PSYCHOLOGICAL AND PEDAGOGICAL WORK ON THE DEVELOPMENT OF EMOTIONAL VOCABULARY OF JUNIOR SCHOOLCHILDREN
The article emphasizes the relevance of research that significantly affects the child's adaptation to the conditions of primary school. It has been convincingly proven that the formation and further development of emotional vocabulary contributes to a better assimilation of moral rules and norms of behaviour by junior pupils, socialization in the children's team and the microsociety of the school. The analysis of various psychological, pedagogical, methodological literature allowed us to formulate practical recommendations that contribute to the formation of emotional vocabulary. Some results of the work on improving the activities of psychologists in the conditions of primary schools in the town of Orekhovo-Zuevo, Moscow region for the development of emotional vocabulary are given. The directions of psychological activity are characterized as the regular planned work of a psychologist with children, aimed at preventing the harmful effects of various tendencies associated with growing up. The article shows how these types of work can be more effective if they are associated with the development of emotional vocabulary. The work reflects the importance of introducing children to the proper communication, to the beauty of the native word. The most effective methods, techniques of the psychologist's work technology for the formation and systemic enrichment of emotional vocabulary are characterized. Intermediate results of an applied study of the features of the use of emotional vocabulary in primary school conditions are given. The main problems are characterized and some recommendations are given for overcoming the problems of developing emotional and evaluative vocabulary in junior schoolchildren. The conclusion is made about the need for a psychologist to work on the development of emotional vocabulary of junior pupils.