From preschool to school education: the structure of the emotive environment

AbstractSituations of an emotional pressure on children are investigated in the conditions of transition from preschool to school education. The article defines the structure of the emotive environment of the first grader and shows the differences from the standard model of child's transition from preschool to school education. During this transition the contribution of some components from the group of other emotive situations proves to be equal or even bigger than that of the traditionally important educational and game motivations