Introduction
1. Theoretical foundations for the study of anxiety in children of primary school age
1.1.The concept of anxiety
1.2. Age characteristics of younger schoolchildren
1.3. Reasons for the development of anxiety in younger schoolchildren
2. Study of the level of anxiety in boys and girls of primary school age
2.1. Purpose, objectives and research methodology
2.2. Analysis of research results
Conclusion
Bibliography
Excerpt from the text
Anxiety and its characteristics in children of primary school age (anxiety level of boys and girls)
Practical significance of the study: the proposed materials may be of interest to educational psychologists working with mentally retarded children and their families.
2. To the greatest extent, the development of the cognitive sphere of children of primary school age and the success of their education is influenced by the level of formation of a number of neuropsychological factors: voluntary regulation, spatial, dynamic factors, as well as the factor of phonemic hearing, the factor of imagery and auditory-verbal memory. Moreover, there are differences in the degree of influence of each of these factors on various cognitive processes.
Therefore, it is relevant to study the problem of anxiety and behavior in preschool children. Many psychologists and teachers have dealt with the problem of anxiety in children and reducing its level (A. The purpose of the study is to study the characteristics of the manifestation of anxiety in the behavior of preschool children.
The methodological basis of the study was the fundamental principles of psychological science: the systems approach in psychology (B. F. Lomov, B. G. Ananyev), determinism and the unity of consciousness and activity (L. S. Vygotsky, S. L. Rubinstein, A. N. Leontiev), contributing to the development of an effective strategy for studying objects of study in their interrelation and interdependence.
Accordingly, the purpose of our research is: to develop and test a set of techniques and exercises that optimize the development of the universal educational control action in children aged 9–10 years in mathematics lessons.
In the course of generalizing the theoretical description and practical experience of using theatrical games, it was discovered that the skills of moral behavior are acquired more effectively by children when involved in the work on their production. Joint searches for plots and the creation of dramatizations contribute to children’s productive transfer of social situations into play. The educational and developmental value of theatricalization (dramatization) as a methodological technique lies in the fact that children actually reproduce events and facts that teachers, parents tell them about, or which they themselves witness.
specific features of the manifestation of creativity in primary schoolchildren with attention deficit disorder
Thus, educational and training tasks are solved in educational activities. To master some skill. Master this or that rule. In creative activities, search and creative tasks are solved in order to develop the child’s capabilities. Therefore, if in the process of educational activity a general ability to learn is created, then within the framework of creative activity a social capacity is created to seek and find new solutions, unusual methods of achieving the required result, new approaches to considering the proposed situation. If we talk about the real state of modern primary school in our country, it should be noted that the main place in its activities still continues to be occupied by the cognitive activity of schoolchildren, and not the creative one. The topic of the course project is: “Development of imagination and creative abilities in children of primary school age”
Bibliography
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A.I. Zakharov believes that anxiety arises in a person in early childhood, which is a reflection of anxiety, which is based on the threat of losing belonging to a certain group. The initial group for the child is the mother, and later - other significant adults and peers. At the same time, the author notes that the anxiety experienced by normally developing children aged 7 months - 1 year and 2 months can become a prerequisite for further intensification and development of anxiety. Thus, under an unfavorable combination of circumstances, for example, anxiety and fears among adults close to the child or the child’s own traumatic life experience, anxiety develops into anxiety. Thus, over time, by the senior preschool and primary school years, anxiety becomes a stable character trait. In his opinion, by the age of 8 it is right to talk about the development of anxiety as a personality trait of the child, expressed in a certain emotional mood, in which a feeling of anxiety and fear of doing something prevails -not that, do not meet certain requirements and standards
A child of senior preschool age with increased anxiety is characterized by:
constant depression
wariness
difficulty in establishing contacts
hostile perception towards the world
a gloomy view of the surroundings
low self-esteem.
An increased level of anxiety in preschool children may occur due to:
Hereditary characteristics of the nervous system and character.
Birth injuries, infections and other diseases suffered at an early age.
Illnesses suffered by the mother during pregnancy.
Damages to the nervous system of the fetus and child before, during and after childbirth.
External circumstances (overprotection, parental rejection, etc.).
Among the causes of increased anxiety in preschool children are:
Uncontrolled TV watching. According to psychologists and psychotherapists, young children are most often afraid of some frightening cartoon character.
Severe fear (meeting with an animal, attack by a villain, accident on the water, fire or flood, military action, etc.). Having experienced this, preschoolers may behave inappropriately.
Unfavorable atmosphere in the family (quarrels, screaming, conflicts, etc.). Children from such families may experience psychosomatic symptoms (rapid heartbeat, breathing problems, etc.), leading to various kinds of diseases.
Unfriendly atmosphere in the preschool educational institution. Sometimes the cause of children's anxiety can be the behavior of the kindergarten teacher: threats, punishments, etc. A child who constantly hears screaming cannot develop normally, since his nervous system is under tension, which manifests itself in emotional imbalance.
Peer ridicule. Kids feel humiliated if their peers manage to make fun of them.
Anxious behavior in adults. Children take their cues from how their close adults behave.
The demands of adults are too high, which the child is unable to fulfill.
Differences in views on upbringing in the family. It is difficult to comply when one parent prohibits and the other allows. Then there is a concern that one of the parents will not approve of the behavior or any action.
Expecting trouble. Children are afraid of their parents when they know that nothing good can be expected from them (in cases of drunkenness, attacks of cruelty, or even just a bad mood of adults).
It should be noted that, despite a fairly wide range of research works on this issue, their number still seems insufficient. A.I. Zakharov says that the properties of the nervous system, such as strength, mobility and balance, are quite clearly manifested in the external behavior of a preschooler. At the same time, children with a strong nervous system are able to work or play for quite a long time; often, such children have a high emotional tone, stable attention (within age capabilities), and a developed ability to navigate in an unusual situation. Such preschoolers are relatively quickly able to switch to a new type of activity; their work is intense and characterized by a high pace. At the same time, children with a weak nervous system are lethargic and slow in their actions; they slowly get involved in work, switch and recover. Their work pace is slow and they are easily distracted. However, the social approach to considering the causes of anxiety in older preschoolers is based on the fact that the leading factor in the development of temperament is the genetic factor, which manifests itself in character along with social influence.
Proponents of this approach note that the main cause of anxiety in preschoolers is improper upbringing and unfavorable relationships between the child and his parents, especially with his mother. In particular, that the emergence and consolidation of anxiety is directly related to the dissatisfaction of the child’s basic age-related needs, which become hypertrophied.
In addition, childhood anxiety can be a consequence of the personal anxiety of the mother, who has a symbiotic relationship with the child, as well as due to the lack of participation or hot temper, rudeness of the father.
Thus, a high level of anxiety can significantly aggravate the manifestations of the negative aspects of the so-called 7-year crisis. In this regard, the most important problem associated with anxiety in older preschoolers is its correction, which should be based on the principles developed by L.I. Bozhovich, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, S.L. Rubinstein, D.B. Elkonin and others.
Many researchers point to the importance of studying age-related characteristics of the emotional sphere of children.
Increased attention to the emotional development of a preschooler is due to the formation of the main psychological neoplasm at this age - the beginning of arbitrariness of mental processes and psychological readiness for school.
In preschool age, the process of differentiation of the child's emotions and feelings receives further development. On the one hand, a rich emotional palette ensures more adequate emotional behavior of the child. But on the other hand, the same palette can cause deformation of the child’s emotional sphere.
A child may be afraid or anxious in certain life circumstances that directly or indirectly provoke this. Which is quite natural. Such productive, adequate anxiety is calledsituational. In preschool children it is this that dominates.
But it also happens that the baby experiences a feeling of anxiety, regardless of the situation, and such a state becomes his companion in any kind of activity. Here it is already possible to diagnose symptoms of anxietypersonal.
When a child is unable to adequately assess his strengths, his real success, his inner potential, he begins to fear failure in any endeavor. Because of this, he is worried, afraid and anxious in any life situation.
The opposite happens, of course. Too low a level of anxiety in children leads to the fact that they cannot realistically assess the danger. Hence - injuries, accidents and other troubles.
Too high or, on the contrary, too low level of anxiety in preschool children is a sign of social maladaptation - an inadequate emotional and sensory manifestation. And we definitely need to fight this.
After all, like any other disorder of a child’s psycho-emotional development, anxiety has its consequences. Which affect the formation of the child’s personal qualities.
At every age period of a child’s life, certain fears are inherent. At 3-4 years old, the baby begins to be afraid of the dark, fire trucks, animals, and death. By that time, a child’s imagination is already quite developed and he can easily draw a terrible picture in his head, and sometimes pass it off as reality. A child is interested in everything, he wants to know how the world works. Having heard about the illness out of the blue, he asks his parents what it means. What is death, what is misfortune, what is war. The kid now wants to know everything. Learning more and more about the world, naturally a fear of illness, misfortune, and death arises in the child. Often, parents, wanting to achieve the obedience of their children, intimidate them with scary stories.
According to numerous studies, preschool age is characterized by anxiety and fears. Senior preschool age is the age of greatest severity of anxiety, which is due to the intense emotional development of the child’s personality in this age period.
Many researchers point to the importance of studying gender aspects of anxiety. At the same time, researchers note differences in the intensity of the experience of anxiety, in the level of anxiety in boys and girls
Gender stereotypes, reflecting the most generalized and typical ideas about the criteria of masculinity and femininity, in the context of their historical development are characterized by the multi-stage formation of stable frameworks that should act as differences between men and women. In the context of modern society, there is a significant revision of the male and female roles, multidimensional processes of changing the distribution of professional responsibilities, social status, and opportunities for personal fulfillment are taking place, which are becoming increasingly isolated from gender. It is important to emphasize the problem of inconsistency between typical ideas about behavior patterns of one gender or another, the implementation of which can be manifested in the level of anxiety of the individual. In this regard, issues directly related to the psychological characteristics of a person determined by his gender are currently the most relevant.
The emergence of gender stereotypes is primarily due to the fact that differences between the sexes in the context of the historical development of society have always had a supra-individual nature. A gender stereotype is interpreted as a generally accepted, stable idea in a particular society about the proper behavior patterns of men and women, their purpose, social roles, professional activities .
The phenomenon of gender stereotypes can be interpreted in three dimensions:
1. Stereotypes of “masculinity - femininity” - the interpreted concepts reflect some kind of normative standards of the ideal man and the ideal woman;
2. Stereotypes associated with the consolidation of certain social roles in specific areas of an individual’s life;
3. Stereotypes associated with differences between men and women in certain types of work activities.
Common stereotypes about male and female qualities interpret the behavior of men and women in terms of their content, which reflects the explanatory function of gender stereotypes. Moreover, gender stereotypes cause differences observed in the behavior of people of different sexes (regulatory function), play the role of minimizing differences between members of the same group and exaggerate differences between representatives of different groups (differentiating function), reflects the role of institutions and agents of socialization in the formation , transmission, dissemination and consolidation of gender stereotypes (translation function), provide protection for historically fixed inequality between the sexes (protective function).
Gender stereotypes can be considered as gender schemas, that is, cognitive categories of gender that manage incoming information in accordance with subjective ideas about gender.
Gender roles are another important aspect that requires consideration within the framework of the problem of gender stereotypes. Gender roles, having a strong socio-historical conditioning, acquire the character of social norms, becoming special categories of social consciousness.
The inconsistency of behavior patterns, character traits, and personality traits with gender stereotypes, based on norms and sanctions typical for a given culture, may be reflected in an increase in the level of anxiety of the individual. It is important to emphasize that anxiety acts as a stable or situational personality trait, consisting in a tendency to display increased anxiety, anxiety and fear in specific social situations. Moreover, anxiety can be considered as one of the fundamental aspects of individual differences.
Spielberger proposed a point of view according to which it is important to separate anxiety as a state and as a property. Situational anxiety is considered in a natural connection with a specific external situation, while personal anxiety acts as a stable personality trait.
As a rule, a certain level of anxiety is necessary for the active functioning of the individual. However, a necessary condition for the mobilization of activity by anxiety is the optimal level of the latter. An increased level of anxiety, indicating subjective ill-being of the individual, has a depressing effect on activity, determining the destruction of its dynamics.
In modern psychological science, two types of sources of persistent anxiety are considered: firstly, a long-term external stressful situation, in particular, a situation of inconsistency of behavior patterns with stereotypical gender standards, which arose as a result of frequent experiences of anxiety states; secondly, psychophysiological and internal psychological reasons.
High levels of anxiety create a threat to the mental state of the individual, being the basis of pseudo-neurotic states. A high level of anxiety affects such aspects of an individual’s life as behavioral dynamics, mental and physiological state, level of productivity, and the quality of social functioning of the individual.
Physiological features of anxiety include increased heart rate, increased blood pressure, increased sweating, and decreased functioning of the digestive system.
As a rule, anxiety is characterized by the fact that it is a transitory state; moreover, it tends to weaken as soon as the subject actually encounters the expected situation. However, in some cases, the wait takes a long time, as a result of which the body is forced to expend significant resources of both a mental and physiological nature. As a result, a state of stress develops
An individual with a low level of anxiety perceives most difficult situations adequately and acceptably, in accordance with the objective level of their emotional intensity. An individual with an average level of anxiety is characterized by a feeling of comfort, emotional balance and performance in the range of situations that are familiar to the individual and to which he has in one way or another adapted within the framework of past experience. A high level of personal anxiety reflects the perception of most situations as threatening to the individual. At the same time, as a rule, high emotional sensitivity is accompanied by increased vulnerability and resentment.
So, anxiety acts as a stable or situational personality trait, consisting in a tendency to display increased anxiety, anxiety and fear in specific social situations. In this context, the place of a specific social situation may be taken by the situation of disapproval of certain components of the personality from the standpoint of stereotypical ideas about the proper behavior of a certain gender, in other words, we are talking about gender stereotypes.
Exploring the age-related dynamics of anxiety, Lavrentieva T.V. suggests that a six-year-old child, unlike a two-year-old, may no longer show fear or tears. He learns not only to largely control the expression of his feelings, to put them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them.
But preschoolers still remain spontaneous and impulsive. The emotions they experience are easily read on their face, in their posture, gesture, and in their entire behavior. For a practical psychologist, a child’s behavior and his expression of feelings are an important indicator in understanding the inner world of a little person, indicating his mental state, well-being, and possible development prospects.
Boys strive for independence: they assert their individuality, trying to separate themselves from the teacher, usually their mother. For girls, interdependence is more acceptable: they find their own individuality in their social connections. Boys' games are more characterized by group activities. Girls' games take place in smaller groups. In these games there is less aggressiveness, more reciprocity, they often imitate the relationships of adults, and the conversations are more confidential and intimate.
Already at three weeks of age, boys, compared to girls, sleep less and are more restless. They cry most often when a new or frightening stimulus appears, which indicates a more pronounced ability to recognize a new stimulus and the novelty of a situation compared to girls. This feature of boys was traced in experiments: by sensations, perceptions, and intellectual abilities. Therefore, in these studies, boys' crying and restlessness can be interpreted not only as an emotional, but also as an exploratory reaction.
Girls cry in a different situation, namely when there is a threat of deprivation of communication with others. Thus, in experiments, girls cried when they were left alone behind a barrier, as well as during quarrels with other children. Thus, boys' crying can be called "exploratory" and girls' crying "communicative." This corresponds to the instrumental and expressive styles, which are gender-typical for both sexes. It is surprising that such a difference begins to appear at a fairly early age.
Emotions play a very important role in the formation of the psyche, character, and behavior. But the role of positive and negative emotions is different.
Girls of senior preschool age are characterized by a higher level of anxiety compared to boys. In the studied category of children, such manifestations of anxiety as decreased background mood, self-doubt, psycho-emotional stress, and low level of aspirations were revealed. At the same time, in girls, a reduced mood background, psycho-emotional stress, self-doubt, fearfulness, sensitivity to their failures, isolation, lack of initiative, irritability, sleep disturbance, tension, and constraint when performing tasks prevail. As a result of the study, it was also revealed that girls of senior preschool age are characterized by a high level of self-esteem interpersonal anxiety and low self-esteem, while boys of senior preschool age are characterized by a high level of educational and self-esteem anxiety
Psychologists note the following features that can characterize an anxious child (both boys and girls): depression, bad mood, confusion, the child hardly smiles or does it ingratiatingly, the head and shoulders are drooping, the facial expression is sad or indifferent. In such cases, problems arise in communication and establishing contact. The child often cries and is easily offended, sometimes for no apparent reason. He spends a lot of time alone and is not interested in anything. Upon examination, such a child is depressed, lacks initiative, and has difficulty making contact.
Anxious children are usually very unconfident and have unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave exemplary both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up their toys. They try to make a good impression on others and firmly know how to behave so that there are no problems or comments. Such children are called modest, shy. However, their exemplary behavior, accuracy, and discipline are of a protective nature - the child does everything to avoid failure.
Anxious children quickly get tired, tired, and find it difficult to switch to other activities. This occurs due to constant voltage.
Anxious children experience increased responsibility for everything that happens; they tend to blame themselves for all the troubles that happen to their loved ones. Even if it doesn’t appear outwardly, it comes through in conversation.
Often anxious children demonstrate inappropriately high self-esteem. They want to be accepted and praised so much that they often wishful thinking. This cannot even be called deception - it is a defensive reaction.
The reaction of psychological defense can also manifest itself in the form of aggression directed at others. Thus, one of the most famous methods, which anxious children often choose, is based on a simple conclusion: “in order not to be afraid of anything, you need to make them afraid of me.” The mask of aggression carefully hides anxiety not only from others, but also from the child himself. Nevertheless, deep down in their souls they still have the same anxiety, confusion and uncertainty, lack of solid support.
The reaction of psychological defense is expressed in refusal to communicate and avoidance of persons from whom the “threat” comes. Such a child is lonely, withdrawn, and inactive.
It has been noticed that the intensity of the experience of anxiety and the level of anxiety in boys and girls are different. Girls are more likely to attribute their anxiety to other people. People with whom girls can associate their anxiety include not only friends, family, and teachers. Girls are afraid of so-called “dangerous people” - drunkards, hooligans, etc. Boys, on the other hand, are afraid of physical injuries, accidents, as well as punishments that can be expected from parents or outside the family: teachers, school principal, etc.
The leading fear in children of senior preschool age is the fear of death, both of their parents (86.6%) and their own (83.3%). Moreover, the fear of death is more common among girls than among boys (64% and 36%, respectively). Children aged 5-7 are often afraid of terrible dreams and death in their sleep. Moreover, the very fact of awareness of death as an irreparable misfortune, the cessation of life, occurs most often in a dream: “I was walking in the zoo, approached a lion’s cage, and the cage was open, the lion rushed at me and ate me” (a reflection of fears of attack associated with the fear of death and animals for a 5-year-old girl), “I was swallowed by a crocodile” (6-year-old boy). The symbol of death is the omnipresent Baba Yaga, who in a dream chases children, catches them and throws them into the stove (in which the fear of fire associated with the fear of death is refracted).
A small number of children (6.6%) experience fear before falling asleep and fear of big streets. Mostly girls experience this fear. In 6-year-old girls, fears of the first group (fears of blood, injections, pain, war, attack, water, doctors, heights, illnesses, fires, animals) are also most clearly represented compared to boys of the same age. Of the fears of the second group, girls are most likely to be afraid of loneliness and darkness, and of the fears of the third group - fear of parents, being late for school, and punishment. In boys, compared to girls, the following fears are more pronounced: fear of depth (50%), some people (46.7%), fire (42.9%), closed space (40%). In general, girls are much more cowardly than boys, but this is hardly genetically determined: for the most part this is a consequence of the fact that girls are allowed to be afraid and their mothers fully support girls in their fears.
6-year-old children have already developed an understanding that in addition to good, kind and sympathetic parents, there are also bad ones. The bad ones are not only those who treat the child unfairly, but also those who quarrel and cannot find agreement among themselves. We find reflection in the typical age-related fears of devils as violators of social rules and established foundations, and at the same time as representatives of the other world. Obedient children who have experienced the age-specific feeling of guilt when violating rules and regulations in relation to authority figures that are significant to them are more susceptible to the fear of devils.
At the age of 5, transient obsessive repetitions of “indecent” words are characteristic; at the age of 6, children are overcome by anxiety and doubts about their future: “What if I won’t be beautiful?”, “What if no one will marry me?”, in a 7-year-old, there is suspiciousness: “Won’t we be late?”, “Are we going?”, “Will you buy it?”
Age-related and gender-related manifestations of obsession, anxiety and suspiciousness themselves disappear in children if parents are cheerful, calm, self-confident, and also if they take into account the individual and gender characteristics of their child.
With age, if measures are not taken to overcome it in time, anxiety, as an ingrained character trait, will form corresponding attitudes and outlooks on life, coloring the world of a growing child in completely different colors.
Increased anxiety negatively affects the development of creative thinking in a child. He is constantly afraid of doing something wrong. The fear of not fitting into generally accepted frameworks and concepts prevents him from experimenting and introducing something new into life.
A self-deprecating attitude towards oneself, one’s merits and abilities, a pessimistic attitude, indecision, infantilism, lack of authority among peers, fear, which often gives rise to defensive reactions in the form of isolation or aggression.
In preschool children, anxiety is not yet a stable character trait. And the process is completely reversible. Subject to appropriate pedagogical and psychological measures.
Postgraduate student of the Department of Psychology and Social Pedagogy, Chuvash State Pedagogical University named after. AND I. Yakovleva, Cheboksary, [email protected]
Marchenko Zhanna Viktorovna
Teacher-psychologist, GBDOU “Kindergarten No. 2414”, Moscow, [email protected]
Abstract: The article examines the manifestations of anxiety in children of senior preschool age and presents the original results of a study of anxiety in boys and girls of senior preschool age. Based on the results of the study, the characteristics of the manifestation of anxiety in boys and girls aged 5-7 years are described.
Key words: Anxiety, senior preschooler, boys and girls 5-7 years old
Vostretsova Natalia Sergeevna
Postgraduate Student, Department of Psychology and Social Pedagogy, Chuvash State Pedagogical University them I. Yakovleva, Cheboksary
Marchenko Zhanna Viktorovna
Teacher-psychologist of the "Kindergarten No. 2414", Moscow
Abstract: The article describes the manifestations of anxiety in children of senior preschool age, presents the original results of the study of anxiety of boys and girls of senior preschool age. Based on the results of the study, the features of anxiety in boys and girls aged 5-7 years are described.
Keywords: Anxiety, senior preschooler, boys and girls 5-7 years
The problem of anxiety in preschoolers is relevant in preschool education. Every year more and more anxious children come to kindergarten, and the manifestation of anxiety is observed by specialists already in preschoolers aged 3-4 years.
In modern scientific literature, the concepts of “anxiety” and “anxiety” are separated. Anxiety is an episodic manifestation of worry and worry.
Anxiety is an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Anxiety negatively affects all areas of life: academic performance, communication, both in a preschool institution and beyond, on the general level of psychological well-being and health.
Anxious children include children who feel discomfort when they need to come into contact with peers and adults (with the exception of close people), are unsure of their abilities, are unable to establish human relationships, and experience a variety of fears and concerns: real or fictitious. Anxious children are constantly in anticipation of failure or trouble, and are in a state of continuous tension bordering on stress.
A.M. Parishioner points out that anxiety is the experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger.
The state of anxiety is changeable and contributes to awareness of one’s position in the surrounding world; it is a state expressed in a person’s tendency to experience anxiety in stressful situations.
Anxiety develops in children in the event of an internal conflict, when the child is constantly expecting trouble, he does not expect anything good from others; with excessive demands in adults, the absence of a unified system of requirements, the presence of anxiety in adults themselves. Even an adult sometimes cannot understand his experiences, but for a preschooler this is the most difficult task, because... Children do not always correctly understand their emotions, which are an indicator of the child’s condition and influence his behavior.
In the studies of V.A. Goryanina reveals gender differences in the manifestation of anxiety in older preschoolers. IN 5-7 years Boys and girls react differently when school starts approaching: for some children it causes a feeling of anxiety, for others it causes joy. At the age of 5, behavioral deviations in boys become more noticeable than in girls. They often show increased emotional sensitivity and touchiness, and are easily upset. Girls are more excitable, their mood is unstable, they show a desire to be the center of attention, they are capricious, they are more active and restless.
At 6-7 years old, boys begin to show increased excitability and disinhibition, an insufficiently conscious feeling of guilt and worry about what happened, less sincere and more mobile. Girls, on the contrary, become more sensitive, although they remain stubborn and insincere.
In gaming activities, group activities are more typical for boys - these are mass, outdoor games (battles, competitions, construction). Girls' games take place in smaller groups. In these games there is less aggressiveness, more reciprocity, they often imitate the relationships of adults, and the conversations are more confidential and intimate.
Compared to girls, boys recover from stressful conditions worse due to their relative emotional weakness; they have difficulty adjusting, cannot cope with emotions, and quickly and correctly express them in words. Girls can share their experiences with others and openly express their emotions, while boys withdraw into themselves or become aggressive and irritable.
The behavior of anxious children may seem strange: sometimes they answer questions correctly, and sometimes they remain silent or answer at random, sometimes giving ridiculous answers. Oddities of behavior intensify if you point out to an anxious child his mistake, he seems to lose all orientation in the situation, does not understand how he can and should behave.
Based on the relevance of this topic, a study was conducted to identify characteristics in the manifestation of anxiety in boys and girls aged 5-7 years. We used the projective test of children's anxiety “Choose the right face” (R. Tamml, M. Dorki, V. Amen). The study was conducted in January - March 2017 with preschoolers aged 5-7 years (91 people: 44 girls, 47 boys) on the basis of the kindergarten No. 2414 in Moscow.
The test was carried out individually with each child; the results were recorded in the protocol. Each card - drawing is made in two versions: for a girl and for a boy. Each drawing represents some typical life situation. Based on the data obtained, the anxiety index (IT) of a preschooler was calculated, which is equal to the percentage of the number of emotionally negative choices to their total number.
Depending on the level of anxiety index, children are divided into 3 groups - 91 people:
a) high level of anxiety (IT above 50%) - 30 people ( M-19, D-11)
b) average level of anxiety (IT from 20 to 50%) - 55 people (M-25, D-30)
c) low level of anxiety (IT from 0 to 20%) - 6 people (M-3, D-3).
Table 1. Results of the anxiety detection technique (test by V. Amen, R. Temmle, M. Dorki)
The presented table shows us the following results:
A high level of anxiety (32.9% of the total number of children) is observed more in boys (20.8%) than in girls (12.1%);
In most cases (60.6% of the total number of children), the average level of anxiety is higher in girls (32.9%) than in boys (27.6%),
A low level of anxiety was observed in 6.6% of preschool children from the total number of subjects (the same for boys and girls).
From the results obtained, we can note that the increased level of anxiety is more prevalent in boys than in girls; It was revealed that both girls and boys are susceptible to anxiety; in terms of indicators, the average level is almost the same number of boys and girls.
During the test, boys and girls often chose a card with a picture of a sad face. Answering the question “Why?”, boys most often said: “Because he is scolded”, “He is afraid when they beat him”, “Because they fight”, “Because he was punished”, “Because they do not pay attention to him”; and the girls most often said: “They don’t want to play with her,” “They don’t pay attention to her,” “She’s sad alone,” “She doesn’t want to sleep alone.”
Analyzing the cards - situations and statements of preschoolers in this study, we note the following:
The manifestation of anxiety in boys and girls differs in content and areas of manifestation;
Girls are more concerned about relationships with peers (quarrel, loneliness, being ignored, etc.) and their increased anxiety manifests itself in situations that model relationships in the “child-child” system;
A high level of anxiety in boys manifests itself more often in “child-adult” situations; in boys, anxiety manifests itself in situations that model relationships in the “child-adult” system and everyday actions;
In boys, anxiety manifests itself in the form of aggressiveness and hostility directed at others - this is a defensive reaction.
Thus, the manifestation of anxiety in boys and girls is due to various reasons, for example, boys are more emotionally vulnerable, hiding under the guise of “aggression,” while girls experience a lack of emotional contact, which is expressed in touchiness, tearfulness, and feelings of inferiority. And at the heart of all these manifestations is high anxiety, which can be difficult to recognize.
It is important to note that in children of senior preschool age, anxiety is not yet a stable character trait and is reversible with appropriate psychological and pedagogical measures.
Bibliography1. Vostretsova N.S. Slavutskaya E.V. Gender characteristics of anxiety in children of senior preschool age / N.S. Vostretsova, E.V. Slavutskaya//Psychology and social pedagogy: current state and development prospects: collection of scientific articles/ / resp. ed. I. P. Ivanova, E. V. Romanova. – Cheboksary: Chuvash. state ped. univ., 2016. (Department of Psychology and Social Pedagogy of ChSPU named after I. Ya. Yakovlev - III All-Russian intramural and part-time scientific and practical conference, February 28, 2017).
2. Goryanina V.A. Psychology of communication: Proc. aid for students higher textbook establishments /V.A. Goryanina. - M.: Publishing Center "Academy", 2002.- 416 p.
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4. Postoeva L., Lukina E. Let’s help children cope with anxiety /L. Postoeva, E. Lukina// “Preschool education”, No. 5, 2006. P.65-70.
5. Prikhozhan A.M. Anxiety in children and adolescents: psychological nature and age dynamics. M.: Moscow Psychological and Social Institute; Voronezh: ed. NPO "MODEK", 2009. - 304c.
6. Emelyanova E.L., Davtyan E.Yu., Spirina Yu.V., Vasyukova Yu.A. Correction of anxiety in children of senior preschool age (using sand therapy) // Scientific notes of the St. Petersburg State Institute of Psychology and Social Work. 2015. Volume 24. No. 2. P. 30-38.
Gindullina L.R., Frolova O.V.
BirGSPA, Birsk, Republic of Belarus
Frolova O.V., Ph.D. Sc., Associate Professor, Department of Psychology, Lecturer
DIFFERENCES IN THE DISPLAY OF ANXIETY AND FEAR IN BOYS AND GIRLS 7 – 8 YEARS OLD
Anxiety is an individual psychological feature that consists of an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose one to this.
A certain level of anxiety is a natural and obligatory feature of an individual’s active activity. Each person has their own optimal or desired level of anxiety (this is healthy anxiety). An increased level of anxiety is a subjective manifestation of personal distress.
Anxiety is not associated with any specific situation and appears almost always. This condition accompanies a person in any type of activity. When a person is afraid of something specific, we talk about the manifestation of fear.
Fear is an affective (emotionally acute) reflection in the mind of a specific threat to a person’s life and well-being.
The question of differences in the manifestation of anxiety and fears in boys and girls of primary school age remains relevant. Scientists such as E. Maccoby, K. Jacklin, L.P. have dealt with this problem. Badanina, A.M. Prikhozhan, A.I. Zakharov, etc. However, there is no consensus on gender differences in anxiety and fears, in particular in children 7-8 years old.
Due to the lack of development and lack of consensus on this issue, this problem is still relevant today.
We conducted a study of differences in the manifestation of anxiety and fears in boys and girls aged 7–8 years on the basis of Municipal Budgetary Educational Institution Secondary School No. 4 in Birsk. 21 children aged 7 years participated: 9 girls and 12 boys.
In our study, we used the CMAS overt anxiety scale, the anxiety test (R. Tamml, M. Dorki, V. Amen), the “Fears in Houses” method for identifying children’s fears, and the “Drawing of Fear” drawing test.
The study found that both girls and boys are susceptible to anxiety. However, girls are more anxious than boys. Also, the anxiety of boys and girls differs in content and areas of manifestation. Girls are more concerned about relationships with other people (quarrels, separation, etc.) and their anxiety manifests itself in situations that model relationships in the “child-child” system. Boys, on the other hand, are concerned about violence in all its aspects and anxiety manifests itself in situations that model relationships in the “child-adult” system and everyday actions.
Differences in the manifestation of fears were also revealed. Boys are characterized by fears associated with causing physical damage (transport, unexpected sounds, fire, war, elements) and fear of animals. These fears are associated with the age characteristics of children. In girls, medical fears (pain, injections, doctors, illnesses), fear of death, fears of fairy-tale characters, fear of the dark and nightmares, socially mediated fears (of people, children, punishment, delays, loneliness) and spatial (heights, depths) predominate. , confined spaces) fears. These fears are associated with the timidity, sensitivity, suggestibility of girls, with the early assimilation of social norms, a greater degree of susceptibility to feelings of guilt due to deviations from them, as well as with the age characteristics of children. Girls have more fears than boys.
Mathematical analysis did not reveal significant differences in the manifestation of anxiety and fears in boys and girls aged 7-8 years.
All of the above differences exist, but do not reach a significant level of difference. This may be due to the small sample of subjects.
N. E. Solynin, E. P. Lebedeva
Psychological causes of anxiety in adolescence
The article discusses the problems of determining the psychological causes of high levels of anxiety in adolescence. It is indicated that the topic is relevant because in the new social conditions the individual psychological characteristics of adolescents are changing.
Anxiety is understood as an individual psychological feature of a person, manifested in a tendency to frequent and intense experiences of anxiety without obvious reasons. According to researchers, the main causes of anxiety are the characteristics of family upbringing, relationships with peers, low levels of self-esteem, and psychasthenic accentuation of character.
As a result of an empirical study using mathematical statistics methods, a dependence of a high level of anxiety on the level of expression of certain accentuations of the character and type of parental relationship was established.
Key words: anxiety, causes of anxiety, adolescence, self-esteem, parental attitude, character accentuations.
N. E. Solynin, E. P. Lebedeva
Psychological Causes of Anxiety in Adolescence
The article considers the problem of determining the psychological reasons for high levels of anxiety in adolescence. It indicates that the topic is relevant, because individual psychological characteristics of adolescents change in the new social conditions.
Anxiety is understood as individual psychological characteristics of the personality manifested in a tendency to frequent and intense feelings of anxiety for no apparent reason. According to researchers, the main causes of anxiety are features of family education, relationships with peers, low self-esteem, psychasthenic accentuation of character.
As a result of the empirical research using the methods of mathematical statistics the dependence of a high level of anxiety on the level of severity of character certain accentuations and the parental relationship type was determined.
Keywords: anxiety, causes of anxiety, adolescence, self-esteem, parental attitude, character accentuations.
Formulation of the problem. There are a sufficient number of scientific works devoted to the study of anxiety. Researchers note that it is this personal characteristic that underlies a number of psychological difficulties of age-related development (V. M. Astapov, Yu. A. Zaitsev, A. M. Prikhozhan, Ch. Spielberger, etc.). A high level of anxiety reduces the activity of mental processes, negatively affects the use of knowledge, skills and abilities and can lead to incorrect actions even in conditions in which it was possible to act quite successfully.
At the same time, in recent years the social situation in the development of society has changed significantly. These changes are especially significant for adolescent children. L. S. Vygotsky noted that adolescence is a historical education. The course and duration of adolescence vary markedly depending on the level of development of society. Speaking about the psychological characteristics of modern
nary teenagers, D.I. Feldshtein wrote: “Changes in socio-economic life determine qualitative differences in the social filling processes of the formation of consciousness, self-awareness, and personal development of growing people.” Social conditions are refracted through internal ones, determining the formation and manifestation of personal properties (including anxiety) in specific historical periods. Personal characteristics of adolescents and their immediate environment, primarily parents, act as psychological determinants of the formation and manifestation of anxiety in adolescence.
Our article presents the results of a study of the psychological causes of anxiety in adolescence: the concept of anxiety, its essence and features of manifestation in adolescence are considered; methods for studying anxiety and its causes in adolescents have been identified; an analysis of the results of empirical
© Solynin N. E., Lebedeva E. P., 2016
th research into the psychological causes of anxiety in adolescence.
Research program and methods. The study sample consisted of 60 adolescents aged 13-14 years, Municipal Educational Institution Voshchazhnikovskaya Secondary School. In order to solve the problems posed in the study, the following methods and techniques were used. The comparative method was used as an organizational one. Empirical methods were used: psychodiagnostic - a method for diagnosing the level of school anxiety (J. Phillips), a method for diagnosing self-esteem (T. V. Dembo - S. Ya. Rubinstein), a questionnaire “Parental behavior and the attitude of adolescents towards them” (A. I. Zakharov ), questionnaire by G. Shmishek.
To process the empirical research data, quantitative analysis methods were used: correlation analysis, analysis of the significance of differences using the Mann-Whitney U test, correlation ratio, regression analysis. The method of structural-functional analysis by A.V. Karpov was used as an interpretive method.
Description and analysis of research results
1. Results of theoretical analysis. As you know, the understanding of anxiety was introduced into psychology by psychoanalysts. Representatives of this direction considered anxiety as an innate personality trait, an initially inherent state of a person. For example,
3. Freud associated the development of anxiety in children with “traumatic situations and situations of danger,” in which the psyche is absorbed by an extremely large flow of stimuli that it is not able to process, master or unload. According to
4. Spielberger, anxiety is “a stable personality trait that manifests itself as a tendency, predisposition to a state of anxiety in various situations that are not objectively threatening.” The state of anxiety is characterized by subjective, consciously perceived feelings of threat and tension, accompanied by or associated with activation or arousal of the autonomic nervous system.
A. M. Prikhozhan considered anxiety as “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger.” Anxiety in childhood is persistent
a personal formation that persists over a fairly long period of time and has its own motivating force, stable forms of implementation in behavior, with a predominance of compensatory and protective manifestations. It is characterized by a complex structure, including cognitive, emotional and operational aspects. The author notes that anxiety has a pronounced age specificity, which is revealed in its sources, content, forms of manifestation of compensation and protection.
There are different definitions of anxiety in the psychological literature, but most researchers agree on the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transition state and its dynamics. In our study, we will consider anxiety as an individual psychological trait of a person, manifested in a tendency to frequent and intense experiences of anxiety without obvious reasons.
Anxiety disorganizes a person’s behavior and psyche, affects physical health, and reduces activity efficiency. The emergence and consolidation of anxiety is largely due to the dissatisfaction of actual human needs, which become hypertrophied.
Analysis of psychological and pedagogical literature allows us to identify the following causes of anxiety in adolescence:
Improper upbringing and unfavorable parent-child relationships.
Dysfunctional relationships with peers.
Frustration of the need for a stable, satisfactory attitude towards oneself, most often associated with disturbances in relationships with significant others; low level of self-esteem.
Success/failure at school.
Formation of psychasthenic accentuation of character, the distinctive feature of which is anxious and suspicious traits
The source of increased anxiety in adolescence is internal conflict caused by external and internal factors. External ones include the desire to meet the requirements and expectations of people significant to the teenager. The internal ones include his personal characteristics.
2. Results of empirical research. It was found that 18 (30%) adolescents who took part in the study had an increased level of general anxiety. This indicates that students experience difficulties in school activities and cannot cope with the demands of teachers and parents. These teenagers have a reduced general emotional background. A high level of anxiety was detected in 14 (23%) study participants. At the behavioral level, this is manifested by increased anxiety, uncertainty, and emotional instability. Such students are very sensitive to their failures and tend to give up activities that they have difficulty performing. The level of general anxiety in 53% of adolescents is higher than normal.
When studying the relationship between the level of anxiety and the possible causes listed above, the following was established. An inverse relationship was found between the level of general anxiety of adolescents and maternal autonomy (r = -0.174 at p<0,050). Тревожность подростка напрямую связана с педантичной акцентуацией характера (г=0,187 при р<0,05).
There was no relationship between indicators of self-esteem and anxiety. This is explained by the fact that anxiety and self-esteem are two variables independent of each other.
Sex differences in the causality of anxiety in adolescence have been identified. In girls, an inverse correlation was found between the level of anxiety and the father’s hostility (r = - 0.288 at p< 0,05), дистимностью (г = - 0,245 при р<0,05). Уровень тревожности девочек и демонстративность находятся в прямой взаимосвязи (г = 0,310 при р < 0,05). У мальчиков обнаружена прямая взаимосвязь между уровнем общей тревожности и директивностью матери (г = 0,271 при р<0,05), эмотивностью (г = 0,323 при р < 0,05) и педантичностью (г = 0,339 при р < 0,05).
Due to the fact that correlation analysis showed different relationships between anxiety and its causes in boys and girls, it was decided to study the significance of the differences between the studied indicators in groups with different genders.
There were no significant differences in the level of anxiety in boys and girls. Differences in the use of autonomous parenting style by the mother in relation to
boys and girls are statistically significant (u=299 at p<0,05; и=369,5 при р<0,05). В воспитании подростков-мальчиков отцы интенсивнее используют позитивный интерес (и=364,5 при р<0,05) и директивность (и=351 при р<0,05).
Girls have a higher level of severity of accentuations associated with the emotional sphere. These include emotiveness (u=203.5 at p<0,001), тревожность (и=183,5 при р<0,001), циклотимность (и=220,5 при р<0,001), неуравновешенность (и=300,5 при р<0,05), экзальтированность (и=200,5 при р<0,001). Уровень самооценки у мальчиков выше, чем у девочек (и=341 при р<0,05).
Thus, in raising girls and boys, parents implement different types of relationships. The formation of a certain accentuation of character and level of self-esteem is also associated with gender. Therefore, it can be assumed that the influence of these factors on the manifestations and level of anxiety in boys and girls will be different. The correlation method was used to assess the relative strength of the influence of each variable.
The results obtained show that the level of anxiety of a teenager is influenced by the type of relationship implemented by parents in the process of raising a child, as well as the type of character accentuation in the teenager.
It was found that the level of self-esteem of a teenager influences the occurrence of anxiety (at P = 0.69). Consequently, the dynamics of the development of anxiety will depend on the level of self-esteem. This explains the lack of relationship between anxiety and self-esteem in the process of correlation analysis, since the correlation relationship revealed a one-way influence.
To identify other possible causes of anxiety, multiple regression analysis was carried out and regression equations were compiled for each study group. As a result, the following was established:
There is a two-way feedback relationship between the adolescent's anxiety level and the mother's autonomy. This means that poor autonomy is both a cause and a consequence of an increase in a teenager’s anxiety level.
The increase in the level of anxiety in girls is influenced by a high level of positive interest and hostility on the part of the mother, as well as low directiveness, autonomy and inconsistency. An adolescent girl's anxiety will increase with high inconsistency
father in the process of interaction with his daughter.
The high level of anxiety in boys is due to the low level of hostility, positive interest, autonomy and high inconsistency of the mother, as well as mild hyperthymic and cyclothymic character traits. In addition, the increase in the level of anxiety in boys, along with the above factors, is influenced by the severity of stuck and exalted accentuations.
Conclusions. The conducted study of the psychological causes of anxiety in adolescence allows us to formulate the following conclusions. Firstly, in modern psychological literature, anxiety is considered as an individual psychological feature of a person, manifested in a tendency to frequent and intense experiences of anxiety without obvious reasons. Secondly, studies note that the causes of anxiety can be relationships with parents, peers, the level of self-esteem, and character accentuation. Thirdly, the results of an empirical study show that a teenager’s level of self-esteem influences the formation of anxiety. The main reasons for increased and high levels of anxiety in adolescents are maternal autonomy. Girls have a high level of positive interest and hostility on the part of the mother, as well as low directiveness, autonomy and inconsistency. Boys have low hostility, positive interest, autonomy and high inconsistency of the mother, as well as weakly expressed hyperthymic and cyclothymic character traits.
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