The states and activities of a small child are considered by the supporters of the theory of recapitulation as echoes of the long gone centuries. The child digs a passage in a pile of sand - he is attracted to the cave just like his distant ancestor. He wakes up in fear at night - that means he felt himself in a primeval forest full of dangers. Development children's drawing also seen as a reflection of the stages that the visual arts went through in the history of mankind.
The opposite approach to the development of the child's psyche is observed in the sociologizing direction, the origins of which lie in the ideas of the 17th century philosopher. John Locke (1632-1704), who believed that a child is born with a pure soul, like a white board (tabula rasa). On this blackboard, the teacher can write whatever he wants, and the child, not burdened by heredity, will grow up the way others want him to be.
The concept of unlimited possibilities for the formation of a child's personality has become widespread. These ideas were consonant with the ideology that prevailed in our country until the mid-1980s, so they can be found in many pedagogical and psychological works of those years.
What is meant by development factors at the present time (Figure 1)?
Figure 1. Factors in the formation of a child's personality
Biological factor includes primarily heredity. There is no consensus about what is genetically determined in the human psyche. Hereditary factors include the features of the physiology of higher nervous activity, which determine a person's temperament and anatomical and physiological features - the makings that facilitate the development of abilities. Have different people central nervous system functions differently. A strong and mobile nervous system, with a predominance of excitation processes, gives a choleric, "explosive" temperament, with a balance of excitation and inhibition processes - sanguine. A person with a strong, sedentary nervous system, with a predominance of inhibition, is a phlegmatic person, characterized by slowness and less vivid expression of emotions. A melancholic with a weak nervous system is especially vulnerable and sensitive. Trying to extinguish the affective outbursts of choleric or encouraging the phlegmatic to complete educational tasks a little faster, adults should at the same time constantly take into account their characteristics, not demand too much and appreciate the best that each temperament brings.
Hereditary inclinations give originality to the process of developing abilities, making it easier or more difficult. The development of abilities does not depend only on the inclinations. If a child with perfect pitch does not regularly play on musical instrument, he will not achieve success in the performing arts, and his special abilities will not develop. If a student who “grasps everything on the fly” during the lesson does not study conscientiously at home, he will not become an excellent student, despite his data, and his general ability to assimilate knowledge will not be developed. Abilities develop in activity. In general, the child's own activity is so important that some psychologists consider activity to be the third factor in mental development.
The biological factor, in addition to heredity, includes the characteristics of the course of the prenatal period of the child's life. The mother's illness, the medications she was taking at this time, can cause mental retardation of the child or other abnormalities. The process of birth itself affects the subsequent development, so it is necessary for the child to avoid birth trauma and take the first breath in time.
Social factor- the concept is broad. This is the society in which the child grows up, his cultural traditions, the prevailing ideology, the level of development of science and art, the main religious trends - the macro environment. The system of upbringing and education of children adopted in it depends on the peculiarities of the social and cultural development of society, starting with public and private educational institutions (children's schools, houses of creativity, etc.) and ending with the specifics of family education. The social factor is also the immediate social environment that directly affects the development of the child's psyche: parents and other family members, later kindergarten educators and school teachers (sometimes friends or a priest) - a microenvironment. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the development of the child, and in adolescence and senior school age, some social groups (media, sermons in religious communities etc.).
Natural and geographical environment affects mental development indirectly - through traditional in this natural area types of work and culture that determine the system of raising children. In the Far North, roaming with reindeer herders, a child will develop somewhat differently than a resident industrial city In the centre of Europe.
The American psychologist Uri Bronfenbrenner proposed a model of ecological systems, according to which a growing individual actively restructures his multi-level living environment and at the same time himself experiences the impact of the elements of this environment and the relationships between them, as well as from the wider environment. According to W. Bronfenbrenner, ecological environment child development consists of four nested systems, which are usually depicted in the form of concentric rings. He calls these systems microsystem, mesosystem, exosystem and macrosystem (Figure 2).
Microsystem, or the first level of the model, deals with the activities, roles and interactions of the individual and his immediate environment, such as family, kindergarten or school. For example, a child's development in a family can be supported by a mother's sensitivity to her daughter's first steps towards independence. In turn, the child's manifestation of independence may prompt the mother to look for new ways to support the development of such behavior.
Microsystem is the level living environment most frequently researched by psychologists.
Mesosystem, or the second level, is formed by the interconnections of two or more microsystems. Thus, formal and informal ties between family and school or family, school and peer group have a significant impact on development. For example, constant communication between parents and teachers can have a positive effect on a child's success in school. Likewise, the teacher's considerate attitude towards this child is likely to have a beneficial effect on his interactions with family members.
Exosystem, or the third level, refers to those levels of the social environment or public structures, which, being outside the sphere of the direct experience of the individual, nevertheless influence him. A number of examples can be cited, ranging from the formal social environment, such as parent work, local health departments, or improving living conditions, to informal environments such as the child's extended family or friends of the parent. For example, a mother's firm may allow her to work from home several days a week. This will allow the mother to spend more time with the baby, which will indirectly affect his development. At the same time, the opportunity to pay more attention to the child will relieve the mother's stress and thereby increase her productivity.
Figure 2. Four levels environment included in the model
ecological systems proposed by W. Bronfenbrenner
as a model of child development
Macrosystem, or the external level, has no relation to a specific environment, but includes life values, laws and traditions of the culture in which the individual lives. For example, the rules according to which children with developmental delays can study in the mainstream classes of the mainstream school are likely to have a significant impact on the educational level and social development of both children with developmental disabilities and healthy children. In turn, the success or failure of this pedagogical experiment can facilitate or, conversely, hinder further attempts by the administration to unite these two groups of children.
Although interventions that support and stimulate the course of development can be carried out at all four levels of the model, W. Bronfenbrenner believes that they play the most significant role at the level of the macrosystem. This is because the macrosystem has the ability to affect all other levels. For example, the government program for the development of a network of preschool institutions, which began in the mid-1960s. (Head Start) has had a huge impact on the educational and social development of many generations of American children.
Outside of the influence of the social environment, a child cannot become a full-fledged person. There are cases when children were found in the forests, lost very small and raised among animals.
So, at the beginning of the twentieth century, the Indian psychologist Reed Singh received news that two mysterious creatures, similar to people, but moving on all fours, were seen near one village. One day Singh and a group of hunters hid near a wolf's hole and saw a she-wolf taking her cubs for a walk, among which there were two girls - one about eight years old, the other one and a half years old. Singh took the girls with him and tried to educate them. They ran on all fours, were frightened and tried to hide from people, snapped, howled like a wolf at night. The youngest, Amala, died a year later. The eldest, Kamala, lived until she was seventeen years old. For nine years, it was possible, in the main, to wean her from wolf habits, but nevertheless, when she was in a hurry, she sank to all fours. Kamala, in essence, never mastered speech (with great difficulty she learned to use only 40 words correctly). It turns out that the human psyche does not arise even without human conditions of life.
According to numerous studies of ethnologists, psychologists, biological and social in human development are so firmly reunited that it is possible to separate these two lines only theoretically. The specificity of child development is that it is subject to the action of socio-historical, and not biological, as in animals, laws. A child goes through a natural process of development on the basis of certain prerequisites created by the previous development of his ancestors over many generations. The person has no congenital forms behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity. Biological type development occurs in the process of adaptation to nature through the inheritance of the properties of the species and through individual experience.
Modern ideas about the relationship between biological and social, adopted in Russian psychology, are mainly based on the provisions of L.S. Vygotsky (1896-1934).
L.S. Vygotsky, in his work "The Development of Higher Mental Functions", 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 it seems to have a different specific weight. Elementary functions (starting with sensations and perception) are more hereditary than higher (voluntary memory, logical thinking, speech). Higher functions are a product of a person's cultural and historical development, and hereditary inclinations play the role of prerequisites here. The more complex the function, the longer the path of its ontogenetic development, the less the influence of heredity affects it. At the same time, the environment always “participates” in development. Never any sign of childhood development, including basic mental functions, is purely hereditary.
Each trait, developing, acquires something that was not in the hereditary inclinations, and thanks to this, the proportion of hereditary influences is intensified, then weakened and pushed into the background. The role of each factor in the development of the same trait is different at different age stages. For example, in the development of speech, the importance of hereditary prerequisites decreases early and sharply, and the child's speech develops under the direct influence of the social environment, and in the development of psychosexuality, the role of hereditary moments increases in adolescence... At each stage of development, in relation to each sign of development, it is necessary to establish a specific combination of biological and social aspects, to study its dynamics.
In human ontogenesis, both types of mental development are certainly represented, which are isolated in phylogeny: biological and historical (cultural) development; both of these processes have their counterparts.
“Growth of a normal child into civilization is usually a single fusion with the processes of his organic maturation. Both development plans - natural and cultural - coincide and merge with one another. Both series of changes interpenetrate one another and form, in essence, a single series of socio-biological formation of the child's personality. Since organic development takes place in a cultural environment, insofar as it turns into a historically conditioned biological process... On the other hand, cultural development acquires a completely unique and incomparable character, since it occurs simultaneously and together with organic maturation, since its bearer is the growing, changing, maturing organism of the child, ”wrote L.S. Vygotsky.
Maturation- the developmental process, which consists in preprogrammed growth changes in accordance with the genetic plan. The idea of maturation underlies the allocation of special periods of increased response in the ontogenetic development of a child - sensitive periods- periods of greatest sensitivity to certain kinds of influences. So, for example, the sensitive period of speech development is from a year to 3 years, and if this stage is missed, it is almost impossible to compensate for the losses in the future, as shown above. Adults should take into account what is easiest for a child to learn at a particular age: ethical ideas and norms - in preschool, the beginning of science - in primary school, etc.
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). Developmental psychology studies the patterns of the formation of the psyche, exploring the mechanisms and driving forces of this process, analyzing different 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 GD 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 the 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 flow mental processes.
- Establishment of age-related capabilities, characteristics, patterns of implementation of various types of activities, assimilation of knowledge.
- Study age development personality, including in specific historical conditions.
- Determination of age norms of mental functions, identification of psychological resources and human creative potential.
- 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.
- Performing the function of psychological support, assistance 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 of different ages).
The method of longitudinal sections (longitude) is aimed at tracking changes in psychological qualities in the same people over a long period of 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 body systems, which provides conditions for the emergence and implementation of mental functions and imposes certain restrictions. Different brain systems and functions mature at different rates and reach full maturity at different stages of individual development.
Distinguish between normative mental development and individual.
Age-related psychology formed as an independent field of knowledge by the end of the 19th century. In the second half of the 19th century, objective prerequisites developed 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 was limited to the study of the laws of the child's mental development, however, requests modern society, the new achievements of psychological science, which allowed each age to be considered 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 (DI Feldstein).
V.T. Kudryavtsev identifies three historical periods of childhood (based on the scheme of D.I. Elkonin):
1. Quasi-testimony - in 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 over the function of modeling the activities of adults (childhood in the Middle Ages and Modern Times).
3. Developed childhood - is formed 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 LS Vygotsky. Learning is driving force development. This is an internally necessary and universal moment in the development of not natural, but historical features human - 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 independently, 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. Practical value 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 the HMF (list the structure, properties and origin of the 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 becomes 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 before school 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 the delay in general. 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's different.
The law of cyclicality 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 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 an animal and a person during intrauterine development briefly repeat the stages that this species goes through in phylogeny. 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 a child digs in the sand, the stage of hunting, exchange, etc. Hall also assumed that the development of 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), based 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, the so-called "functional pleasure" occurs, which is a consequence of the performance of an action. And at the stage of 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 refers to the transmission from parents to children of certain qualities and characteristics embedded in their genetic program.
The great role of heredity lies in the fact that a child inherits a human body, a human nervous system, human brain and senses. 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 based on 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 disorders: 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 communication with peers who are not like them, with adults, which complicates their integration 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 education of such children is precisely to "open" the child channels of communication with 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, defended his doctoral dissertation, 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 human, biological inheritance alone is not enough. This statement is convincing enough to support well known cases when human babies grew 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 person a person?
V general view the answer to this question is already known to us. The transformation of a biological individual into social subject occurs in the process of socialization of a person, his integration into society, in Various types social groups and structures through the assimilation of values, attitudes, social norms, patterns of behavior, on the basis of which socially significant qualities personality.
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 are laid, the basic social norms and relationships, motivation is formed social behavior... 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 the whole subsequent 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 - ecological, 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 a 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.
In the center of the spheres is the child, 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 masters this immediate social environment gradually. If at birth a child develops mainly in the family, then in the future he masters more and more new environments - preschool, then a school, out-of-school institutions, groups of friends, discos, etc. With age, the "territory" of the social environment that a child has mastered is expanding more and more. If this is graphically depicted in the form of another scheme presented below, then it can be seen that mastering more and more environments, the child seeks to occupy the entire "area of the circle" - to master the entire society potentially available to him.
At the same time, the child, as it were, constantly seeks and finds the environment that is most to a greater extent comfortable, 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 an 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 (1920s-1930s) a whole scientific direction was emerging in Russia - 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 a child: some scientists advocated the need for a child to adapt to a particular environment, others believed that a 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.
Interestingly, in the professional vocabulary of teachers of that time, concepts such 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 were practically prohibited, and the very concept of "environment" was discredited for many years and left professional vocabulary 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 60s and 70s of our century (V.A. Sukhomlinsky, A.T. Kurakina, L.I. Novikova, V.A. possessing signs of complex organizing systems that function in different environments. The environment (natural, social, material) becomes the object of a holistic systemic 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 studies of the environment in which the child lives and develops, a new impetus was given, This was largely facilitated by the separation of scientific field social pedagogy, for which this problem has also become an object of attention and in the study of which it finds its boundaries, its own aspect of consideration.
Driving forces of personality formation are contradictions manifested in the biological and social laws of human development.
Stand out three factors: human development occurs under the influence of heredity, environment and upbringing. They can be combined into two large groups - biological and social factors development.
Biological, natural factors affect the physical appearance of the child - his physique, the construction of the brain, the ability of sensations, emotions.
Among biological factors determining is heredity. Due to heredity man is preserved as a natural being... It predetermines individual physical and some mental qualities, passed on to children by parents: hair color, appearance, properties of the nervous system, etc. There are hereditary diseases and defects... The inheritance of traits is studied by a special science - genetics .
Heredity as a factor in the formation of personality traits is in significant dependence from the social conditions of a person's life... Carriers of heredity - DNA molecules, genes - subtly react to harmful influences. For example, alcohol, parental smoking upset the gene structure, what causes physical and mental disorders in the development of the child. Moreover, alcohol, even in small doses, has a negative effect on the mechanism of heredity for many years.
Unfavorable family or work environment, leading to nervous disorders and shocks, also has bad influence for offspring... The apparatus of heredity is not a special isolated anatomical substance, but an element unified system human body... What an organism is in the complex of its biological and social properties, so is heredity.
TO biological factors the formation of a person also includes the period intrauterine development of the child and the first months after birth. Fetal development during pregnancy largely determined physical and moral condition of parents, their attention and care for each other. In the first months after the birth of a child, the effect of the congenital factor is especially pronounced. One child is cheerful, mobile, actively responds to stimuli, the other is constantly crying, naughty, passive. One of the reasons one or another behavior baby maybe the nature of intrauterine development.
TO biological factors can also be attributed health care. If a child is taught to do morning exercises, temper, monitor his diet, observe the daily regimen, he will be physically developed, his anatomical and physiological system will function normally, develop and strengthen, he will play and practice with pleasure and joy.
In a group biological factors should be highlighted hereditary and congenital individual properties of the nervous system, features of the functioning of the sense organs, speech apparatus... The structural and functional properties of higher nervous activity and its system, which determine the features of the reflective activity of the brain, are individual. This explains the differences in inclinations, abilities.
Factor - translated from the Latin "doing, producing", i.e. the driving force of any process, phenomenon.
There are 3 factors that determine the formation of personality:
v Heredity;
v Education;
They can be combined into 2 large groups: biological and social.
Task pedagogical science consists not in stating any factor as the main one in the development of personality, but in determining the ratio of factors: under the influence of which of them development occurs to a greater extent.
Heredity- what is passed from parents to children, what is in the genes. The hereditary program includes constant and variable parts.
Constant part- ensures the birth of a person by a representative of the human race.
Variable part- this is what a person has in common with his parents. It can be outward signs: eye color, blood type, predisposition to certain diseases, features of the nervous system, etc.
Children are like parents and this is indisputably recognized by everyone. But the subject of discussion is the question of the inheritance of moral, intellectual qualities, special abilities.
Are abilities and inclinations transferred? Many foreign scientists (M. Mnessori, E. From and others) are convinced that not only intellectual, but also moral qualities are inherited.
The pedagogical theories of the Soviet period defended only biological inheritance, everything else - morality, intelligence, was considered acquired in the process of socialization. However, academicians N.M. Amosov and P.K. Anokhin speaks in favor of inheriting moral qualities or, in extreme cases, a hereditary predisposition of a child to aggressiveness, cruelty, deceit. This problem does not yet have an unambiguous answer.
However, one should distinguish congenital and genetic inheritance.
V last years a new branch of pedagogy has appeared - prenatal pedagogy, studying the possibility of influencing the development of the embryo. At the same time, it is possible to influence not only the health of the unborn baby, but also his emotional sphere, and through it, aesthetic and intellectual development. Such influence is carried out through the way of life (it is good if the mother experiences positive emotions, listens to music, reads poetry, talks with the newly born baby. If the child hears the voices of both parents, he gets used to it and after birth he recognizes and calms down when he hears. In this case, the child is born with innate qualities... But both the innate and the genetic should not be considered immutable.
“In my opinion,” writes the Japanese scientist Masaru Ibuka, “education and environment play a greater role in the development of a child than heredity. The question is what kind of education and what kind of environment best develop the potential abilities of the child. "
Wednesday in the wide and narrow sense of the word.
In broad means - climatic and natural conditions, state structure, culture, everyday life, traditions. In the narrow sense, the immediate objective environment.V modern pedagogy there is the concept of "developing environment" (VA Petrovsky). The developmental environment is understood not only as subject content. It must be structured in a special way in order to most effectively influence the child.
When it comes about the environment as a factor of upbringing, we also mean the human environment, the norms of relationships and activities accepted in it.
The social environment provides the child with the opportunity to interact with the people around him, to see social phenomena from all sides. Its influence is, as a rule, spontaneous, hardly amenable to pedagogical guidance. This leads to many difficulties on the way to becoming a person.
But you cannot isolate the child from the environment. This is fraught with a delay in social development.
The influence of the environment on the formation of a person is constant throughout his life. The only difference is in the degree of perception of this influence. For a small child important role the choice of the environment is performed by an adult. The environment can inhibit the development of personality, activate it, but it cannot be indifferent to development.
The third factor influencing the formation of personality - upbringing. Unlike the first two, it always wears:
- purposeful nature;
- corresponds to the social and cultural values of the society;
- assumes a system of influences on the personality - a single impact does not bring tangible results.
For all its importance, heredity, environment and upbringing do not ensure the full development of a child. Why? Because they all involve influences that do not depend on the child himself. He does not in any way affect what will be inherent in his genes, cannot change the environment, does not determine the goals and objectives of his own upbringing.
Activity acts as a prerequisite for development. Activity is a stimulus to activity. But if the activity is not organized, then the activity finds a way out and can take undesirable forms (self-indulgence, aggression).
Issues for discussion:
Self-study assignment:
Write out from the dictionary the basic concepts of heredity, environment, education
Human development is a complex and multifaceted process of the formation and formation of a personality, which occurs under the influence of controlled and uncontrolled, external and internal factors. Child development implies a process of physiological, mental and moral growth, covering various qualitative and quantitative changes in hereditary and acquired properties. It is known that the development process can proceed according to different scenarios and at different rates.
The following factors of child development are distinguished:
- Prenatal factors including heredity, maternal health, work endocrine system, intrauterine infections, pregnancy, etc.
- Child development factors associated with childbirth: injuries sustained during childbirth, all kinds of lesions that have arisen due to insufficient oxygen supply to the baby's brain, etc.
- Prematurity. Babies born at seven months have not yet passed 2 months of intrauterine development and therefore initially lag behind their timely born peers.
- The environment is one of the main factors affecting the development of a child. This category includes breastfeeding and further nutrition, various natural factors (ecology, water, climate, sun, air, etc.), the organization of the baby's leisure and recreation, the mental environment and the family atmosphere.
- The gender of the baby largely determines the rate of development of the child, since it is known that girls are at the initial stage ahead of boys, they begin to walk and talk earlier.
It is necessary to consider in more detail the factors influencing the development of the child.
Biological factors of child development
Many scientists agree that it is the biological factors of a child's development that play key role... After all, heredity largely determines the level of physical, mental and moral development... In every person from birth there are certain organic inclinations that determine the degree of development of the main aspects of the personality, such as types of giftedness or talents, the dynamics of mental processes and the emotional sphere. Genes act as material carriers of heredity, thanks to which small man inherits anatomical structure, features of physiological functioning and the nature of metabolism, type of nervous system, etc. In addition, it is heredity that determines the key unconditioned reflex reactions and the functioning of physiological mechanisms.
Naturally, throughout a person's life, his heredity is corrected by social impact and the influence of the upbringing system. Since the nervous system is quite plastic, its type can change under the influence of certain life experiences. However, the biological factors of a child's development still largely determine the character, temperament and abilities of a person.
Factors of the child's mental development
The prerequisites or factors of the child's mental development include various circumstances that affect his level of mental development. Since a person is a bio-social being, natural and biological inclinations, as well as social living conditions, can be attributed to the factors of the child's mental development. It is under the influence of each of these factors that the child's mental development occurs.
The most powerful influence on the psychological development of the child is the social factor. It is the character psychological relationships between parents and baby in early childhood largely shapes his personality. Although the baby in the first years of life is not yet able to understand the intricacies of interpersonal communication and understand conflicts, he feels the basic atmosphere prevailing in the family. If in family relationships love, trust and respect for each other prevail, then the child will have a healthy and strong psyche. Young children often feel their own guilt in adult conflicts and may feel their own worthlessness, and this often leads to mental trauma.
The mental development of a child is mainly subject to several key conditions:
- normal functioning of the brain ensures the timely and correct development of the baby;
- full-fledged physical development baby and the development of nervous processes;
- the presence of proper education and the correct system of child development: systematic and consistent training, both at home and in kindergarten, school and various educational institutions;
- the safety of the sense organs, thanks to which the baby's connection with the outside world is ensured.
It is when all these conditions are met that the baby will be able to develop correctly psychologically.
Social factors of development
Special attention should be paid to one of the main factors in the development of a child's personality - the social environment. It contributes to the formation in the child of a system of moral norms and moral values. In addition, the environment largely determines the level of self-esteem of the child. The formation of the personality is influenced by the cognitive activity of the child, which includes the development of congenital motor reflexes, speech and thinking. It is important that the child can assimilate social experience and learn the basics and norms of behavior in society. 4.1 out of 5 (7 votes)
