The influence of game activity on the development of emotional culture of young schoolchildren in war conditions

Abstract

The article reveals the problem of developing the emotional culture of younger schoolchildren in wartime. The importance of a positive and stable emotional sphere of younger schoolchildren in overcoming crisis situations, the need to create an emotionally developmental environment, is demonstrated. It is determined that the process of developing the emotional culture of primary schoolchildren is complex and long. The factors (combat operations, forced resettlement, uncertainty and a constant sense of danger, etc.) that significantly affect the psycho-emotional state of children in wartime are substantiated, causing increased anxiety, aggressiveness, emotional instability and difficulties in self-regulation. Attention is focused on the fact that the development of emotional culture, the ability to recognize, realize and manage one's own emotions is a key condition for the harmonious development of the personality of a younger schoolchild and an important prerequisite for his psychological well-being. Special attention is paid to game activity as an effective pedagogical tool that has significant educational, developmental, therapeutic and cultural potential. The scientific approaches of modern Ukrainian and foreign researchers to the problem of forming emotional culture are analyzed, the specifics of its development in crisis conditions are determined. It is shown that the game contributes to socialization, the formation of moral qualities, the development of emotional intelligence, self-control, empathy and the ability to constructive communication. The pedagogical principles of organizing game activity are highlighted. Examples of the use of games and exercises aimed at overcoming stress, reducing anxiety, aggressiveness, developing self-regulation and restoring the internal resource of younger schoolchildren are given. The expediency of using games as a means of first psychological aid, which ensures the maintenance of a positive emotional background and creates an atmosphere of security, is substantiated. It was concluded that game activities in primary school in wartime are not only a pedagogical method, but also a means of psycho-emotional stabilization, which contributes to the preservation of students' mental health, the development of stress resistance, and the formation of a value-based attitude towards oneself and others.