Prevention of Aggressive Behavior of Preschool Children as a System of Means for Ensuring a Happy Childhood

Abstract

The article provides a theoretical analysis of the essence of aggression, aggressive behavior as an innate and as a social phenomenon. It has been proven that emotions are the driving force behind aggressive behavior. Three types of aggressive behavior are characterized: accidental, instrumental and hostile, and the reasons for their occurrence are revealed. Parents’ mistakes, which are the reasons for the ruinous nature of the aggressive behavior of the child of the preschool age, are summarized. A system of measures to prevent the destructive nature of the aggressive behavior and to ensure the constructive nature of a preschool child is presented. It has been proven that constructive manifestations of aggressive behavior are a means of forming the unique "Me", achieving success in society. The concept of “happy childhood” was presented as a factor for the prevention of the ruinous nature of the aggressive behavior of a child of the preschool age. A united psychologically favorable developmental educational and family space as a mechanism for ensuring a happy child is characterized. Advice to adults on ensuring children's mental health during the war in Ukraine is characterized. Two blocks of measures for the prevention of aggressive behavior of a preschooler are presented. The first includes a system of tasks, role-playing games, and certain techniques that can be used by both parents and preschool teachers to develop a child's ability to understand his own and others' emotions and manage them. In the second block, the system of work of the educator in the preschool education institution regarding the organization of teamwork in the children's team of the group, aimed, first of all, at the development of the child's willpower and communication skills is revealed. Construction games are presented, the technique of working on them in a preschool education institution is revealed. Forms of cooperation between the educator and parents of preschool children are characterized.

Розвиток Критичного Мислення Дитини Дошкільного Віку Як Засіб Становлення Особистості Діяча

“…Вихователь може запропонувати дітям розмістити у двох обручах, які перетинаються, квіти. Діти самі пропонують завдання, які квіти положити у кожний обруч і характеризують квіти, які будуть розміщені у просторіперерізі двох множин [4].…”