears. All this leads to depression.

Consequences of Shyness:

Creates difficulties when meeting new people and acquaintances, does not bring joy from potentially positive experiences;

Does not allow you to claim your rights, express your opinions and judgments;

Shyness limits the possibility of a positive assessment of personal qualities by other people;

Contributes to the development of isolation and excessive concern with their own reactions;

Interferes with clarity of thought and effectiveness of communication;

Shyness is usually accompanied by feelings such as depression, anxiety, and feelings of loneliness.

At first glance, shyness has only negative consequences for the individual. However, a closer examination shows that such a superficial assessment of the meaning of shyness is not entirely accurate. Shyness does some vitalfunctions for an individual, such as:

Focuses attention on the person or on a certain aspect of the person and makes them the subject of evaluation;

Contributes to the mental "playing" of difficult situations, which leads to a strengthening of the "I" and a decrease in the vulnerability of the individual;

The fact that shyness is generally caused by the words and actions of others guarantees a certain degree of sensitivity to the feelings and evaluations of others, especially those with whom we have emotional contact and whose opinions we value;

Causes more than other emotions, awareness of one's own body. Increased sensitivity to one's body can be expressed in a more thorough implementation of hygiene rules, in actions aimed at improving appearance, which contributes to increased sociability, etc.;

Shyness increases self-criticism and a temporary sense of powerlessness. This contributes to the formation of a more adequate "I-concept". A person who is objectively aware of himself becomes more self-critical, fixing attention on himself makes the individual aware of his own internal contradictions. In addition, a person begins to better understand how he looks in the eyes of others;

Strengthened confrontation with the experience of shyness can facilitate the development of self-reliance, individuality and mutual love.

"Restrained", "serious", "unpretentious", "modest" - such positive ratings are usually given to shy people. Moreover, in a refined form, their mannerisms can be seen as "refined" and "profane". Shyness puts a person in a favorable light: he gives the impression of a person who is prudent, serious, analyzing his actions. It protects the inner life from constant intrusion and allows you to taste the joys of complete loneliness. Shy people do not offend their neighbors and do not hurt them, as powerful people often do.

Despite the fact that you can “grow out of shyness,” you should not hope and wait passively, and not everyone gets rid of shyness as they grow up. But even if positive changes have taken place, an unpleasant aftertaste from past failures and acute experiences remains in the memory of these people.

If you do not allow the development of shyness at a young age, then for children this problem will not become a mental illness in adolescence.

1.3 Diagnosis of shyness and withdrawal in children

Shyness is often found in the only children in the family who, for one reason or another, had a limited social circle.

The work of a psychologist directly with shy children should be carried out in several directions: psychodiagnostics, psychoprophylaxis, psychocorrection, psychological counseling, etc.

The diagnostic stage, like all the others, should include work with parents, with the child, and with teachers (see Table 1).

Table 1

Diagnostic program to identify the causes of shyness in children


	1. "Ladder" O. Khukhlaeva; 2. Family drawing; 3. Test "Kinetic family pattern" (KRS) R. Burns and S. Kaufman; 4. Method "Choose the right person" (test for assessing the level of anxiety) R. Temml, M. Dorki, V. Amen
Parents	1. Questionnaire "Analysis of family relationships" (DIA) E.G. Eidemiller; 2. Test for assessing the level of anxiety A.I. Zakharov; 3. Questionnaire "Criteria for determining anxiety in a child" P. Baker and M. Alvord; 4. Questionnaire for identifying anxiety in a child G.P. Lavrentieva and T.M. Titarenko
teachers	1. Questionnaire "Criteria for determining anxiety in a child" P. Baker and M. Alvord; 2. Questionnaire for identifying anxiety in a child G.P. Lavrentieva and T.M. Titarenko

During this period, it is advisable to use projective techniques, including conversations on drawings. Also in individual work, you can use the elements doll therapy.

Gradually, you can include the child in subgroupwork- through the organization of joint activities, joint games. It is necessary to choose such assignments or tasks with which the child is sure to cope. Creating situations of success will help develop self-confidence. It is imperative to celebrate his success by saying it out loud. But do not focus on the child, as this will only confuse him. Therefore, it is better to help him indirectly, without pressure. An instruction or your request can be motivated by the fact that an adult cannot cope without his help.

Shy children bond much more easily with younger children than with peers or adults. This moment can also be used to develop the child's self-confidence, to develop a positive self-perception.

Chapter 1 Conclusions

Having considered chapter 1 “Theoretical aspects of the problem of shyness and isolation in children”, we learned the following concepts: shyness, isolation, embarrassment, awkwardness, etc., and revealed the essence of the following issues: the definition and causes of shyness; manifestations and consequences of shyness and isolation in children; diagnosis of shyness and isolation in children. After analyzing these questions, we made the following conclusions:

1. Shyness is a complex complex condition that manifests itself in various forms. It can be mild discomfort, and inexplicable fear, and even deep neurosis. Shyness is a character trait that manifests itself in embarrassment, anxiety, indecision, difficulties in communication caused by thoughts about one's inferiority and negative attitude of interlocutors;

2. Manifestations of shyness are very diverse: from physiological symptoms to internal conflicts and disturbances in thought processes. Any emotional disturbances in activity can be more clearly manifested either in the psychomotor, or in the intellectual, or in the vegetative sphere. The behavior of a shy person deprives him of the most important and necessary thing in life - this is social and interpersonal communication. And this leads to isolation and loneliness, while increasing self-control and a tendency to introspection;

3. In individual work with a child, you can use projective techniques, including conversations based on drawings, elements of puppet therapy. Gradually, you can include the child in subgroup work - through the organization of joint activities, joint games - this will contribute to the development of self-confidence.

Chapter 2problemsshyness and withdrawal in children

2.1 Prevention of child shynessand isolation

Preventing shyness is not easy, but it is still possible if:

1) Once again not to demonstrate the tendency of parents to worry and doubt;

2) Do not impose on children such rules and obligations that they are not able to fulfill;

4) Try to be an example of confident, flexible and contact behavior more often;

5) Do not create problems where you can do without them, and, above all, do not dramatize existing difficulties in communication;

6) Do not be overly principled, maximalist and uncompromisingly minded, as well as intolerant, irreconcilable in judgments and assessments;

7) Be capable of change, not withdraw into yourself and strive for a variety of contacts with people around you.

Many fears in adolescence are developments of earlier fears and anxieties. Therefore, the earlier work is begun to overcome and prevent fears, the greater the likelihood of their absence in adolescence, where there is a real danger of the formation of anxious, suspicious, inhibited character traits.

If psychological (parental) and psychotherapeutic (professional) help is provided at preschool or primary school age, one can still count on a more or less tangible effect of preventing the development of psychasthenic character traits.

The main tasks of parents:

Develop a positive self-image in children;

Build self-confidence and adequate self-esteem;

Raise a child's self-esteem.

Inattention or insufficient attention of parents to children means the loss of the most important educational factor - communication. In such cases, parents are unable to penetrate into the inner world of children, to correctly understand their needs and interests. The resulting secrecy and isolation of children, on the one hand, the inability of parents to penetrate their world, on the other, contribute to the loss of contacts between them, give rise to alienation.

The most effective measure to prevent shyness is the consistent purposeful formation of communication skills in the baby and the ability to act together with others, adults and children. Most of the responsibility lies with the educator, since his personality is a powerful factor in the development of the child's personality, his function is to familiarize himself with the cultural heritage, the social experience of generations, his role is to clearly demonstrate behavior patterns, social norms, values.

At the initial stage (especially if the child reacts painfully to strangers - screams, cries, runs away or freezes near the mother, avoiding looking at a stranger and especially meeting his eyes), one should gradually expand the circle of passive communication.

You do not need to immediately invite an adult stranger to your home without the need, but you can start talking in the presence of a child with someone stranger or unfamiliar on a walk.

In this case, you must first warn the child about what you are going to do. Do not worry that a one and a half year old baby will not understand everything. He will feel the even, calm state of the mother, intonation, soothing gestures - stroking, patting, he will see a gentle look, and anxiety will decrease. Having warned the baby, you can, together with him, holding his hand, approach the person you have chosen and ask him a simple question: find out what time it is, how to get to the nearest street, when the store opens, etc. .

For further development of communication skills, the most suitable place is a playground in the yard or in the park, where the child already knows its “geography” and equipment well. A playground with a partly constant, partly changing composition of “visitors” is the best place where you can teach your child not to be afraid of people, communicate with them, talk, and play simple games.

On the playground, the child easily moves to active communication, first with the help of his mother. Gradually, under the guidance of an adult, the child develops the ability to understand another person, to coordinate his actions with him, to subordinate them to a common goal. The child becomes more sociable, acquires the skills of joint activities.

Parents of a shy child should expand the circle of his acquaintances, invite friends more often, take the child to visit familiar people. In addition, it is necessary to expand the routes of walking.

In connection with the systematic introduction of the child to society, he gradually forms a calm and adequate attitude towards strangers, adults and children, develops the necessary communication skills, and improves his speech.

Unfortunately, some parents try to save the child from any contact with strangers, do not let them near other children, thus isolate them from society, and therefore do not allow the ability to live among people to develop. It is especially bad when the mother of the child herself is distinguished by a closed, uncommunicative character, increased suspiciousness, and anxiety. Surrounding the child with painfully heightened attention, she conveys her anxiety and uncertainty to him. Such an emotional atmosphere is extremely harmful for young children and can lead not only to shyness, but also to more serious disorders, up to neurotic reactions.

However, such a direct dependence of the child's shyness on the tense emotional situation in the family occurs only in approximately 30% of cases. The remaining 70% of shy children grow up in families with the opposite type of upbringing, where the child is treated with increased severity, exactingness, and they do not recognize compromises. In such a family, children grow up in an atmosphere of constant prohibitions, orders, pulls, they are often punished and rarely praised, almost never caressed. As a result, contrary to the attitudes of parents who are convinced that they are doing everything to ensure that the child becomes strong, persistent, self-confident, he grows up downtrodden, shy, submissive and often cowardly. The low level of development of communication in a child, combined with anxiety and pronounced self-doubt, is a prerequisite for shyness to become a defining trait of a child's character by the age of 6.

Based on the main "pain points" of a shy child, the most important thing is raise a child's self-esteemenka in the part related to perception of other people's attitudes towards oneself. It is necessary to analyze the attitude of adults (teachers and parents) towards the child, to look at situations through the eyes of the child.

Maybe he lacks the expression of love, praise and support. After all, shy children give parents less trouble than mischievous and naughty ones. Therefore, less attention is paid, while it is precisely such children who need it to a greater extent. An adult must cultivate the ability to be attentive to the child, not only when he asks for help or support, but also when, at first glance, he does not need it.

The next task is to help the child increase self-esteem in specific activities, support his self-confidence. When doing something together with the child, parents need to express the conviction that he will always cope with the task, and if not, then it does not matter, and he can always be helped and he will overcome all difficulties. If it is clear that the child is focused on evaluation and this slows down his actions, it is necessary to distract him from the evaluation side of the activity. Game techniques and humor will help here, you can talk on behalf of a fictional character, play a scene. It will defuse tension, distract from oneself, give courage.

It should be remembered that shy children are often very cautious and afraid of everything new. They are more committed than their peers to following the rules, afraid to break them.

In shy children, an internal prohibition is formed to a greater extent on actions and actions that are condemned by adults, and this can inhibit their initiative and activity. The flexible behavior of adults will help get rid of the fear of punishment, from excessive stiffness. There is no need to be afraid that the child will cease to be disciplined. Restrictions are not always beneficial for development. On the contrary, excessive restrictions often turn out to be the cause of childhood neuroses.

It is equally important to help the child learn to freely and freely express their emotions, desires, feelings. Shy children often act shy, especially when others are staring at them. Specially organized games will help to relieve internal tension and feel free. Emancipation of the emotional sphere, better mastery of the language of emotions is well facilitated by pantomime games, for example, such as “Guess the emotion”, “Where we were, we will not say, but what we did we will show”, “Who came to us”, “Dolls are dancing” , Fanta, etc. It is desirable that several adults and children participate in these games.

Often the parents of shy children try to explain to them that there is no need to be afraid of people, they persuade them to speak to the guests, read a poem or sing a song. Such a direct impact is ineffective. The child shrinks all over, cannot utter a word, hides and begins to fear the situation of publicity even more. A much more effective method of combating shyness is fantasy games, in which various characters are endowed with the features of the child himself, and situations are close to those that especially excite him, cause anxiety or fear. Imagination games can take the form of a story about a girl or a boy who lives in the same circumstances as a child, gets into different life collisions and finds a way out of them. By listening to or writing a story about another child, attributing their experiences to him, children become more open to talking about themselves.

Thus, the sensitive and attentive attitude of parents and teachers to shy children will allow them to overcome their shyness, to form a basic trust in the world, in the people around them.

2.2 Group methods for dealing with shy peopleand closedchildren

Group method of work with shy children is the best way to achieve the desired result. It allows you to simulate various situations related to contact with other people, with the opportunity to express yourself in public, in a relatively safe environment, and thereby gain a positive experience and correct self-esteem.

Unfortunately, there are quite a lot of shy children. And this is a serious reason to talk about it and work on it. Games and exercises that are tailored to the characteristics of shy children and carried out in a group can be of great help to such children.

The game "Director" will allow a shy child to manage other children, take responsibility, be in a situation where it is necessary to improvise and constantly communicate with others. In this case, you can take any short fairy tale, fable or poem to stage a mini-performance, leaving the choice to the “director” himself. He also distributes roles among peers. Thus, the performance becomes his brainchild.

During the game "Exhibition" each of the children represents himself as a photographer who has opened an author's exhibition of photographs. During the game, the children list photographs (preferably at least three), which supposedly depict important events or people for the author. From the named photographs, the child chooses the most interesting or significant for him and describes it in detail: what is shown in the photograph and why this particular episode interested the “author”. During this game, each child should talk about important moments for him. An important condition for this is the attention of "visitors of the exhibition", who have the right to ask questions if they wish.

Thus, the child gets the opportunity for quite a long time to be in the spotlight. To get rid of shyness in children, this is simply necessary.

Another game is "Speaker". Here, the shy child is also the center of attention for other children. In order to strengthen the situation being played out, you can build an impromptu tribune for the "speaker". The game consists in the fact that within a few minutes the child must speak with an impromptu story on a chosen topic. Topics can be as follows: "Family", "School", "Shop", "Circus", "Park", etc.

Of course, it is difficult for shy children to behave in such an uncharacteristic way without a “mask”. Therefore, at the first stages of working with them, the “mask” can be an image of an animal, a plant, or an image of inanimate nature. So, depicting elephants in the game "Butterflies and Elephants", children slowly move around the room, communicate with the same "elephants", and then, turning into "butterflies", they continue to communicate, but their movements are already fast and light. Thus, in the "mask" of animals, children are more willing to interact with each other, showing ingenuity. This game has another positive side - the nature of communication can be given. In this regard, it is possible to develop the way of communication that children do not use or rarely use. For example, you can invite them to communicate only with "eyes" or touches.

In the Thunderstorm game, each child transforms into a cloud, easily moving around the room. With the words "a storm is coming," the children gather in the center of the room. And after the command: "Lightning flashed!" - they shout in chorus: “Babah!”. The game gives you the opportunity to feel like a member of the group, gives courage, confidence. The proposed image helps to overcome internal prohibitions on contacts, a loud cry.

...

What else to read

What does "wear a hat on a butch" mean? In domestic places not so remote, all prisoners are divided into four prison castes (they are also called ...

How and how much you can drink coffee from chicory If doctors categorically forbid you to drink coffee, then do not despair! Chicory will be an excellent substitute for your favorite ...

What foods promote serotonin synthesis? We have all heard of the miraculous hormone of happiness. It is found in chocolate and bananas, after which the mood ...

Methods for diagnosing shyness in children. Thesis: Correction of emotional complexes through drawing in children of preschool and primary school age

"Little Ghost"

"The Dragon"

"Cutting wood"

Similar Documents

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

What else to read

THE LAST NOTES

Methods for diagnosing shyness in children. Thesis: Correction of emotional complexes through drawing in children of preschool and primary school age

"Little Ghost"

"The Dragon"

"Cutting wood"

Similar Documents

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

What else to read

THE LAST NOTES

Categories