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Biological social and psychological factors of personality development. Biological and social factors of development

Biological factors include:

Hereditary properties

Inborn properties of the organism

Heredity is the property of an organism to repeat in a number of generations similar types of metabolism and individual development in general.

First of all, by inheritance, the child receives human structural features. nervous system, brain, sense organs. Physical signs common to all people, among which a straight gait are of paramount importance, the hand, as an organ of cognition and influence on the outside world, refers to the phenotype as a set of all the characteristics and properties of an individual that developed in ontogenesis during the interaction of the genotype with the external environment. Children inherit biological, instinctive needs (needs for food, warmth, etc.), features of the type of GNI.

Along with heredity, congenitality is a biological factor. Not everything a baby is born with is hereditary. Some of its congenital features, some signs are explained by the conditions of the intrauterine life of the baby (the mother's health, the influence of drugs, alcohol, smoking, etc.). The innate psychophysiological and anatomical features of the nervous system, sensory organs, and the brain are usually called inclinations, on the basis of which human properties and abilities, including intellectual ones, are formed and developed.

So, the biological factor is important, it determines the birth of a child with the inherent human characteristics of the structure and activity of various organs and systems, his ability to become a person. Although humans have biological differences at birth, every normal child can learn everything that his social program involves. The natural characteristics of a person do not in themselves predetermine the development of the child's psyche. Biological features constitute the natural basis of man. Its essence is socially significant qualities.

Social factors include:

Social environment;

Education, training;

Socialization.

Social environment - the social situation surrounding a person, material, spiritual conditions of his existence. The environment is subdivided into macro- and microenvironment. Microenvironment is the immediate environment (family, school, peers). Macroenvironment assumes ideas, values, attitudes, social order.

A certain influence on the development of the child's psyche is exerted by the natural environment, the physical world: air, water, sun, climate, vegetation. Natural environment important, but it does not determine development, its influence is indirect, mediated (through the social environment, through the labor activity of adults).

The main impetus for the mental development of a child is given by his life in a society of people. Outside of communication with other people, there is no development of the child's psyche.

Education and training - can be seen as purposeful process, when the child learns the norms and rules of society through the influence of social institutions and as a spontaneous process, when the child learns, by direct observation for the interpersonal relationships of others, the peculiarities of their behavior, norms and stereotypes of society.

Education and training are inseparable from the concept of "socialization".

Socialization is the process by which a person becomes a member of a social group, family, society, etc. It includes the assimilation of all attitudes, opinions, customs, life values, roles and expectations of a particular social group.

The following stages of socialization are distinguished:

1) Primary socialization, or the stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).

2) The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as intermediate socialization, because is still not stable in the worldview and character of the child.

3) The stage of integration (there is a desire to find one's place in society). Integration goes well if the properties of a person are accepted by a group, society. Otherwise, the following outcomes are possible:

· Preservation of their dissimilarity and the emergence of aggressive relationships with people and society;

• changing oneself, “becoming like everyone else”;

· Conformism, external agreement, adaptation.

4) The labor stage of socialization covers the entire period of a person's maturity, the entire period of his activity, when a person not only assimilates social experience, but also reproduces it through active influence on the environment through his activity.

5) The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of its transmission to new generations.

The question arises about the relationship between biological and social in development. The dispute between psychologists about what determines the process of child development - heredity or the environment - led to the theory of the convergence of these two factors. Its founder is V. Stern. He believed that both factors are equally important for the mental development of the child. According to Stern, mental development is the result of the convergence of internal inclinations with external conditions life.

Modern ideas about the relationship between biological and social, adopted in Russian psychology are mainly based on the provisions of L.S. Vygotsky.

Vygotsky emphasized the unity of hereditary and social aspects in the development process. Heredity is present in the development of all mental functions of the child, but has a different specific weight. Elementary functions (starting with sensations and perception) are hereditarily determined more than higher ones (voluntary memory, logical thinking, speech). Higher functions are a product of cultural and historical development, and hereditary inclinations here play the role of prerequisites that determine mental development. On the other hand, the environment always “participates” in development.

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What factors influence a person's personality?

There are many aspects of personality changing. Scientists have been studying them for a long time and come to the conclusion that the entire environment is involved in the formation of a personality, up to the climate and geographic location... The formation of personality is influenced by internal (biological) and external (social) factors.

Factor(from Latin factor - making - producing) - reason, driving force any process, phenomenon that determines its nature or some of its features.

Internal (biological) factors

From biological factors, the main influence is exerted by the genetic characteristics of the individual, received by him at birth. Hereditary traits are the basis for personality formation. Such hereditary qualities of an individual, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of the personality, its difference from other individuals, since there are no two identical individuals in terms of their biological heredity.

Biological factors mean the transmission from parents to children of certain qualities and characteristics inherent in its genetic program. Genetic data make it possible to assert that the properties of an organism are encrypted in a kind of genetic code that stores and transmits this information about the properties of the organism.
The hereditary program of human development ensures, first of all, the continuation of the human race, as well as the development of systems that help the human body to adapt to changing conditions of its existence.

Heredity- the property of organisms to transmit certain qualities and characteristics from parents to children.

The following are inherited from parents to children:

1) anatomical and physiological structure

Reflects the specific characteristics of the individual as a representative of the human race (the inclinations of speech, upright walking, thinking, work activity).

2) physical data

External racial characteristics, physique, constitution, facial features, hair color, eyes, skin.

3) physiological features

Metabolism, blood pressure and blood group, Rh factor, stages of maturation of the organism.

4) features of the nervous system

The structure of the cerebral cortex and its peripheral apparatuses (visual, auditory, olfactory, etc.), the originality of nervous processes, which determines the nature and a certain type of higher nervous activity.

5) abnormalities in the development of the body

Color blindness (partial color blindness), cleft lip, cleft palate.

6) predisposition to certain hereditary diseases

Hemophilia (blood disease) diabetes, schizophrenia, endocrine disorders (dwarfism, etc.).

7) congenital human features

Associated with a change in the genotype, acquired as a result of unfavorable living conditions (complications after illness, physical injury or oversight in the development of the child, violation of the diet, work, hardening of the body, etc.).

Makings- these are the anatomical and physiological characteristics of the organism, which are the prerequisites for the development of abilities. The inclinations provide a predisposition to one or another activity.

1) universal (structure of the brain, central nervous system, receptors)

2) individual (typological properties of the nervous system, on which the rate of formation of temporary connections, their strength, the power of focused attention, mental performance; structural features of the analyzers, individual areas of the cerebral cortex, organs, etc.)

3) special (musical, artistic, mathematical, linguistic, sports and other inclinations)

External (social) factors

Human development is influenced not only by heredity, but also by the environment.

Wednesday- this reality, in the conditions of which human development takes place (geographic, national, school, family; social environment - the social system, the system of industrial relations " material conditions life, the nature of the course of production and social processes etc.)

All scientists recognize the influence of the environment on the formation of a person. Only their assessments of the degree of such influence on personality formation do not coincide. This is due to the fact that there is no abstract environment. There is a specific social system, a specific close and distant environment of a person, specific living conditions. It is clear that a higher level of development is achieved in an environment where favorable conditions have been created.

Communication is an important factor in human development.

Communication- this is one of the universal forms of personality activity (along with cognition, work, play), manifested in the establishment and development of contacts between people, in the formation of interpersonal relations. Personality is formed only in communication, interaction with other people. Outside of human society, spiritual, social, mental development cannot take place.

In addition to the above, an important factor influencing the formation of personality is education.

Upbringing- This is a process of purposeful and consciously controlled socialization (family, religious, school education), which acts as a kind of mechanism for managing the processes of socialization.

The development of personal qualities is greatly influenced by collective activity.

Activity- the form of being and the way of human existence, his activity aimed at changing and transforming the world around him and himself. Scientists admit that, on the one hand, under certain conditions, the team levels the personality, and on the other hand, the development and manifestation of individuality is possible only in the team. Such activity contributes to the manifestation, the role of the collective is irreplaceable in the formation of the ideological and moral orientation of the individual, his civic position, in emotional development.

In the formation of personality, the role of self-education is great.

Self-education- educating yourself, working on your personality. It begins with the awareness and acceptance of an objective goal as a subjective, desirable motive for one's actions. The subjective setting of the goal of behavior generates a conscious tension of will, the definition of a plan of activity. The realization of this goal ensures the development of the personality.

We organize the educational process

Education plays a decisive role in the development of a person's personality. From experiments it follows that the development of a child is determined by various types of activities. Therefore, for the successful development of a child's personality, a reasonable organization of his activities is necessary, the correct choice of its types and forms, implementation, systematic control over it and the results.

Activities

1. The game- It has great importance for the development of the child, it acts as the first source of knowledge of the surrounding world. The game develops the child's creative abilities, forms the skills and habits of his behavior, broadens his horizons, enriches the amount of knowledge and skills.

1.1 Object games- are carried out with bright attractive objects (toys), during which motor, sensory and other skills and abilities are developed.

1.2 Plot and role-playing games- in them, the child acts as a certain actor (manager, executor, companion, etc.). These games act for children as conditions for the manifestation of the role and those relationships that they want to have in the society of adults.

1.3 Sport games (mobile, military sports) - aimed at physical development, the development of will, character, endurance.

1.4 Didactic games - are important tool mental development of children.

2. Studies

As a type of activity, it has a great influence on the development of a child's personality. It develops thinking, enriches memory, develops the child's creative abilities, forms motives of behavior, prepares for work.

3. Work

With its correct organization, it contributes to the all-round development of the individual.

3.1 Socially useful work- this is self-service work, work on the school site for landscaping a school, city, village, etc.

3.2 Labor training- is aimed at equipping schoolchildren with skills and abilities in handling various tools, tools, machines and mechanisms that are used in various industries.

3.3 Productive labor is the labor associated with the creation material wealth, organized according to the production principle in student production brigades, CPC, in school forestries, etc.

Conclusion

Thus, the process and results of human development are determined by both biological and social factors that act not individually, but in a complex. Under different circumstances, different factors can have a greater or lesser impact on the formation of personality. According to most authors, upbringing plays a leading role in the system of factors.

Since biological and social factors play a huge role in the development of the child, it can be assumed that in the development of abnormal children, these factors become even more important. After all, the root cause of impaired development is precisely an organic (biological) defect, and the conditions of the social environment can either smooth out, compensate for the consequences of a biological "failure", or, on the contrary, enhance its negative consequences.

Due to the fact that heredity is of great importance among biological factors, let's start with one-third of this group.

Biological factors. Formation of personality is a complex, multi-valued process of anatomical, physiological, mental and social formation of a person, determined by internal and external natural and social conditions.

Human development, like all living organisms, is primarily associated with the action of the factor heredity.

A person from birth carries in himself certain organic inclinations that play an essential role in the development of various aspects of the personality, especially such as the dynamics of mental processes, the emotional sphere, and types of giftedness. In the course of a long evolution, through the action of the laws of heredity, variability and natural selection, a complex bodily organization of a person has developed, the main biological characteristics, properties of a person as a species were passed on to descendants. Genes are the material carriers of heredity.

In accordance with the laws of transmission of hereditary information (they are studied by genetics), people inherit the anatomical structure, the nature of metabolism and physiological functioning, the type of the nervous system, the degree of plasticity of the nervous tissue, which makes it susceptible to environmental influences. At the same time, the main unconditioned reflex reactions, physiological mechanisms of drives and organic needs that are vital for the body are hereditary. Biologists consider the number of possible combinations of human genes and their mutations to be almost more than the number of atoms in the Universe. According to Academician N.P. Dubinin, in modern mankind for the entire past history and in the future there have not been and will not be two hereditarily identical people.

And yet, the process of personality development is not a simple disclosure and deployment of the biological fund. Charles Darwin showed that the development of living organisms goes through the struggle of heredity and adaptation to living conditions, through the inheritance of old and the assimilation of new characters. Previously, many scientists believed that genes are unchanged, characterized by absolute stability. Now firmly established variability hereditary cell structures. Consequently, variability, like heredity, is one of the fundamental properties of the organism.

No matter how great the significance of heredity, its influence is mediated by the system of education and social impact. The image of human behavior, according to I.P. Pavlov, is not only due to the innate properties of the nervous system, but and depends on constant education and training in the broad sense of these words. Due to the plasticity of the nervous system, the properties of its type change under the influence of life impressions, ensuring the body's appropriate adaptation to the environment. In this case, the properties of the type are shifted in one direction or another, and with this, the dynamic characteristics of the personality (in particular, temperament) change.

The innate features of the nervous system and other systems of the body are the anatomical and physiological basis of those vital forces that a person is partially endowed with from birth and that exist in him in the form of inclinations. A person receives from nature not ready-made mental properties, but functional capabilities, natural potentials for the emergence and development of certain personality qualities. The peculiarities of the human nervous system do not predetermine future forms of behavior, but form the basis on which some of them are formed more easily, others more difficult.

Natural inclinations are very ambiguous. Different abilities and psychic properties can be formed on the basis of one and the same inclinations. Everything will depend on the combination of inclinations, as well as on the circumstances of life and the conditions of upbringing.

The mechanism of heredity is more easily traced in the transmission of the physical characteristics of a person and relatively simple mental properties. In the formation of complex mental properties (qualities of mind, character, attitudes, motives of activity, etc.), the leading role belongs to the conditions of life and upbringing.

Heredity as one of the sources of personality development has not yet been properly studied by science. Every normal person is more capable of one type of activity than of another. Potentially, i.e. genetically, a person is unusually rich in his capabilities, but he never fully realizes them in his life. To a certain extent, this is due to the fact that methods for revealing the true abilities of a person in the process of his childhood and adolescent education have not yet been developed, and therefore adequate conditions for their development are not provided.

Further development of research in this area will make the pedagogical process more substantiated, and will make it possible to more effectively manage the formation of the student's personality.

Social factors. In its most general form, the formation of a child's personality can be defined as the process of socialization, i.e. assimilation by an individual of social experience. A person, on the basis of social communication and activity, separates into special socio-psychological system. Personality in the full sense of the word begins when from all the socio-psychological material that has become the personal property of the individual, it is formed in a special way organized system, which has an individuality, known autonomy, the ability to self-regulation, a selective attitude towards the social environment. While remaining a social being, a person at the same time acts as some special individual with his own inner world, with his own special psychological qualities and properties. At each level of his development, the child, occupying a certain place in the system of social relations available to him, performs certain functions and duties. Mastering the knowledge necessary for this, socially developed norms and rules of behavior, he is formed as a social being, as a person. Formation of personality is an expansion of the range of relations between a child and reality, a gradual complication of the forms of activity and communication with people.

The child develops as a person under the influence of the environment. The concept of "environment" includes a complex system of external circumstances necessary for the life and development of the human individual. These circumstances include both natural and social conditions of his life. A child from birth is not just a biological being. By nature, he is capable of social development - he has a need for communication, mastering speech, etc. At the same time, in the interaction of the individual and the environment, it is necessary to take into account two decisive points:

1) the nature of the impact of the circumstances of life, reflected by the personality;

2) the activity of the individual, influencing the circumstances in order to subordinate them to his needs and interests.

But not everything that surrounds the child is the actual environment for his development. For each child, a unique and purely individual developmental situation develops, which we call the environment of the immediate environment. The environment of the immediate environment, or microenvironment, is an expression of the social environment. At the same time, it is relatively autonomous. The microenvironment is part of the social environment, made up of elements such as family, school, friends, peers, loved ones, etc.

The environment bears to the child mostly unorganized influences acting spontaneously and inadvertently. Therefore, relying on the influence of only one environment, even the most favorable for the formation of a person, means counting on a very dubious, ghostly, unreliable success. This would lead to spontaneous flow, to the dissolution of the process of personality development in the flow of spontaneous, unorganized influences of life, various environmental spheres.

The relationship with the environment that a child enters into is always mediated by adults. Every new stage in the development of the child's personality is at the same time a new form of his connection with adults, which is prepared and directed by them. That is why upbringing acts as a leading, extremely deep and effective factor in the formation of a personality, as an organized, directed development.

There. where there is upbringing, the driving forces of development, age and individual characteristics children, the positive and negative influences of the environment are used (promiscuity, drunkenness, etc.), Children develop moral resistance against all kinds of negative factors, unity and consistency of all links that influence students (schools, families, out-of-school institutions, public). There. where there is upbringing, the child turns out to be capable of self-education earlier. With the emergence of this new subjective factor, he becomes a companion of the educator.

Upbringing projects a personality, deliberately and systematically raises it to a new level, moves it in a given direction. Education is focused not only on the level of development already achieved, but also on those features, processes, personality traits that are in the stage of formation.

The key to understanding the process of formation and development of the personality of an abnormal (mentally retarded) child lies in the works of L.S. "Zone of proximal development". Let's dwell on the first one.

We have already said that a biological factor underlies any impaired development. With any intellectual impairment, there is an organic lesion of the higher part of the central nervous system (CNS) - the cerebral cortex. For example, with oligophrenia, the cerebral cortex can be affected in prenatal period (during pregnancy, before childbirth), in natal(during childbirth) and in postnatal(postpartum), in the first years of a child's life

Naturally, with so-called sensory disorders (hearing, vision) or speech pathology, organic disorders, including cortical ones, will be different.

Of all the problems that people have faced in the course of human history, perhaps the most confusing is the mystery of human nature itself. In whatever directions the search was conducted, how many different concepts were put forward, but a clear and precise answer still eludes us.

The essential difficulty is that there are so many differences between us.

It is known how great the diversity of people is, how many-sided and sometimes their individual qualities are significant. Among more than five billion people on our planet, there are no two completely identical people, two identical individuals. These huge differences make it difficult, if not impossible, to solve the problem of establishing what unites the members of the human race.

Personal development of a person occurs throughout life. Personality is one of those phenomena that is rarely interpreted in the same way by two different authors. All definitions of personality are, in one way or another, conditioned by two opposite views on its development. From the point of view of some, each personality is formed and developed in accordance with its innate qualities and abilities, while the social environment plays a very insignificant role.

Representatives of the other point of view completely reject the innate internal traits and abilities of a person, believing that a person is a kind of product that is completely formed in the course of social experience. Obviously, these are extreme points of view of the process of personality formation. Despite the numerous conceptual and other differences that exist between them, almost all psychological theories of personality are united in one thing: a person, asserted in them, is not born, but becomes in the process of his life. This actually means the recognition that the personal qualities and properties of a person are acquired not genetically, but as a result of learning, that is, they are formed and developed.

Personality formation is, as a rule, the initial stage in the formation of a person's personal properties. Personal growth is driven by many external and internal factors. External include: belonging of an individual to a particular culture, socio-economic class and family environment unique to each. On the other hand, internal determinants include genetic, biological and physical factors.

Subject my research is the process of the formation of a human personality under the influence of biological factors.

purpose of work consists in analyzing the influence of these factors on personality development. From the topic, purpose and content of the work, the following follow tasks :

· To determine the influence on the development of a person's personality of such biological factors as heredity, congenital characteristics, health status;

In the course of a theoretical analysis of pedagogical, psychological literature on the topic of work, try to find out which factors have a more significant impact on the formation of personality: biological features or her social experience.

The word "personality", like many other psychological concepts, is widely used in everyday communication along with other terms. Therefore, in order to answer the question: "What is a person?"

Human - on the one hand, a biological being, an animal endowed with consciousness, possessing speech, the ability to work; on the other hand, a person is a social being, he needs to communicate and interact with other people.

Personality - this is the same person, but considered only as a social being. Speaking about personality, we are distracted from the biological, natural side of it. Not every person is a person. No wonder, perhaps, you can hear about one "real person!", And about the other - "no, this is not a person."

Individuality - this is the personality of a particular person as a unique combination of peculiar mental characteristics.

Individual - a single representative of the human race, a specific bearer of all social and psychological traits of mankind: reason, will, needs, etc. The concept of "individual" in this case is used in the meaning " special person". With this formulation of the question, neither the peculiarities of the action of various biological factors (age characteristics, sex, temperament) nor the differences in the social conditions of human life are recorded. The individual in this case is considered as the starting point for the formation of the personality from the initial state for human onto- and feulogenesis, the personality is the result of the development of the individual, the most complete embodiment of all human qualities.

Some scientists believe that the human psyche is biologically determined, that all aspects of the personality are innate. For example: character, abilities are inherited like eye color, hair color.

Other scholars believe that each person is always in a certain relationship with other people. It is these social relations that form the human personality, i.e. a person learns the rules of behavior, customs, moral norms accepted in a given society.

Is it permissible to ignore, disregard the biological essence of a person? No, its biological, natural, natural essence cannot be ignored. Of course, the corresponding natural, biological features are absolutely necessary for the mental development of a person. Needed human brain and the nervous system, so that on this basis it would be possible to form the mental characteristics of a person.

Developing outside of human society, a being with a human brain will never even become a semblance of a person. There is a known case when two girls living in a wolf pack were found in India in 1920, the youngest died quickly, and the eldest (she was named Kamala), who was 6-7 years old, lived for more than 10 years. Several other similar incidents were reported by the press: one boy was found again in India and again among wolves, and two boys were found in a herd of monkeys in Africa. Apparently, the children were abducted by animals, but kept alive. In all these cases, the same picture was observed: the children could neither stand nor walk, but moved quickly on all fours or deftly climbed trees; did not speak and could not utter articulate sounds; refused human food, ate raw meat or wild plants, beetles and dragonflies; they lapped the water, tore off their clothes, bit, howled, slept on the bare floor.

The experience of social isolation of the human individual proves that personality develops not simply through the automatic deployment of natural inclinations. The study of the perception by such individuals of themselves as a separate being in the world around them showed that they do not have their own "I", since they completely lack the idea of themselves as a separate, separate being among other beings similar to them. Moreover, such individuals cannot perceive their differences and similarities with other individuals. In this case, a human being cannot be considered a person.

Every child who is born has a brain, a vocal apparatus, but he can learn to think and talk only in society. Of course, the continuous unity of biological and social qualities shows that man is a biological and social being.

The word "personality" is used only in relation to a person, and moreover, starting only from a certain stage of his development. We do not say "newborn personality". In fact, each of them is already an individuality ... But not yet a person! A person becomes a person, and is not born by it. We are not seriously talking about the personality of even a two-year-old child, although he has acquired a lot from the social environment.

Personality not only exists, but for the first time is born precisely as a "knot" tied in a network of mutual relations. Inside the body of an individual, it is not a personality that really exists, but its one-sided projection onto the screen of biology, carried out by the dynamics of nervous processes.

The development process is carried out as the improvement of man - a biological being. First of all, biological development, and development in general, determines factor of heredity.

A brick house cannot be built with stone or bamboo, but a large number of bricks can be used to build a house in many different ways. The biological heritage of each person supplies raw materials, which are then shaped in various ways into a human being, an individual, a personality.

A newborn carries a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own rich hereditary fund inherent only or hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other hand, the external environment provides the growing organism with everything necessary for the realization of the hereditary principle.

Skills and properties acquired during life are not inherited, science has also not revealed any special genes for giftedness, but every child born has a huge arsenal of inclinations, early development and the formation of which depends on social structure society, from the conditions of upbringing and education, worries and efforts of parents and the wishes of the smallest person.

Young people getting married should remember that not only external signs and many biochemical characteristics of the body (metabolism, blood groups, etc.) are inherited, but also some diseases or a predisposition to painful conditions. Therefore, every person needs to have general views about heredity, know your pedigree (the state of health of relatives, their external features and talents, life expectancy, etc.), have an idea of the influence of harmful factors (in particular alcohol and smoking) on the development intrauterine fetus... All this information can be used for early diagnosis and treatment of hereditary diseases, prevention of congenital malformations.

The features of biological heritage are complemented by the innate needs of the human being, which include the needs for air, food, water, activity, sleep, safety and the absence of pain.If social experience explains mainly similar, common traits that a person possesses, then biological inheritance largely explains individuality. personality, its initial difference from other members of society. At the same time, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture. Consequently, biological inheritance cannot completely create personality, since neither culture nor social experience is transmitted with genes.

Throughout the 19th century, scientists assumed that personality exists as something fully formed inside an egg - like a microscopic homunculus. Personality traits of an individual long time attributed to heredity. Family, ancestors and genes determined whether a person would be a genius person, an arrogant braggart, an inveterate criminal, or a noble knight. But in the first half of the 20th century, it was proved that innate genius does not automatically guarantee that a great personality will still turn out from a person. You can have a good heredity, but at the same time remain clever uselessness.

However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities(the child's helplessness, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an infinite variety of temperaments, characters, abilities are created that make each human personality an individuality, i.e. inimitable, unique creation.

Heredity is manifested in the fact that the main biological characteristics of a person are transmitted to a person (the ability to speak, work with a hand). With the help of heredity, the anatomophysiological structure, the nature of metabolism, a number of reflexes, type of higher nervous activity... The great Russian scientist I.P. Pavlov, in his doctrine of the types of higher nervous activity, made the most successful attempt to link temperament with the characteristics of the human body. He suggested that all features of temperament depend on the characteristics of higher nervous activity.

Temperament is closely related to other personality traits. He is, as it were, that natural canvas on which life draws patterns of character.

Temperament is called a set of stable, individual, psychophysiological properties of a person that determine the dynamic characteristics of his mental processes, mental states and behaviors. Let us explain the above definition of temperament.

It deals with the stable psychological properties of a person, on which his behavior depends, and therefore, about personal characteristics. The term "psychophysiological" in this case means that the corresponding properties are not only a part of psychology, but also a part of human physiology, that is, they are both psychological and physiological at the same time.

In other words, we are talking about the individual properties of a person, which are rather innate than acquired. This is actually so: temperament is the only purely natural personality trait of a person, the reason for considering it a personal property is the fact that the actions and deeds that a person performs depend on temperament.

From what has been said about temperament, from the above definition of it, it follows that temperament as a personality trait of a person has its own properties. The properties of temperament determine, first of all, the dynamics of a person's mental life. Psychologist V.S.Merlin makes a very figurative comparison. “Imagine,” he says, “two rivers: one calm, flat, the other swift, mountainous. The current of the first is barely noticeable, it smoothly carries its waters, it does not have bright splashes, stormy waterfalls, dazzling splashes. The second course is the complete opposite. The river rushes quickly, the water in it rumbles, boils, bubbles and, hitting the stones, turns into scraps of foam ...

Something similar can be observed in the dynamics (flow characteristics) of the mental life of different people. "

According to the teachings of I.P. Pavlov, individual characteristics of behavior, dynamics mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in the activity of the nervous system is considered to be various manifestations, connection and correlation of nervous processes - excitation and inhibition.

I.P. Pavlov discovered three properties of the processes of excitation and inhibition:

1.the strength of the processes of excitation and inhibition;

2. the balance of the processes of excitation and inhibition;

3. the mobility of the processes of excitation and inhibition.

The combination of these properties of nervous processes formed the basis for determining the type of higher nervous activity. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, four main types of higher nervous activity are distinguished.

According to the strength of the nervous processes, I.P. Pavlov distinguished between a strong and a weak nervous system. He, in turn, subdivided the representatives of the strong nervous system into strong balanced and strong unbalanced (with a predominance of excitement over inhibition). He divided the strong, balanced in terms of mobility into mobile and inert. Pavlov considered the weakness of the nervous system to be such a defining, essential feature that overlaps all other differences. Therefore, he no longer divided the representatives of the weak type on the basis of the balance and mobility of the nervous processes. Thus, a classification of the types of higher nervous activity was created.

I.P. Pavlov correlated the types identified by him with psychological types temperaments and found a complete match. Thus, temperament is a manifestation of the type of the nervous system in the activity, behavior of a person. As a result, the ratio of the types of the nervous system and temperaments is as follows:

1. strong, balanced, mobile type ("live", according to I.P. Pavlov) - sanguine temperament ;

2. strong, balanced, inert type ("calm", according to I. P. Pavlov) - phlegmatic temperament ;

3. strong, unbalanced, with a predominance of excitement ("unrestrained" type, according to I. P. Pavlov) - choleric temperament ;

4.weak type ("weak", according to I.P. Pavlov) - melancholic temperament .

The weak type can in no way be considered a disabled or inferior type. Despite the weakness of nervous processes, a representative of the weak type, developing his own individual style, can achieve great achievements in learning, work and creative activity, especially since a weak nervous system is a highly sensitive nervous system.

The type of nervous system is a natural, innate property of the nervous system, which, however, can change somewhat under the influence of the conditions of life and activity. The type of nervous system gives originality to a person's behavior, leaves a characteristic imprint on the entire appearance of a person - it determines the mobility of his mental processes, their stability, legs does not determine either behavior, or a person's actions, or his beliefs, or moral foundations.

There are two important things to keep in mind when thinking about your temperament and the temperaments of others. First, the study of types of temperament in a large number modern people showed that the types of temperament corresponding to traditional descriptions, the so-called pure, are quite rare in life. Such cases account for 25% to 30% of all cases. Most often, a person combines features of different types, although the properties of one or the other prevail. Moreover, it seemed that about 25% of people generally cannot be attributed to a certain type of temperament, since the properties inherent in different types of temperament are mixed in them. Secondly, you can not mix the properties of temperament and character traits. Honest, kind, polite, disciplined, or, conversely, deceitful, evil, rude can be with any temperament. Although these traits will manifest themselves in people with different temperaments in different ways. In addition, on the basis of certain temperaments, some traits are developed more easily, while others are more difficult.

Who, for example, finds it easier to develop discipline, consistency in work, persistence - choleric or phlegmatic? Of course, the last one. Knowing his temperament, a person strives to rely on his positive features and overcome negative ones.

As mentioned above, I.P. Pavlov discovered three basic properties of the nervous system. It turned out that three properties are not enough to characterize all the features of temperament. Domestic psychophysiology B. M. Teplov, V. D. Nebylitsyn and V. M. Rusalov proved that the human nervous system has many other properties. They, ultimately, came to the conclusion that in the human nervous system there are not three, as Pavlov suggested, but four pairs of basic properties and several more pairs of additional properties. For example, such a property of the nervous system as lability, that is, quick response to stimuli, as well as the opposite property, called rigidity- slow response of the nervous system.

In addition, the research led by these scientists found that different parts of the nervous system can have different sets of properties. There are, for example, properties that apply to the entire nervous system as a whole, properties that characterize individual, large blocks of the nervous system, and properties inherent in small areas or parts of it, for example, individual nerve cells.

In this regard, the picture of the natural foundations of the types of temperaments of people (while maintaining the conviction that the type of temperament depends on the individual combination of the properties of the nervous system) has become much more complex and rather confusing. Unfortunately, it has not yet been possible to fully clarify the situation, but modern scientists still agree on the following.

First of all, they recognize that the type of a person's temperament is determined not by a combination of the three simple properties of the nervous system, which Pavlov spoke about, but by many different properties. Then, they assume that different structures of the human brain, in particular those that are responsible for the communication of a given person with people and for his activity with inanimate objects, may have different sets of properties. It follows that one and the same person may well possess and show different types of temperament in work and in communication with people.

But this idea of the organic basis of temperament is likely to change in the coming years, which is associated with the success of human genetics.

With the help of heredity, certain inclinations of abilities are transmitted to a person. Makings- congenital anatomical and physiological characteristics of the organism. These include, first of all, the structural features of the brain, sensory organs and movement, the properties of the nervous system, which the body is endowed with from birth. The inclinations represent only opportunities, and the prerequisites for the development of abilities, but they do not yet guarantee, do not predetermine the appearance and development of certain abilities. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. Not a single person, no matter what inclinations he possesses, can become a talented mathematician, musician or artist without engaging in a lot and persistently in the corresponding activity. To this it must be added that the makings are ambiguous. On the basis of the same inclinations, unequal abilities can develop, depending again on the nature and requirements of the activity that a person is engaged in, as well as on living conditions and especially upbringing.

The inclinations themselves develop, acquire new qualities. Therefore, strictly speaking, the anatomical and physiological basis of a person's abilities is not just inclinations, but the development of inclinations, that is, not just the natural characteristics of his body (unconditioned reflexes), but also what he acquired in the process of life - the system of conditioned reflexes. The inclinations are the basis on which certain abilities are formed in a person. The inclinations are also the prerequisites for the formation and development of abilities, that is, what is given (or given - hence the name “inclinations”) to a person even before the corresponding abilities are formed and developed.

The most general, traditional definition of inclinations connects them with some innate properties that the human body possesses. It is about such properties, the appearance and development of which in a person practically does not depend on his training and education, and which arise and develop according to the laws of genetics, in the process of maturation of the organism.

What is ability? Capabilities can be defined as resistant individually - psychological characteristics personalities on which their success in various activities depends.

The understanding of human abilities, which is characteristic of modern psychology, did not develop immediately. In different historical epochs and different periods in the development of psychology, different things were understood as abilities.

At the very beginning of the accumulation of psychological knowledge, from ancient times to the 17th century, all possible psychological qualities inherent in a person were called the abilities of the soul. This was the broadest and most vague understanding of abilities, in which the specificity of abilities as such did not stand out against the background of other psychological properties of a person.

When it was proved that not all abilities are innate, that their development depends on training and upbringing, only those psychological properties that a person acquires in the process of life began to be called abilities. This happened in the 18th and 19th centuries. The final modern understanding of what abilities are and how they differ from other psychological properties of a person took shape only in the 20th century.

Along with the concept of "ability", such concepts as giftedness, talent and genius have entered the scientific circulation. I will try to answer the following question: what is the difference between these concepts.

Giftedness Is an innate tendency to successfully master some human activity... Gifted, respectively, is called a person who has good inclinations for this type of activity. It should be noted that being gifted does not mean being capable of performing the corresponding activity. This only means that a person can easily master this type of activity and achieve significant success in it.

Talent - This is the possession of already developed abilities, and not just the inclinations. In defining the concept of "talent" its innate character is emphasized. Talent is defined as a gift for something, and a gift as an ability given by God. In other words, talent is an innate ability, given by God, that ensures high success in activity. The dictionary of foreign words also emphasizes that talent (gr. Talanton) is an outstanding innate quality, special natural abilities. Giftedness is seen as a state of talent, as a degree of expression of talent.

Gifted can be a child, a person who is just starting to master the corresponding activity, and talented - as a rule, an adult, scientist, writer, artist and anyone else who has proven his talent in practice by his work.

Ingenious Is a person who is not only talented, but has already achieved outstanding and recognized success in his field. If there are a lot of gifted people (almost every person can be gifted in something), there are also a lot of capable people, but somewhat less than gifted people (by no means all of them, for various reasons, can fully develop their inclinations and turn them into abilities ), then there are not a lot of talented people, and only a few brilliant ones.

A person has many different abilities, which are divided into the following main groups: natural-conditioned (sometimes they are not quite rightly called innate) and socially-conditioned abilities (sometimes they are also quite rightly called acquired), general and special abilities, objective and communicative capabilities.

Consider natural group of abilities. These are abilities for which, firstly, innate natural inclinations are required, and secondly, abilities that are mainly formed and developed on the basis of such inclinations. Education and upbringing will certainly provide positive influence and on the formation of these abilities, however, the final result that can be achieved in their development depends significantly on the inclinations of a person. For example, if a person has from birth high growth and good inclinations for the development of accurate, coordinated movements, then with other equal conditions he will be able to achieve great success in the development of their athletic abilities, associated, for example, with playing basketball, than a person who does not have such inclinations.

A person's abilities can be at different levels of development, and in this regard, we can offer another, non-traditional understanding of inclinations as what actually precedes the appearance and development of a person's abilities of a certain level. In this case, the abilities already formed in a person of more than low level... At the same time, the abilities of a lower level of development are not necessarily innate. For example, the knowledge of elementary mathematics obtained at school can act as a prerequisite, a deposit for the development of abilities for higher mathematics.

The question of what are the organic foundations of the inclinations has been occupying the minds of scientists for a very long time, from about the 17th century, and is still attracting increased attention. The most latest version about the possible anatomical and physiological basis of the inclinations, which arose by the middle of the 20th century, connects the inclinations with the human genotype, i.e. with the structure of genes. This idea is partially confirmed in relation to the facts concerning congenital disorders of human intellectual activity. Indeed, mental disability often has a genetic basis. However, until now, it has not been possible to find a genetic feature of positive abilities, i.e. inclinations in their positive sense.

Biological factors include congenital human features... These are the features that the child receives in the process of intrauterine development, due to a number of external and internal reasons.

The mother is the child's first earthly universe, so whatever she goes through experiences fruit. The mother's emotions are transmitted to him, exerting either a positive or a negative effect on his psyche. It is the mother's wrong behavior, her unnecessary emotional reactions to the stresses with which our hard and stressful life is saturated, cause a huge number of postpartum complications such as neuroses, anxiety, mental retardation and many other pathological conditions. However, it should be emphasized that all difficulties are completely surmountable if future mother realizes that only she serves the child as a means of absolute protection, for which her love gives inexhaustible energy.

The father also plays an important role. The attitude towards the wife, her pregnancy and, of course, towards the expected child is one of the main factors that form feelings of happiness and strength in the future child, which are transmitted to him through a confident and calm mother.

After the birth of a child, the process of his development is characterized by three successive stages: absorption of information, imitation and personal experience... During the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds on cellular level... At no point in his later life does a person develop so intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an inextinguishable desire for knowledge.

The newborn has already lived for nine months, which to a large extent formed the basis for its further development.

Prenatal development is based on the idea of the need to provide the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all potential, all the abilities that were originally laid down in the egg.

There is the following pattern: everything that the mother goes through is experienced by the child. The mother is the child's first universe, his “living raw material base” from both material and mental points of view. The mother is also a mediator between the outside world and the child. The evolving human being does not perceive this world directly. However, it continuously captures the sensations and feelings that the surrounding world evokes in the mother. This creature registers the first information capable of coloring the future personality in a certain way, in the tissues of cells, in organic memory and at the level of the incipient psyche.

The personality of a person is also influenced by developmental crises... Moving from one age to another, older, a person turns out to be psychologically not fully prepared for the forced change in needs, values, lifestyle. Many people, as they get older, painfully break with old habits and find it difficult to give up the opportunities they had as young people. They are not able to quickly psychologically adapt to their new position and way of life. A person, becoming older, as a rule, loses outward attractiveness, friends of youth. He is no longer able to withstand long-term and psychological stress, which previously were quite capable of him. All this begins to influence the character of a person, and he as a person is gradually changing. During the period of age crises, abnormal changes in a person's personality can occur. Abnormal is such a direction in the development of a person as a person, in the course of which he either loses his previous, positive personal qualities, or acquires new negative personal qualities.

Health status is also one of the components of the biological formation of personality. Good health contributes to successful development. Poor health inhibits development. Severe chronic illness affects the psychology of a person as a person. A sick person usually feels inferior, forced to give up what is available healthy people and it is necessary for himself. As a result, a person may develop various kinds of complexes, and he as a person will gradually change. In addition, a sick person physically does not feel quite well, and from this his mood becomes chronically negative. Voluntarily or involuntarily, this mood begins to affect the relationship with the people around. Relationships with them deteriorate, and this, in turn, begins to have an adverse effect on a person's character. It has been noticed that with many chronic nervous and organic diseases, the character of a person changes over time, and not for the better.

The problem of personality formation is an immense, significant and complex problem, covering a huge field of research.

In my work, I did not strive to characterize all the biological factors of personality formation, but only to analyze the influence of some of them on the development of a person's personal qualities.

In the course of a theoretical analysis of the pedagogical and psychological literature on the topic of this work, I realized that the personality is something unique, which is connected, firstly, with its hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which it is brought up. Every child who is born has a brain, a vocal apparatus, but he can learn to think and talk only in society. Of course, the continuous unity of biological and social qualities shows that man is a biological and social being. Developing outside of human society, a being with a human brain will never even become a semblance of a person.

If a human child, even with the best structural features of the brain, finds himself in conditions of isolation from human society, then his development as a personality stops. This has been repeatedly confirmed in cases where young children fell into flocks of wild animals or were artificially isolated. The mental development of a child as a human person is possible only when surrounded by other people with active and passive teaching of behavioral skills.

Thus, as a result of development, a person becomes a biological species and a social being. First of all, biological development, and development in general, determines the factor of heredity. Heredity is manifested in the fact that the child is transferred to the basic biological characteristics of a person. With the help of heredity, the anatomophysiological structure, the type of nervous activity, the nature of metabolism, and a number of reflexes are transmitted to a person from the parents. Skills and properties acquired during life are not inherited, special genes of giftedness have not been identified by science either, however, each born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of upbringing and education, worries and efforts parents and the wishes of the smallest person.

The biological factors include innate characteristics of a person. Congenital features- these are the features that the child receives in the process of intrauterine development, due to a number of external and internal reasons.

The personality of a person is also influenced by crises of age development. Changes in human personality that occur during age crises can be abnormal, or negative.

The biological factor that influences the formation of a person as a person is also the state of health. Good health contributes to successful development. Unsatisfactory health inhibits the development process, affects the psychology of a person as a person.
BIBLIOGRAPHY:

Bozovic L. I. Personality and its formation in childhood.– M., 1986

· Vodzinsky D.I., Kochetov A.I., Kulinkovich K.A. and others. Family - everyday culture. A handbook for listeners of the People's University - Mn .: Nar. Asveta, 1987 - 255 p.

Gerasimovich G.I., Delets M.I. and others. Encyclopedia of a young family. - Mn., 1987.

Denisyuk N.G. Traditions and personality formation. - Mn., 1979

Ilyenkov E.V. What is personality? - M; 1991 year

Kovalev A.G. Personality Psychology, ed. 3, revised. and add. - M., "Education", 1969

Krutetskiy V.A. Psychology: A textbook for students ped. schools.-M .: Education, 1980

Lakosina N.D., Ushakov G.K. Textbook on medical psychology. - M .; "Medicine" (1976)

Nemov R.S. Psychology. Textbook. for students of higher education. study. institutions M., Education, 1995

Stolyarenko L.D. Fundamentals of Psychology. Rostov n / a. Phoenix Publishing House, 1997

· Kjell D.; Ziegler D. Theory of personality - M .; 1997 year

Seminar lesson # 1

Subject, tasks and methods of developmental psychology. Mental development

Theoretical questions:
1. Subject, tasks and methods of developmental psychology.

Developmental psychology is a branch of psychological science that studies the facts and patterns of human development, the age dynamics of his psyche (according to I.V. Shapovalenko). Development psychology studies the patterns of the formation of the psyche, exploring the mechanisms and driving forces of this process, analyzing various approaches to understanding the nature, functions and genesis of the psyche, various aspects of the formation of the psyche - its change in the process of activity, communication, cognition (according to G.D. Martsinkovskaya).

The object of study of developmental psychology- a developing, changing in ontogeny normal, healthy person.

The subject of developmental psychology- age periods of development, causes and mechanisms of transition from one age period to another, general patterns and tendencies, the pace and direction of mental development in ontogenesis.

The tasks of developmental psychology:
- Study of the driving forces, sources and mechanisms of mental development throughout the entire life path of a person.
- Periodization of mental development in ontogenesis.
- Study of age characteristics and patterns of the course of mental processes.
- Establishment of age-related capabilities, characteristics, patterns of implementation of various types of activities, assimilation of knowledge.
- Study of the age-related development of personality, including in specific historical conditions.
- Determination of age norms of mental functions, identification of psychological resources and creativity person.
- Creation of a service for systematic monitoring of the progress of mental health and development of children, providing assistance to parents in problem situations.
- Age and clinical diagnostics.
- Function execution psychological support, help in periods of crisis human life.
- The most optimal organization of the educational process for people of all age categories, etc. (according to I.V. Shapovalenko).

The relationship of developmental psychology with other sciences:
- medicine;
- philosophy;
- ethnography;
- art history;
- sociology;
- social psychology;
- general psychology;
- differential psychology;
- pathopsychology;
- educational psychology, etc.

Research methods in developmental and developmental psychology:
Observation method
- Experiment:
- laboratory;
- natural;
- ascertaining;
- formative;

Auxiliary research methods:
- conversation;
- interview;
- questioning;
- testing;
- analysis of the products of activity (drawings, applications, construction, musical, literary creativity);
- projective.

Comparative research methods:
- twin;
- comparison of norm and pathology;
- cross-cultural;
- biographical.

Sociometric methods

Construction scheme empirical research:
Cross-sectional method (simultaneous comparison of people different ages).
The method of longitudinal slicing (longitude) is aimed at tracking changes psychological qualities the same people for a long time.
The key concept of developmental psychology is the concept of "development". The development of the psyche is a natural change in mental processes in time, expressed in their quantitative, qualitative and structural transformations.

Maturation - the most important factor development. Maturation is a psychophysiological process of successive age-related changes in the central nervous system and other systems of the body, which provides conditions for the emergence and implementation of mental functions and imposes certain restrictions. Different brain systems and functions mature with different speed and reach full maturity at different stages individual development.

Distinguish between normative mental development and individual.

Age-related psychology formed as an independent field of knowledge for late XIX century. In the second half of the 19th century, objective prerequisites were formed for the separation of child psychology as an independent branch of psychological science:
- the needs of society for a new organization of the education system;
- progress of the idea of development in evolutionary biology;
- development of objective research methods in psychology.

Originating as child psychology, age-related psychology For a long time, it was limited to the study of the laws of the child's mental development, however, the demands of modern society, new achievements of psychological science, which made it possible to consider each age from the standpoint of development, made it obvious the need for a holistic analysis of the ontogenetic process and interdisciplinary research.

The historical analysis of the concept of "childhood" is given in the works of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin. The length of childhood is in direct proportion to the level of the material and spiritual culture of society. So, in medieval Europe, adults treated children like babies, up to 6-7 years of age. After that, children were already considered small adults and taught to adult conversations, jokes, food, etc. (G. Craig). Childhood, being a socio-cultural phenomenon, has a concrete historical character and has its own history of development. The main social function of childhood is to prepare a person for an independent adult life and work (D.I. Feldstein).

V.T. Kudryavtsev identifies three historical periods of childhood (based on the scheme of D.I. Elkonin):
1. Quasi-evidence - at the early stages of human history, when the children's community is not singled out, but is directly included in the joint with adults labor activity(primitive childhood).
2. Undeveloped childhood - the world of childhood is highlighted and a new social task arises for children - integration into the adult community. Role-playing game takes on the function of modeling the activities of adults (childhood in the Middle Ages and Modern Times).
3. Developed childhood - takes shape when the meanings and motives of the activities of adults are not self-evident (modern childhood). Modern developed childhood presupposes the creative assimilation of culture as an open multidimensional structure.

2. The problem of development in psychology. Biological and social factors development. Child mental development concepts.

Development problem in psychology

The problem of the relationship between learning and development in foreign and domestic psychology

In PR, there are generally 3 points of view on this problem.

1. Belongs to LSVygotsky. Learning is the driving force behind development. This is an internally necessary and universal moment in the development of not natural, but historical features of a person - HMF. Training creates the ZPD (zone of proximal development) and determines the potential for development. ZPD is the distance between the level of actual and potential development. The level of actual development is determined by those achievements that the child demonstrates on his own, without using the help of an adult. The level of potential development is determined by the achievements that the child demonstrates using the help of an adult. ZPD is the distance between them. The theoretical significance of the discovery of the ZPD, according to Vygotsky, is evidence of the leading role of education in the mental development of a child. Learning should go ahead of development and rely not on matured, but on maturing functions, that is, on the ZPD. The practical significance of the ZPD - in each type of normative psychodiagnostics, Vygotsky proposed to define all three zones: zones of actual development, potential and immediate. In the course of training, the ZPD is transformed into ZAR, and then into the ZPD.

2. Belongs to Piaget. Learning follows development.

3. Attributed to Thorndike. Learning is development.

The laws of child development, formulated by L.S. Vygotsky

· The law of formation of HMF (list the structure, properties and origin of HMF).

· Heterochronism (unevenness) of child development. Each side of the child's psyche has its own sensitive period (SP) of development. The sensitive period is the period of maximum sensitivity to influences of a certain kind. If in the joint venture such impacts were not carried out, then this period is skipped, and this function will not develop intensively. When we talk about SP, we are not talking about a ripening period, but about a period of appropriation. The law of heterochronism of child development is associated with its hypothesis about the structural and semantic structural structure of consciousness... According to Vygotsky, HMF, primarily cognitive, form the structure of consciousness. The structure of consciousness forms the highest mental functions. And this structure is dynamic. Each time, the center of the structure is the function for which this period sensitive. And this function determines the development of other mental functions. Therefore, Vygotsky tells us that early age passes under the sign of perception, and preschool age - under the sign of memory. From 1 - 3 years old - SP for the development of speech, from 2 - 4 years old - object perception develops, the end of preschool age - SP for the development of memory. SP for the development of conceptual thinking is school age (not primary school age). With the development of speech, the child gains access to mastery of all other HMFs. The delay in the development of speech determines, in general, the delay in cognitive development. When a child develops object perception, it determines the development of thinking. Throughout the preschool age, the child's thinking is visual-figurative. At the end of preschool age, conditions are created for the formation of an arbitrary memory in him. "For a preschooler, thinking means remembering, and for a teenager, remembering means thinking."

The law of metamorphosis of child development. Development is a chain of qualitative changes. A child is not a small adult, he has a qualitatively different psyche. We cannot evaluate a child from the position of deficiency. He thinks differently, feels differently. He is different.

Cyclic law in child development... Development is carried out, to some extent, in a spiral. But the rhythm of development is very complex. The year of life in infancy is not equal to the year of life in adolescence.

General characteristics of the biogenetic approach to the problem of development

Supporters biogenetic concept development, it is believed that the basic mental properties of a person are inherent in the very nature of a person (biological beginning), which determines his life destiny. They consider intellect, immoral personality traits, etc. to be genetically programmed.

The first step towards the emergence of biogenetic concepts was Charles Darwin's theory that development - genesis - obeys a certain law. In the future, any major psychological concept has always been associated with the search for the laws of child development.

The German naturalist E. Haeckel (1834–1919) and the German physiologist I. Müller (1801–1958) formulated a biogenetic law, according to which animals and humans, during intrauterine development, briefly repeat the stages that a given species goes through in phylogenesis. This process was carried over to the process of ontogenetic development of the child. The American psychologist S. Hall (1846-1924) believed that the child in its development briefly repeats the development of the human race. The basis for the emergence of this law was the observation of children, as a result of which the following stages of development were identified: cave, when the child digs in the sand, the stage of hunting, exchange, etc. Hall also assumed that development children's drawing reflects the stages that the fine arts went through in the history of mankind.

Theories of mental development associated with the idea of recurrence in this development of human history are called recapitulation theories.

Outstanding Russian physiologist I.P. Pavlov (1849-1936) proved that there are acquired forms of behavior, which are based on conditioned reflexes. This gave rise to the point of view that human development is reduced to the manifestation of instinct and training. German psychologist W. Koehler (1887-1967), conducting experiments on humanoid apes, discovered that they have intelligence. This fact formed the basis of the theory, according to which the psyche in its development goes through three stages: 1) instinct; 2) training; 3) intelligence.

Austrian psychologist K. Buhler (1879-1963), relying on the theory of W. Koehler and under the influence of the works of the founder of psychoanalysis, Austrian psychiatrist and psychologist Z. Freud (1856-1939), put forward the principle of pleasure as the basic principle of the development of all living things. He connected the stages of instinct, training and intelligence not only with the maturation of the brain and the complication of relations with the environment, but also with the development of affective states - the experience of pleasure and the action associated with it. Buhler argued that at the first stage of development - the stage of instinct - due to the satisfaction of the instinctive need comes the so-called "functional pleasure", which is a consequence of performing an action. And at the stage of the intellectual solution of the problem, a state arises that anticipates pleasure.

Biological and social factors of child development

Biological factors

Biological heredity determines both the general, which makes a person human, and the different, which makes people so different both externally and internally. Heredity is understood as the transmission from parents to children of certain qualities and characteristics inherent in their genetic program.
The great role of heredity lies in the fact that the child inherits the human body, the human nervous system, the human brain and sense organs. From parents to children, physique features, hair color, eye color, skin color are transmitted - external factors that distinguish one person from another. Some features of the nervous system are also inherited, on the basis of which a certain type of nervous activity develops.

Heredity also presupposes the formation of certain abilities for any area of activity on the basis of the natural inclinations of the child. According to the data of physiology and psychology, innate in a person are not ready-made abilities, but only potential opportunities for their development, that is, inclinations. The manifestation and development of a child's abilities largely depends on the conditions of his life, education and upbringing. A bright manifestation of abilities is usually called giftedness, or talent.
Speaking about the role of heredity in the formation and development of a child, one cannot ignore the fact that there are a number of diseases and pathologies that can be hereditary, for example, blood disease, schizophrenia, endocrine disorders. Hereditary diseases are studied by medical genetics, but they must be taken into account in the process of socialization of the child.

V modern conditions Along with heredity, external factors negatively affect the development of the child - pollution of the atmosphere, water, environmental distress, etc. More and more physically weakened children are born, as well as children with developmental disabilities: the blind and deaf or who have lost their hearing and vision in early age, deaf-blind people, children with musculoskeletal disorders, etc.

For such children, the activities and communication necessary for their development are significantly hampered. Therefore, special techniques are being developed that allow them to be taught, which makes it possible for such children to sometimes reach a high level of mental development. Specially trained teachers are engaged with these children. However, as a rule, these children have big problems of communication with peers who are not like them, with adults, which makes it difficult for them to integrate into society. For example, deaf-blindness becomes the reason for the lag in the development of the child due to the lack of contact with the surrounding reality. Therefore, the special training of such children is precisely to "open" the child's channels of communication with the outside world, using for this the preserved types of sensitivity - touch. At the same time, as noted by A. V. Suvorov, a person who is blind and deaf, but who has learned to speak, who has defended his doctoral dissertation, who has devoted his life to such children, “deaf-blindness does not create a single, even the most microscopic problem, it only exacerbates them, she doesn't do anything else. "

Social factors

To become a human being, biological inheritance alone is not enough. This statement is quite convincingly supported by the well-known cases of human babies growing up among animals. At the same time, they did not become people in the conventional sense, even if they ended up in human society. So what makes a man a man?

We already know the general answer to this question. The transformation of a biological individual into a social subject occurs in the process of socialization of a person, his integration into society, into various types of social groups and structures through the assimilation of values, attitudes, social norms, patterns of behavior, on the basis of which socially significant personality traits are formed.

Socialization is a continuous and multifaceted process that continues throughout a person's life. However, it proceeds most intensively in childhood and adolescence, when all the basic value orientations, the basic social norms and attitudes are assimilated, the motivation of social behavior is formed. If you figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only finishing work is carried out, which can last for the rest of his life.

The process of socialization of a child, his formation and development, becoming as a person takes place in interaction with the environment, which has a decisive influence on this process through a variety of social factors.

Distinguish between macro- (from the Greek. "Large"), meso- ("medium") and micro- ("small") factors of personality socialization. The socialization of a person is influenced by world, planetary processes - environmental, demographic, economic, socio-political, as well as the country, society, the state as a whole, which are considered as macro-factors of socialization.
Mesofactors include the formation of ethnic attitudes; the influence of the regional conditions in which the child lives and develops; type of settlement; mass media, etc.
The microfactors include the family, educational institutions, peer groups and many, many other things that make up the immediate space and social environment in which the child is and in direct contact with which he enters. This immediate environment in which the child develops is called society, or microsociium.
If you represent these factors in the form of concentric circles, then the picture will look like it is shown in the diagram.

The child is in the center of the spheres, and all spheres have an impact on him. As noted above, this influence on the child's socialization process can be purposeful, deliberate (such as the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous impact on a child's development. In addition, both purposeful influence and spontaneous influence can be both positive and negative, negative.

Society is the most important for the socialization of a child. The child learns this immediate social environment gradually. If at birth the child develops mainly in the family, then in the future he masters more and more new environments - preschool, then school, out-of-school institutions, groups of friends, discos, etc. With age, the child's “territory” of the social environment expanding more and more. If this is graphically depicted in the form of another scheme presented below, then it is clear that mastering more and more environments, the child seeks to occupy the entire "area of the circle" - to master the entire society potentially accessible to him.

At the same time, the child, as it were, constantly seeks and finds the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can "migrate" from one environment to another. For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is, what kind of social experience he can accumulate in this environment - positive or negative.

The environment is the object of research by representatives of different sciences - sociologists, psychologists, teachers, who are trying to find out the creative potential of the environment and its influence on the formation and development of the child's personality.

The history of studying the role and significance of the environment as existing reality influencing the child is rooted in pre-revolutionary pedagogy. Even KD Ushinsky believed that for upbringing and development it is important to know a person "what he really is with all his weaknesses and in all his greatness", it is necessary to know "a person in a family, among the people, among humanity ... at all ages. , in all classes ... ". Other outstanding psychologists and educators (PF Lesgaft, AF Lazursky, and others) also showed the importance of the environment for the development of a child. AF Lazursky, for example, believed that poorly gifted individuals usually obey the influences of the environment, while the richly gifted natures themselves tend to actively influence it.
At the beginning of the 20th century (20-30s), a whole scientific direction- the so-called "pedagogy of the environment", whose representatives were such outstanding teachers and psychologists as A. B. Zalkind, L. S. Vygotsky, M. S. Iordansky, A. P. Pinkevich, V. N. Shulgin and many others ... The main issue discussed by scientists was the impact of the environment on the child, the management of this influence. There were different points of view on the role of the environment in the development of the child: some scientists advocated the need for the child to adapt to a particular environment, others believed that the child, to the best of his strength and abilities, can organize the environment and influence it, others suggested considering the personality and environment of the child in the unity of their characteristics, the fourth attempted to consider the environment as a single system of influence on the child. There were other points of view as well. But what is important is that deep and thorough studies of the environment and its influence on the formation and development of the child's personality were carried out.

It is interesting that in the professional vocabulary of teachers of that time, such concepts as "environment for a child", "socially organized environment", "proletarian environment", "age environment", "comradely environment", "factory environment" were widely used. "Public environment", etc.

However, in the 30s, scientific research in this area was practically prohibited, and the very concept of "environment" was discredited for many years and left the professional vocabulary of teachers. The school was recognized as the main institution for the upbringing and development of children, and the main pedagogical and psychological research were devoted specifically to the school and its impact on the development of the child.

Scientific interest in environmental problems resumed in the 60-70s of our century (V. A. Sukhomlinsky, A. T. Kurakina, L. I. Novikova, V. A. Karakovsky, etc.) in connection with the study of the school collective, possessing the characteristics of complex organizing systems functioning in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis... Various types of environments are studied and investigated: "learning environment", "out-of-school environment of the student collective", "home environment", "neighborhood environment", "environment of the socio-pedagogical complex", etc. In the late 80s - early 90s A new impetus was given to the study of the environment in which the child lives and develops.This was largely facilitated by the separation of social pedagogy into an independent scientific field, for which this problem also became an object of attention and in the study of which it finds its facets, its aspect of consideration.