stable periods: long-term development due to microscopic changes, "underground", neoplasms appear at the very end, and only then this secret process of changes is understood. Infancy (2 months-1 year), early childhood (1-3), preschool (3-7), school (8-13), puberty (13-18). They have a two-member structure, 2 stages.
Critical ages: in a short time, the whole child changes as a whole. Features: borders are indistinct, in the middle - the climax; difficult education; negative development. Loss of what was acquired before, "The Wilderness of Boyhood". Crises of the newborn, 1 year, 3, 7, 13 years. Crises are turning points in development when conditions change dramatically, for example, a child from the womb enters the external environment. But negativism, involution are not the whole essence of the crisis. On the contrary, there is a creation, a positive construction of personality. They have 3 phases, pre-critical, critical and post-critical (with lytic transitions).
Newborn: changing the whole structure of life; everything is a continuous neoplasm, although regression - even physical, weight loss
1 year : speech and upright posture
3 years : new personality traits; if the crisis occurs sluggishly, it inhibits affective and volitional development
7 years : growth of independence, change in relationships with peers.
13 years : transition to highest form intellectual activity, to understanding and deduction
Neoplasms that have arisen in a crisis are specific and transitional, in contrast to those that have arisen at stable ages. They die off, are absorbed by the following neoplasms, do not enter the personality structure unchanged, obey and dissolve, latently participating in the "underground development". The child develops unevenly. There are relatively stable periods, and there are critical ages. Crises are discovered empirically, and in random order 7.3, 13.1.0. During the critical period, the child changes in a very short time as a whole, in the main personality traits. This is revolutionary. a stormy, impetuous course of events, both in terms of the pace and meaning of the changes taking place.
Peculiarities:
1. The boundaries that distinguish the beginning and end of the crisis from adjacent periods are extremely indistinct. The crisis occurs imperceptibly, it is very difficult to determine the moment of its onset and end. A sharp aggravation (culmination) occurs in the middle of the crisis. At this time, it reaches its climax.
2. The difficult upbringing of children during critical periods once served as the starting point for their empirical study. There is obstinacy, a drop in academic performance and performance, an increase in the number of conflicts with others. The inner life of the child at this time is associated with painful experiences.
3. The negative nature of development. It is noted that during crises, more destructive than creative work is done. The child does not so much acquire as loses from what was previously acquired. However, the emergence of the new in development necessarily means the death of the old. At the same time, during critical periods, constructive development processes are also observed - neoplasms (Vyg).
4. Neoplasms of critical periods are of a transitional nature. those. they are not preserved in the form in which they arise.
During stable periods, the child accumulates quantitative changes, not qualitative ones, slowly and imperceptibly. The sequence of development is determined by the alternation of stable and critical periods. Dynamics of development: By the beginning of each period, a unique relationship of the child with the surrounding reality is formed - the social situation of development. It naturally determines his lifestyle, which leads to the emergence of neoplasms. Neoplasms entail a new structure of the child's consciousness, a change in relationships. → changing social. development situation. A critical period is coming.
neonatal crisis
The neonatal crisis is an intermediate period between intrauterine and extrauterine lifestyles. If there were no adult next to the newborn, then in a few hours this creature would have to die. The transition to a new type of functioning is provided only by adults. An adult protects the child from bright light, protects him from cold, protects him from noise, etc.
The child is most helpless at the time of his birth. He does not have a single established form of behavior. In the course of anthropogenesis, any kind of instinctive functional systems have practically disappeared. (Instinctive systems are such systems in which a known stimulus causes predetermined forms of behavior). By the time of birth, the child does not have a single pre-formed behavioral act. Everything develops in life. This is the biological essence of helplessness. The loss of instinctive forms of behavior has been going on for hundreds of thousands of years, it is an extraordinary boon that has expanded the possibilities of development. J. Bruner noted that the evolution of primates is based on selection in the direction of an increasingly distinctive pattern of immaturity, thanks to this very direction of selection, a more flexible adaptation of our species became possible.
The period of time when the child is physically separated from the mother, but connected with her physiologically, is the neonatal period. This period is characterized by a catastrophic change in living conditions, multiplied by the helplessness of the child. All this could lead to the death of the child, if it were not for the special, social situation of his development. From the very beginning, a situation arises of an objectively necessary relationship between a child and an adult. All the conditions of a child's life are immediately socially mediated. However, the social situation of development must be established. The unity of the child and the mother must appear. That unity that exists from the very beginning comes from the side of the mother, but from the side of the child, there is still nothing.
Crisis of three years
The crisis of three years was first described by Else Köhler in her work "On the Personality of a Three-Year-Old Child". She identified several important symptoms of this crisis.
Negativism. This is a negative reaction associated with the attitude of one person to another person. The child refuses to obey certain demands of adults at all. Negativism should not be confused with disobedience. Disobedience occurs even at an earlier age.
Stubbornness. It's a reaction to your own decision. Stubbornness should not be confused with perseverance. Stubbornness consists in the fact that the child insists on his demand, on his decision. Here the individual is singled out and the demand is made that this individual be taken into account.
Obstinacy. Close to negativism and stubbornness, but has specific features. Rebelliousness is more generalized and more impersonal. This is a protest against the rules that exist at home.
Willfulness. The desire for emancipation from an adult. The child himself wants to do something. In part, this resembles the crisis of the first year, but there the child strove for physical independence. Here we are talking about deeper things - about the independence of intention, design.
Adult devaluation. S. Buhler described the horror of the family when the mother heard from the child: "fool."
Protest rebellion, which manifests itself in frequent quarrels with parents "All
the child's behavior takes on the features of protest, as if the child is at war with those around him, in constant conflict with them," wrote L. S. Vygotsky.
In a family with an only child, there is a desire for despotism. The child shows despotic power in relation to everything around him and seeks many ways for this.
According to D. B. Elkonin, the crisis of three years is a crisis social relations, and every crisis of relations is a crisis of singling out one's "I".
The crisis of three years is a break in the relationship that has existed until now between a child and an adult. By the end of the early age, there is a tendency to independent activity, which marks the fact that adults are no longer closed to the child by the object and the way of acting with it, but, as it were, for the first time open up to him, act as carriers of patterns of actions and relationships in the world around. The phenomenon of "I myself" means not only the emergence of outwardly noticeable independence, but also the separation of the child from the adult. As a result of this separation, adults appear for the first time in the world of children's life. The world of children's life from a world limited by objects turns into a world of adults.
The restructuring of relations is possible only if there is a separation of the child from the adult. There are clear signs of such a separation, which are manifested in the symptoms of a crisis of three years (negativism, stubbornness, obstinacy, self-will, depreciation of adults).
By the end of the early age, the desires of the child become generalized, and the affect (manifestations of the crisis) is the stronger, the more generalized desires it is associated with.
Out of the neoplasms of the crisis of three years, a tendency arises to independent activity, at the same time similar to the activity of an adult - after all, adults act as models for the child, and the child wants to act like them. The tendency to live common life with an adult passes through all childhood; the child, separating from the adult, establishes a deeper relationship with him, emphasized D. B. Elkonin.
Crisis of seven years.
On the basis of the emergence of personal consciousness, a crisis of 7 years arises. The main symptoms of the crisis: 1) loss of spontaneity. Wedged between desire and action is the experience of what significance this action will have for the child himself; 2) mannerisms; the child builds something out of himself, hides something (the soul is already closed); 3) a symptom of "bitter candy": the child feels bad, but he tries not to show it. Difficulties in upbringing arise, the child begins to withdraw and becomes uncontrollable.
These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on outer life. But this inner life is not indifferent to the outer, it influences it. The emergence of inner life is an extremely important fact; now the orientation of behavior will be carried out within this inner life.
The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society as with a set of people who carry out obligatory, socially necessary and socially useful activity. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible.
The “symptom of the loss of spontaneity” (L. S. Vygotsky) becomes a symptom that cuts through the preschool and primary school ages: between the desire to do something and the activity itself, a new moment arises - an orientation in what the child will bring the implementation of this or that activity. This is an internal orientation in terms of what meaning the implementation of an activity can have for the child: satisfaction or dissatisfaction with the place that the child will occupy in relations with adults or other people. Here, for the first time, the emotional-semantic orienting basis of the act appears. According to the views of D. B. Elkonin, where and when an orientation toward the meaning of an act appears, there and then the child passes into a new age.
Adolescence crisis.
There are two phases of adolescence: I phase 12-15 years, II phase 15-18 years. In modern adolescents, puberty first occurs, then organic, and only then social. Currently, there is a trend towards an increase in the duration of adolescence. Deprivation at this age is associated with internal factors. Dependence on adults persists, and the need for liberation from control intensifies.
D. B. Elkonin. Turn the child on itself learning activities, and as a consequence of this, the question arises: "Who am I?".
Transition symptoms:
Relationship difficulties with adults
The emergence of children's companies
The emergence of personal diaries
Neoplasms according to L. S. Vygotsky: the development of reflection, and on its basis - self-awareness.
L. S. Vygotsky, like J. Piaget, paid special attention to the development of thinking in adolescence. The main thing in the development of thinking is the adolescent's mastery of the process of concept formation, which leads to the highest form of intellectual activity, new ways of behavior. According to L. S. Vygotsky, the function of concept formation underlies all intellectual changes at this age. "Understanding reality, understanding others and understanding oneself - that's what thinking in concepts brings with it," he wrote. According to L. S. Vygotsky, significant changes occur at this age and in the development of the imagination. Under the influence of abstract thinking, the imagination "goes into the realm of fantasy." Speaking of a teenager's fantasy, L. S. Vygotsky noted that "for him, it turns into an intimate sphere, which is usually hidden from people, which becomes an exclusively subjective form of thinking, thinking exclusively for oneself." The teenager hides his fantasies "as the most intimate secret and is more willing to confess his misdeeds than reveal his fantasies."
L. I. Bozhovich singled out another neoplasm of this age - self-determination. From a subjective point of view, it is characterized by awareness of oneself as a member of society and is concretized in a new socially significant position. Self-determination arises at the end of school, when a person is faced with the need to solve the problem of his future. Self-determination is different from simply predicting your future life, from dreams related to the future. It is based on the already stable interests and aspirations of the subject, involves taking into account their capabilities and external circumstances, it is based on the emerging worldview of a teenager and is associated with the choice of a profession. But true self-determination, as noted by L. I. Bozhovich, does not end at this time, it "as a systemic neoplasm associated with the formation of the internal position of an adult, arises much later and is the final stage of the ontogenetic development of the child's personality." Western European authors identify negative aspects in crisis phenomena: the child leaves, moves away from adults, breaks the social ties that previously united him with the adult. L. S. Vygotsky emphasized that such an interpretation is incorrect. The child tries to establish new, higher forms of relationships with others.
Crises are turning points on the curve of child development, separating one age from another. One can say, following L. S. Vygotsky: "If crises were not discovered empirically, they would have to be invented theoretically." To uncover psychological essence crisis - means to understand the internal dynamics of development in this period.
The hypothesis of D. B. Elkonin, taking into account the law of periodicity in child development explains the content of development crises in a new way. So, 3 years and 11 years - crises of relations, after them there is an orientation in human relations; 1 year, 7 years - worldview crises that open orientation in the world of things.
The concept of the social situation of development makes it possible for L.S. Vygotsky distinguish two types of ages - stable and critical. In a stable period, development takes place within the social situation of development characteristic of a given age. The critical age is the moment of changing the old social situation of development and the formation of a new one. Myers, D. Social Psychology. Intensive course. M., 2004. - S. 293.
At relatively stable, or stable, ages, development proceeds mainly through microscopic changes in the child's personality, which, accumulating to a certain limit, are then abruptly revealed in the form of some kind of age-related neoplasm. Such stable periods are occupied, judging purely chronologically, most of childhood. Since within them development proceeds, as it were, in an underground way, when a child is compared at the beginning and at the end of a stable age, huge changes in his personality clearly appear.
Stable ages have been studied much more fully than those characterized by a different type of development - crises. The latter are distinguished by features opposite to stable, or stable ages. In these periods, over a relatively short period of time (several months, a year, or at most two), abrupt and major shifts and shifts, changes and fractures in the personality of the child are concentrated. The child in a very short period of time changes as a whole, in the main personality traits. Development takes on a stormy, impetuous, sometimes catastrophic character; it resembles a revolutionary course of events, both in terms of the pace of the changes taking place and in the meaning of the changes taking place. These are turning points in child development, sometimes taking the form of an acute crisis. (See Appendix B).
The first feature of such periods is, on the one hand, that the boundaries separating the beginning and end of the crisis from adjacent ages are extremely indistinct. The crisis occurs imperceptibly, it is difficult to determine the moment of its onset and end. On the other hand, a sharp aggravation of the crisis is characteristic, usually occurring in the middle of this age period. The presence of a culminating point, at which the crisis reaches its apogee, characterizes all critical ages and sharply distinguishes them from stable epochs of child development.
The second feature of critical ages served as the starting point for their empirical study. The fact is that a significant part of children who are going through critical periods of development find it difficult to educate. Children, as it were, fall out of the system of pedagogical influence, which until quite recently ensured the normal course of their upbringing and education. At school age, during critical periods, children show a drop in academic performance, a weakening of interest in schoolwork, and a general decrease in working capacity. At critical ages, the development of the child is often accompanied by more or less acute conflicts with others. The inner life of a child is sometimes associated with painful and painful experiences, with internal conflicts.
True, all this is far from necessary. Different children have critical periods in different ways. In the course of a crisis, even among children closest in type of development, in terms of the social situation of children, there are much more variations than in stable periods. Many children do not have any clearly expressed educational difficulties or decline in school performance. The range of variations in the course of these ages in different children, the influence of external and internal conditions on the course of the crisis itself are significant.
External conditions determine the specific nature of the detection and flow of critical periods. Dissimilar in different children, they cause an extremely variegated and diverse picture of critical age options. But it is not the presence or absence of any specific external conditions, but the internal logic of the very process of development that causes the need for critical, turning points in a child's life. So, if we move from an absolute assessment of education to a relative one, based on a comparison of the degree of ease or difficulty of raising a child in the stable period preceding the crisis or the stable period following it with the degree of difficulty in education during the crisis, then it is impossible not to see that every child at this age becomes relatively difficult to educate. compared to himself at an adjacent stable age. In the same way, if we move from an absolute assessment of school performance to its relative assessment, based on a comparison of the rate of progress of a child in the course of education in different age periods, it is impossible not to see that every child during a crisis reduces the rate of progress compared to the rate characteristic of stable periods.
The third and, perhaps, the most theoretically important feature of critical ages, but the most obscure and therefore difficult to correctly understand the nature of child development during these periods, is the negative nature of development. Everyone who wrote about these peculiar periods noted first of all that development here, in contrast to stable ages, does more destructive than creative work. The progressive development of the child's personality, the continuous construction of the new, which was so distinct at all stable ages, during periods of crisis, as it were, fades, is temporarily suspended. The processes of withering away and curtailment, disintegration and decomposition of what was formed at the previous stage and distinguished the child of this age come to the fore. The child in critical periods not so much acquires as loses from what was previously acquired. The onset of these ages is not marked by the appearance of new interests of the child, new aspirations, new types of activity, new forms of inner life.
A child entering periods of crisis is rather characterized by the opposite features: he loses the interests that yesterday still directed all his activities, which absorbed most of his time and attention, and now, as it were, freezes; pre-established forms external relations and the inner life seems to be neglected. L.N. Tolstoy figuratively and accurately called one of these critical periods of child development the wilderness of adolescence.
This is what they mean in the first place when they talk about the negative nature of critical ages. By this they want to express the idea that development, as it were, changes its positive, creative meaning, forcing the observer to characterize such periods mainly from a negative, negative side. Many authors are even convinced that the whole meaning of development in critical periods is exhausted by negative content. This belief is enshrined in the names of critical ages (sometimes this age is called the negative phase, sometimes the phase of obstinacy).
At turning points in development, the child becomes relatively difficult to educate due to the fact that the change pedagogical system applied to a child does not keep up with rapid change his personality. Pedagogy of critical ages is the least developed in practical and theoretical terms.
Just as all life is at the same time dying, so also child development - this is one of the complex forms of life - necessarily includes the processes of curtailment and death. The emergence of the new in development necessarily means the death of the old. The transition to a new age is always marked by the decline of the old age. The processes of reverse development, the withering away of the old and are concentrated mainly at critical ages. But it would the greatest delusion to believe that this exhausts the significance of critical ages. Development never stops its creative work, and in critical periods we observe constructive development processes. Moreover, the processes of involution, so clearly expressed at these ages, are themselves subordinate to the processes of positive personality building, are directly dependent on them and form an inseparable whole with them. Destructive work is performed during the specified periods, depending on the need to develop the properties and traits of the personality. Actual research shows that the negative content of development in turning points- only the reverse, or shadow, side of positive personality changes that make up the main and basic meaning of any critical age.
Thus, the positive significance of the crisis of three years is reflected in the fact that new character traits child's personality. It has been established that if the crisis proceeds sluggishly and inexpressively for any reason, then this leads to a deep delay in the development of the affective and volitional aspects of the child's personality at a subsequent age. With regard to the 7-year crisis, all researchers noted that, along with negative symptoms, there were a number of great achievements in this period: the child's independence increases, his attitude towards other children changes. During the crisis at the age of 13, the decrease in the productivity of the student's mental work is due to the fact that here there is a change in attitude from visualization to understanding and deduction. The transition to the highest form of intellectual activity is accompanied by a temporary decrease in efficiency. This is also confirmed by the rest of the negative symptoms of the crisis: behind every negative symptom lies a positive content, which usually consists in the transition to a new and higher form. Finally, there is no doubt that there is positive content in the crisis of one year. Here, the negative symptoms are obviously and directly related to the positive acquisitions that the child makes by getting on his feet and mastering speech. The same can be applied to the crisis of the newborn. At this time, the child degrades at first even in relation to physical development: in the first days after birth, the weight of the newborn falls. Adaptation to new form life makes such high demands on the viability of the child that a person never stands so close to death as at the hour of his birth. And yet, during this period, more than in any of the subsequent crises, the fact comes through that development is a process of formation and the emergence of something new. Everything that we encounter in the development of a child in the first days and weeks is a complete neoplasm. The negative symptoms that characterize the negative content of this period stem from the difficulties caused precisely by the novelty, the first emerging and highly complex form of life.
The most essential content of development at critical ages lies in the emergence of neoplasms, which are highly original and specific. Their main difference from neoplasms of stable ages is that they are of a transitional nature. This means that in the future they are not preserved in the form in which they arose during the critical period, and are not included as a necessary term in the integral structure. future personality. They die, as if being absorbed by new formations of the next, stable age, being included in their composition as a subordinate instance that does not have an independent existence, dissolving and transforming into them so much that without a special and deep analysis it is often impossible to discover the presence of this transformed formation of a critical period in the acquisitions of the subsequent stable age.
Most experts divide childhood into different periods. On what basis is a separate question. According to one of the most authoritative classifications, owned by L. Vygotsky, periodization mental development child occurs on the basis of leading activities. What does it mean?
Leading activity at a certain stage is meaningful. In its context, relationships with adults and peers are formed. Mastering the leading activity, the child acquires new skills and abilities, which are called "new formations of age" - for example, the ability to speak, the ability to walk.
At each stage of mental development, leading activity is of decisive importance. At the same time, other activities do not disappear. They exist, but they exist, as it were, in parallel and are not the main ones for mental development. For example, the game is the leading activity of preschoolers. But it does not disappear among schoolchildren, although it is no longer a leading activity.
The child develops unevenly. There are relatively calm or stable periods, and there are so-called critical ones.
Critical periods
Crises are discovered empirically, and not in turn, but in random order: 7, 3, 13, 1, 0. During critical periods, the child changes in a very short time as a whole, in the main personality traits. This is a revolutionary, stormy, impetuous course of events, both in terms of the pace and meaning of the changes taking place. Critical periods are characterized by the following features:
The boundaries separating the beginning and end of the crisis from adjacent periods are extremely indistinct. The crisis occurs imperceptibly, it is very difficult to determine the moment of its onset and end. A sharp aggravation (culmination) is observed in the middle of the crisis. At this time, the crisis reaches its climax.
The difficulty of educating children during critical periods once served as the starting point for their empirical study. There is obstinacy, a drop in academic performance and performance, an increase in the number of conflicts with others. The inner life of the child at this time is associated with painful experiences.
The negative nature of development. It is noted that during crises, in contrast to stable periods, more destructive than creative work is done. The child does not so much acquire as loses from what was previously acquired. However, the emergence of the new in development necessarily means the death of the old. At the same time, during critical periods, constructive processes of development are also observed.
Neoplasms of critical periods are of a transitional nature, that is, they do not persist in the form in which, for example, autonomous speech occurs in one-year-old children (see below).
stable periods
During stable periods, the child accumulates quantitative changes, and not qualitative ones, as during critical ones. These changes accumulate slowly and imperceptibly.
During the development of the child, critical and stable periods alternate.
sensitive periods
In certain periods of influence, the child is most sensitive to certain influences, to the development of certain abilities. Sensitive periods are associated, firstly, with the leading activity, and secondly, with the actualization of certain basic needs at each age.
The boundaries of sensitive periods are not precise: they can be shifted by several months. Nevertheless, it is extremely important to use sensitive periods for teaching a child - it is during this period of time that he is most easily able to learn new skills.
Zone of Proximal Development
The interaction of the child with the social environment is not a factor, but a source of development. In other words, everything that a child learns must be given to him by the people around him. At the same time, it is important that training (in the broadest sense) proceed ahead of schedule. The child has a certain level of actual development (for example, he can solve a problem on his own, without the help of an adult) and a level of potential development, that is, in cooperation with an adult.
The zone of proximal development is what a child is capable of, but cannot do without the help of adults. All training is based on the principle of taking into account the zone of proximal development, ahead of actual development.
Crisis - a short period of time in ontogeny, characterized by dramatic psychological changes associated with the transition to a new stage of development.
eight age crises. Five of them are in childhood. In time, they are localized at the boundaries of stable ages and manifest as a neonatal crisis (up to 1 month), a crisis of one year, a crisis of 3 years, a crisis of 7 years, an adolescent crisis (11–12 years old) and a youth crisis. The sixth is characteristic of young adults. The seventh crisis is experienced at the age of forty (plus or minus two years). Eighth and final crisis life path experienced during aging.
Vygotsky proposed a new periodization of the human life cycle, which is based on the alternation of stable periods of development and crises. Crises are characterized by revolutionary changes, the criterion of which is the emergence of neoplasms. The cause of the psychological crisis, according to Vygotsky, lies in the growing discrepancy between the developing psyche of the child and the unchanging social situation of development, and it is precisely at the restructuring of this situation that the normal crisis is directed.
Thus, each stage of life opens with a crisis (accompanied by the appearance of certain neoplasms), followed by a period of stable development, when the neoplasms are mastered.
Neonatal crisis (0-2 months).
Infancy (2 months - 1 year).
Crisis of one year.
Early childhood (1-3 years).
Crisis of three years.
Preschool age (3-7 years).
Crisis of seven years.
School age(8-12 years).
Crisis of thirteen years.
Adolescence (pubertal) period (14-17 years).
The crisis of seventeen years.
Youth period (17-21 years old
4) The problem of learning and development in classical and modern psychology.
5) The role of communication with adults and peers in the mental development of different stages ontogeny.
Studied by: Lisina M.I., Smirnova AN., Taliguzova ON., Kolominsky Ya.L.
Communication is the main condition for the full-fledged mental development of a person. For a child, communication with an adult is a determining factor in mental development: 1) The adult sets the child's role models; 2) Transmits information; 3) Develops speech and all cognitive processes; 4) Forms personal qualities, self-esteem, emotions; 5) Promotes absorption various kinds activities; 6) Forms an attitude towards other people. A lack of communication with an adult leads to the emergence of hospitalism (in orphanages).
Communication with an adult in the first year of life leads to the formation of a child's need for communication (at 2-3 months) - emotional and motor reactions in relation to an adult (revitalization complex), the desire to attract the attention of an adult, the search for approval. The stages of development of communication with an adult were studied by Lisina M.I. and noted that the content of adult communication should correspond to the child's communication needs. Stages:
- I infancy - the need for love and care - situational-emotional form
adult communication (affection, smile, speech);
- 2 early age - the need for joint subject activity with an adult -
situational-business form of adult communication (actions with objects, toys);
- 3 junior and middle preschool age - the need for information -
extra-situational cognitive form of communication (associated with the development of speech - questions,
storytelling, reading literature);
4 middle and older preschool age - the need for mutual understanding and empathy with an adult, for establishing trusting relationships with him, for self-knowledge - an extra-situational-personal form of communication (conversations about the personal, about everything).
Of particular importance is communication in the family: love, satisfaction of the need for recognition from adults; parents as standards; imitation; communication disorders with styles of family relations, incomplete family. Communication with the teacher in the group affects the child's self-esteem and peer assessment
Communication of a preschooler with other children contributes to the consolidation or not consolidation of the norms and rules of behavior, the development of feelings, self-esteem, and the cognitive sphere. The need for communication with peers arises by 1.5-2 years, when the child begins to perceive a peer as a subject, and not as an object. A preschooler can communicate with older children (imitates, obeys); with the younger ones (responsible for the younger one, commands, organizes); with peers (competes on equal terms). The circle of communication of a preschooler should be of different ages. Communication and relationships in the children's group are studied by the method of sociometry and antometry. Popular in the group of preschoolers are children who are outwardly attractive, able to play, have communication skills and are highly appreciated by the teacher; isolated - on the contrary, unattractive, closed At the senior preschool age, the relations of children become less situational, friendship appears.
Consequences of deprivation: The main "symptom" here would be
a sharp slowdown in all aspects of the development of the child. This manifests itself in:
. the absence of formed speech (in children from DUIT, the number of vocalizations in
6 times less);
. backlog in mental development;
. difficulties in establishing strong relationships with adults;
. lack of initiative, slowing down the development of emotional
activities, as well as simplification of the emotional sphere;
. motor lethargy and compensatory movements. Already in the first month
of life, children show great anxiety when their movements are restricted.
Here it would be appropriate to recall the phenomenon of hospitalism (as
types of sensory and motor deprivation). This phenomenon was
first described by R. Spitz, who observed children left after
birth without maternal attention. These children were kept for 15-18 months
in glass boxes, and until such time as they themselves did not get up on
legs. Apart from the ceiling and white curtains (at later stages) these children
didn't see anything. Their movements were limited by the bed, and the number
There were very few toys. Spitz also cites the results of the study
children separated from their mothers at the age of 3 months. By age 4, 37% of
they died; by 1.5-2 years, 5 out of 21 were not capable of independent
movement; sat without support only 3; half knew only 2-3
words; all had symptoms of anaclitic depression. Should
remember that the development of movements in childhood is closely related to
the formation of the core of personality: for example, in cases where a child
begins to feel himself the cause and source of his own actions. That's why
part of the violations of the above are associated with the restriction of motor
activity at this age;
. reduced overall coefficient development.
