I.V. Baghramyan, Moscow

The path of growing up is a rather thorny one. For a child, the first school of life is his family, which is the whole world. In the family, the child learns to love, endure, rejoice, sympathize and many other important feelings. In the conditions of a family, an emotional and moral experience inherent only in it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015).

Get cluttered

Much has been written about how important it is to be able to let go, to complete the old-obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod, reading such motivating articles for cleaning, but still everything remains in place? We find thousands of reasons to postpone the deferred for release. Or do not start parsing rubble and storerooms at all. And we are accustomed to scolding ourselves: "I have been completely overwhelmed, we need to pull ourselves together."
To be able to easily and confidently throw away unnecessary things becomes an obligatory program of a “good housewife”. And often - a source of yet another neurosis for those who for some reason cannot do this. After all, the less we do "right" - and the better we can hear ourselves, the happier we live. And this is all the more correct for us. So, let's figure it out, is it really necessary for you to declutter yourself.

The art of communicating with parents

Parents often love to teach their children, even when they are old enough. They interfere in their personal life, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.

What to do?

Acceptance of disadvantages. Children must understand that parents cannot be re-educated, they will not change, no matter how much you want it. When you accept their shortcomings, it will be easier for you to communicate with them. You just stop waiting for a different attitude than before.

How to prevent cheating

When people start a family, no one, with rare exceptions, even thinks about starting a relationship on the side. And yet, according to statistics, families most often break up precisely because of betrayal. About half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to protect a marriage from cheating, it is important to understand

The mental development of a child is a very complex, delicate and lengthy process, which is influenced by many factors. Understanding how this or that stage is going will help you not only better understand your child, but also notice the delay in development in time and take appropriate measures.

The generally accepted periodization of the development of the child's psyche was developed by the Soviet psychologist Daniil Borisovich Elkonin. Even if you have never come across his works, you are familiar with this system: annotations to children's publications often indicate that this work is “for preschool age"Or" for younger students. "

Elkonin's system describes the mental development of a child from infancy to 15 years old, although some of his works indicate the age of 17 years.

According to the scientist, the characteristics of each stage of development are determined by the leading activity of the child at a particular age, within which certain mental neoplasms appear.

1. Infancy

This stage covers the period from birth to one year. The leading activity of the baby is communication with significant figures, that is, adults. Mainly it is mom and dad. He learns to interact with others, express his desires and respond to stimuli in the ways available to him - intonation, individual sounds, gestures, facial expressions. The main goal of cognitive activity is the cognition of relationships.

The task of the parents is to teach the baby to “communicate” with the outside world as soon as possible. Games for the development of large and fine motor skills, formation colors... Among the toys must be items of various colors, sizes, shapes, textures. Until one year old, the child does not experience any experiences other than natural ones: hunger, pain, cold, thirst, and is unable to learn the rules.

2. Early childhood

It lasts from 1 to 3 years. The leading is manipulative-objective activity. The child discovers many objects around him and seeks to explore them as soon as possible - to taste, break, etc. He recognizes their names and makes the first attempts to take part in the conversation of adults.

Mental neoplasms are speech and visual-active thinking, that is, in order to learn something, he needs to see how this action is performed by one of the elders. It is noteworthy that at first on their own, without the participation of mom or dad, the child will not play.

Features of the early childhood stage:

1. comprehending the names and purposes of objects, mastering the correct manipulation of a specific object;
2. mastering the established rules;
3. the beginning of awareness of one's own "I";
4. the beginning of the formation of self-esteem;
5. gradual separation of their actions from those of adults and the need for independence.

Early childhood often ends with the so-called crisis of 3 years, when the child sees pleasure in disobedience, becomes stubborn, literally rebel against the established rules, more and more harsh negative reactions etc.

3. Preschool age

This stage starts at 3 years old and ends at 7 years old. The leading activity for preschoolers is a play, more precisely, a role-playing game, during which children learn about relationships and consequences. The personal sphere of the psyche is actively developing. Age-related neoplasms- this is the need for social significance and activity.

The child knows how to move independently, his speech is understandable to adults and he often feels like a full participant in communication.

1. He understands that all actions and deeds have a specific meaning. When teaching, for example, hygiene rules, explain why this is necessary.
2. Most effective method assimilation of information is a game, therefore, role-playing games must be played every day. In games, you should not use real objects, but their substitutes - the simpler, the better for the development of abstract thinking.
3. The preschooler experiences an urgent need to communicate with peers, learns to interact with them.

Towards the end of the stage, the child gradually gains independence, knows how to determine the cause-and-effect relationship, is able to take responsibility for his actions, obeys the rules if he sees their rationality. He well learns good habits, the rules of politeness, the norms of relationships with others, strives to be useful, willingly makes contact.

4. Younger school age

This stage lasts from 7 to 11 years old and is associated with significant changes in the life and behavior of the child. He goes to school and play activity replaced by educational. The intellectual and cognitive sphere is actively developing. Age-related mental neoplasms: arbitrariness, internal action plan, reflection and self-control.

What does it mean?

• He is able to concentrate for a long time on a specific lesson: sit quietly at a desk lesson and listen to the teacher's explanations.
• Knows how to plan, perform tasks in a specific sequence, for example, when doing homework.
• He defines the boundaries of his knowledge and reveals the reason why, for example, he cannot solve the problem, what exactly is lacking for this.
• The child learns to control his actions, for example, first do homework, then go for a walk.
• He feels uncomfortable that an adult (teacher) cannot give the amount of attention in which he is used to receiving him at home.

The younger student can more or less accurately assess the changes that have taken place in his personality: what he could do before and what he can do now, he learns to build relationships in a new team, to obey school discipline.

The main task of parents during this period is to emotionally support the child, closely monitor his mood, feelings, and help find new friends among classmates.

5. Adolescence

This is the "transitional age", which lasts from 11 to 15 years and the onset of which all parents are awaiting with horror. Leading activity - communication with peers, the desire to find your place in the group, get its support and at the same time stand out from the crowd. Mainly, the need-motivational sphere of the psyche develops. Mental neoplasms - self-esteem, striving for "adulthood".

The teenager is torn between the desire to grow up as soon as possible and to maintain some kind of impunity as long as possible, to relieve himself of responsibility for his actions. He learns the system of relations between the sexes, tries to build his own, rebel against prohibitions and constantly breaks the rules, fiercely defends his point of view, seeks his place in the world and at the same time, surprisingly easily falls under the influence of others.

Some guys, on the contrary, go headlong into their studies, their transitional age is, as it were, "postponed" to a later time, for example, they may well start their rebellion even after graduation.

Before the parents stands not an easy task- find mutual language with a teenager to protect him from rash acts.

6. Adolescence

Some psychologists identify another stage in the development of the psyche - this is adolescence, from 15 to 17 years old. Educational and professional activity becomes the leading one. Personal and cognitive spheres are developing. During this period, the teenager grows up sharply, his decisions become more balanced, he begins to think about the future, in particular, about the choice of a profession.

It is difficult to grow up at any age - at 3 years old, and at 7, and at 15 years old. Parents should be well aware of the specifics mental development your child and help him safely overcome all age crises, direct the formation of his character and personality in the right direction.

The child's psyche, as a relatively labile system, is heterogeneous. Natural features inherent in living organisms are intertwined in it, as well as features acquired in the process of historical and cultural development, which subsequently form the highest mental functions in children.

The role of society in the psychological development of a child is extremely broadly disclosed in the works of E. Durkheim, L. Levy-Bruhl, as well as our compatriot L.S. Vygotsky. In accordance with their ideas, mental functions can be divided into lower and higher categories. The first includes qualities given to a person as a result of phylogenesis, for example, involuntary attention and memory - everything that he does not have the ability to control, that happens outside his consciousness. The second - obtained in ontogenesis, fastened social connections, properties: thinking, attention, perception, etc., are tools that an individual controls consciously and in a controlled manner.

The most important tools that influence the development of mental functions in children are signs - psychological substances that can change the consciousness of the subject. Some of these are words and gestures, in a particular case, parental. In this case, PFs change in the direction from the collective to the individual. Initially, the child learns to interact with the outside world and understand the patterns of behavior, and then draws the experience gained onto himself. In the process of improvement, he will have to consistently go through the stages of natural, pre-speech, speech, entrapsychic, and then spontaneous and voluntary intrapsychic functions.

Varieties of higher mental functions

The interaction of the biological and cultural aspects of human life fosters:

• Perception - the ability to receive information from the environment, while simultaneously highlighting significant and useful data from the general volume;
• Attention - the ability to concentrate on a specific object of information collection;
• Thinking is a generalization of signals received from the outside, drawing up patterns and forming connections.
• Consciousness is an improved degree of thinking with deeper causal relationships.
• Memory is the process of storing traces of interactions with the outside world with the accumulation and subsequent reproduction of data.
• Emotions are a reflection of the child's attitude towards himself and society. The measure of their manifestation characterizes satisfaction or dissatisfaction with expectations.
• Motivation - a measure of interest in the performance of any activity, subdivided into biological, social and spiritual.

Periodization and crises

Improving mental skills inevitably encounters contradictions that arise at the junction of a changed self-awareness and a stable world around.

It is quite natural that at such moments a violation of higher mental functions develops in children. So, the following periods require the most attentive attitude:

1. From 0 - 2 months - a newborn crisis, during which a decisive restructuring occurs familiar image intrauterine existence, familiarity with new objects and subjects.
2. 1 year - the child masters speech and free movement, which opens horizons with new for him, but still redundant information.
3. 3 years - at this time, the first attempts to realize oneself as a person begin, the experience gained is rethought for the first time, and character traits are formed. The crisis manifests itself in the form of obstinacy, stubbornness, self-will, etc.
4. 7 years - the existence of a child becomes unthinkable without a team. The assessment of the actions of other children changes with a simultaneous increase in independence. In this case, a violation of mental balance is possible.
5. 13 years - precedes the hormonal surge, and sometimes captures it. Physiological instability is accompanied by a change of role from the follower to the leading one. It manifests itself in a decrease in productivity and interest.
6. 17 years is the age when a child is on the verge of a new life. Fear of the unknown, responsibility for the chosen strategy of future life entail an exacerbation of diseases, the manifestation of neurotic reactions, etc.

It is impossible to determine the exact time and reasons for the violation of higher mental functions in children. Since each child in his own way overcomes the challenges emanating from the environment: some - experience them calmly, imperceptibly, others - accompanied by a vivid emotional reaction, including internal.

Constant observation and comparison of the behavioral models of a particular child, and not his peer, at the beginning and end of the inter-crisis period, will help to distinguish between crises. However, it should be understood that the fracture is part of the development process, and not a violation of it. It is during this time period that the function of an adult as a mentor, who has already gone through similar shocks, is strengthened. Then the high risk of harm will be minimized.

Topic 7 "Mental development of a preschool child."

Plan:

1. Social situation of development. The main neoplasms of the preschooler.

2. Play is the leading activity of preschool children.

3. Development of the personality of a preschooler.

5. Development of mental functions of a preschool child.

6. Psychological readiness of the child for school.

I. Social situation of development. The main neoplasms of the preschooler.Preschool age is from 3 to 6-7 years old... A preschooler has a range of elementary responsibilities: on the one hand, under the guidance of an adult who creates conditions and teaches, and on the other hand, under the influence of "children's society". Preschoolers communicate with each other, act together, in the process of this activity they are created public opinion. Team work is replaced by independent fulfillment of the instructions of an adult. The adult is very authoritative during this period.

The preschooler's own internal position in relation to other people is characterized by: awareness of his own "I", awareness of his behavior and interest in the world of adults. The social situation of development is expressed in communication, in all types of activity, and, above all, in a role-playing game.

The main neoplasms of this age are:

1. the formation of a hierarchy of motives of activity, subordination of motives;

2. the emergence of a need for socially significant activities;

3. the development of visual-figurative thinking.

II. Play is the leading activity for preschool children. The leading activity of a preschooler is play. The meaning of play in the mental development of a child is as follows:

1.In the game, individual mental processes(creative imagination, arbitrary memory, thinking, etc.);

2. the position of the child in relation to the outside world changes;

3. in the game, the child's motivational-need sphere develops: new motives of activity and associated goals arise;

4. the child's use of the role makes it possible to focus on peers and coordinate actions with them;

5. the presence of a pattern of behavior develops the arbitrariness of mental functions;

6. the ability to empathize develops and collectivistic qualities are formed;

7. the need for recognition (status role) and the implementation of self-knowledge, reflection is satisfied;

8. game is school social relations in which the forms of behavior are modeled.

Components role-playing game: the plot, which happens: public and everyday; content; game time; rules of the game; roles: emotionally attractive (mother, doctor, captain); significant for the game, but unattractive for the child (school director); game actions; game material; relationships of children in play: real and role-playing.

III. Personal development of a preschooler. Preschool childhood is the period of the initial actual formation of the personality, the period of development of personal mechanisms of behavior, which are associated with the formation of the child's motivational sphere. The main motives of a preschooler are:

1. game motive;

2. the motive of interest in the life of an adult;

3. the motive of the claim to recognition on the part of the adult;

4. the motive of the claim to recognition on the part of the peer;

5. a competitive motive in which the child tries to achieve better success than his friends;

6. the motive of pride, in which the child strives to be like everyone else, and a little better;

7. a cognitive motive that is actively developing by the age of 6;

8. the motive of fear.

In preschool age, the subordination of motives develops - this is the main neoplasm of preschool age. Subordination of motives Is the ability to subordinate personal motives to social requirements. The emergence of subordination of motives is the first sign of the development of will. The child begins to control his behavior, restrain desires, he becomes more attentive, actions are more purposeful.

In preschool age emotional sphere is undergoing significant changes:

1. an increase in the depth and stability of feelings: affection, friendship appears, the child begins to value another person for constant qualities;

2.the higher feelings develop: intellectual, aesthetic, moral:

3. children's fears develop, which appear first for themselves (afraid of the dark), then for other people;

4. the child learns the norms of manifestation of emotions and feelings, learns to control his behavior, loses "childish spontaneity."

Self-awareness Is the ability to evaluate oneself as a separate, unique, inimitable person. Even at the age of 2-3 years, the child separates himself from other people, realizes his own capabilities. This is especially clearly manifested towards the end of the senior preschool age, when the opening of one's inner life takes place and self-awareness develops.

Self-awareness is expressed in self-esteem. The preschooler's self-esteem is formed: on the one hand, under the influence of an adult's praise, his assessment of the child's achievements, and on the other hand, under the influence of a sense of independence and success that the child experiences in different types activities. Self-assessment criteria depend on the adult's adopted system educational work... A child earlier realizes those qualities, behavioral features that are most often assessed by an adult, regardless of how the adult does it: by word, gesture, facial expressions, smile.

IV. Directions of speech development in preschool children. The main directions in the development of speech are:

1. increase in vocabulary, it becomes three times larger; by the age of 7, the child learns about 4-4.5 thousand words. This increase is carried out at the expense of all parts of speech. At the same time, children often use words whose meanings they do not understand (for example, I will ignore the hat in the closet). Children begin to explain the etymology of words; use suffixes. At the preschool age, a “linguistic flair” develops, in which the child begins to invent new words, explain the meaning of old words, change the sound of known ones (for example, a jellyfish is a jar of honey). For preschoolers a sense of rhythm appears... They often double declension occurs, in which children begin to change the word depending on how it was pronounced in its original form, this feature disappears with age (for example, a large crocodile walked around the city).

2. development of the grammatical structure of speech. Preschoolers begin to learn the elements of literacy: learn the vocabulary of the sentence, the sound composition of the word, and the fact that the word consists of separate syllables.

3. development of speech functions:

a) communicative function, which serves as a means of communication: - situational, contextual speech, explanatory;

b) intellectual function, which shows the connection between thinking and speech: planning function, sign function, generalizing function.

V. Development of mental functions of a preschool child.

1. Memory: the main type of memory of a preschooler is involuntary memory. By the age of 6, the child develops a long-term memory, but prevails short-term memory; developed visual, motor memory, edeitic memory - bright, figurative.

2. Perception becomes multifaceted, apperception begins to develop; perception becomes meaningful, purposeful, analyzing.

3. Thinking. The leading type of thinking is the visual-figurative, the abstract arises; thinking is concrete, merged with the situation; children begin to establish causal relationships; the stock of knowledge increases, ideas expand; mental operations develop: analysis, synthesis, generalization, comparison; children begin to experiment, on the basis of which creative, independent thinking develops; experimentation is an indicator of an inquisitive mind.

4. Attention... The main type of attention is involuntary; by the age of 7, the selectivity of attention is well developed; concentration is preferred; switching attention is developed, there is no distribution of attention; the stability of attention towards the end of preschool age is 30 minutes; attention span is one subject.

5. Imagination... The latest cognitive process, it is poorer than that of an adult, the main type of imagination is recreational imagination.

Vi. Psychological readiness of the child for school. The main symptoms of the crisis are seven years old. The child's readiness for schooling is one of the most important results of mental development during the period preschool childhood and the key to successful schooling. Psychologists distinguish the following types of readiness for schooling:

1.physical readiness: the child must be morphologically and physiologically ready for school; the child must be physically healthy; development of analyzer systems; development of small muscle groups; development of basic movements: running, jumping;

2.special readiness: the child must have the necessary level of development of mental phenomena; ability to read; ability to count; ability to write;

3.psychological readiness:

Intellectual readiness, which includes: readiness to acquire a certain outlook, stock of specific knowledge; in understanding the general laws underlying scientific knowledge; in the development of all cognitive processes, speech.

Personal and socio-psychological readiness includes the formation of a child's readiness to accept a new social position of a student who has a range of important responsibilities and rights, a new position in society. This readiness is expressed in the child's attitude towards the teacher, towards classmates, towards himself.

Emotional-volitional readiness: the child's emotional readiness for school presupposes: joyful anticipation of the beginning of school; rather finely developed higher feelings; formed emotional personality traits: the ability to empathize, empathize. Volitional readiness is in the ability of a child to work hard, to do what his studies require of him, the mode of school life. The child should be able to control his behavior, mental activity.