Socio-psychological aspects of emotional responsiveness in childhood
Authors:
1.
South Ural State Humanitarian Pedagogical University
Russian Federation
Russian Federation
2.
South Ural State University of Humanities and Education
3.
South Ural State Humanitarian Pedagogical University
4.
South Ural State Humanitarian Pedagogical University
Type:
Article
Pages:
from 289
to 292
Status:
Published
Received:
02.02.2024
Accepted:
28.02.2024
Published:
10.12.2025
Subject area:
UDC 159.922
Language:
Russian
Keywords:
emotional responsiveness, primary school children
Abstract (English):
The article examines the structure of emotional responsiveness in primary school age, its role in the formation of a child's social strategies, such as the search for social support, rethinking stimuli that cause emotional reactions and verbally labeling one's own emotions in a positive manner. The influence of emotional responsiveness on the development of various aspects of communication of primary school children, their affective empathy, favorable parent-child relations, social learning processes in general, as well as the formation of constructive prosocial reactions, which leads to an effective reduction in manifestations of aggression in children, is considered. The components of emotional responsiveness are analyzed, including such components as the cognitive component, an impressive component, a behavioral component. The article presents the results of an empirical study in which second grade students (girls and boys) aged 8-9 years took part. Diagnostic techniques "Emotional faces" by M.Ya. Semago, "Plot pictures" by I.B. Dermanova, a modified version of the "Help a peer" technique by G.A. Uruntayeva, Yu.A. Afonkina.
The article examines the structure of emotional responsiveness in primary school age, its role in the formation of a child's social strategies, such as the search for social support, rethinking stimuli that cause emotional reactions and verbally labeling one's own emotions in a positive manner. The influence of emotional responsiveness on the development of various aspects of communication of primary school children, their affective empathy, favorable parent-child relations, social learning processes in general, as well as the formation of constructive prosocial reactions, which leads to an effective reduction in manifestations of aggression in children, is considered. The components of emotional responsiveness are analyzed, including such components as the cognitive component, an impressive component, a behavioral component. The article presents the results of an empirical study in which second grade students (girls and boys) aged 8-9 years took part. Diagnostic techniques "Emotional faces" by M.Ya. Semago, "Plot pictures" by I.B. Dermanova, a modified version of the "Help a peer" technique by G.A. Uruntayeva, Yu.A. Afonkina.
Keywords:
emotional responsiveness, primary school children
emotional responsiveness, primary school children
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