Modern Multiplication as a Shaping Factor of Emotional Disturbances in Pre-School Children

• Main Author: Olha Minenko
• Format: Article
• Language: English
• Published: Kamianets-Podilskyi National Ivan Ohiienko University, National Academy of Educational Sciences of Ukraine, G.S.Kostiuk Institute of Psychology 2019-05-01
• Series: Проблеми сучасної психології
• Subjects: emotional sphere of pre-school children; emotional disturbances; psychological analysis of multiplication; anxiety; aggression; fears.
• Online Access: http://journals.uran.ua/index.php/2227-6246/article/view/171985/171690

This article examines the topical issue of emotional disturbances in pre-school children and the role of multiplication in such disturbances. Its aim is to analyze the role of modern multiplication theoretically and experimentally in the shaping of emotional disturbances in pre-school children. The article provides theoretical analysis of presphere developmental features and emotional disturbances emergence in a given age group. The main types of pre-school emotional disturbances and the reasons for their emergence are analyzed. Modern multiplication is acknowledged to be one of major factors for emotional disturbances shaping in pre-school children. The empirical research on the influence of modern multiplication on emotional disturbances shaping in pre-school children was conducted. Empirical methods of psychological research, such as questionnaire and psychodiagnostic methodologies, were employed. Children’s multiplication preferences and their perception of animated films and their main characters are empirically identified. Psychological analysis of the chosen animated films and their main characters is represented to identify their influence on pre-schoolers’ mentality. The majority of the most popular animated cartoons under analysis are found to have a negative effect on pre-school children’s mentality. The following emotional disturbances in pre-schoolers are empirically identified: fears, aggression and anxiety. Certain connection between the emotional disturbances in pre-schoolers and the type of multiplication they prefer is diagnosed. As a result, the hypothesis that most of modern multiplication influence pre-school children’s emotional sphere and trigger emotional disturbances was confirmed