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PLAN Concept - age pedagogy. Object and subject of age pedagogy. Periods of childhood studied by age-related pedagogy. Aspects of age pedagogy. Concept - age-related psychology. Sections of developmental psychology. Theoretical tasks of developmental psychology. Practical tasks of developmental psychology. The concept is an age crisis. The age associated with the emergence of crises. Essence and concept of a crisis situation. Stages of development of crisis situations.

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1. Age pedagogy is a special group of pedagogical sciences that studies teaching and educational activities and its features within different age groups. It includes: pre-preschool pedagogy; pedagogy of preschool age; school pedagogy; andragogy; higher education pedagogy; adult pedagogy.

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2. Object and subject of age-related pedagogy. The object of age-related pedagogy is the child from the moment of his birth to the transition to adulthood. Age-related pedagogy is also called childhood pedagogy. The subject of age-related pedagogy includes methods, patterns, means, technologies for organizing the educational process at different stages of childhood. "Childhood" in pedagogy is closely interconnected with the same concept in psychology, since the basic characteristic of the concept is the age of the child.

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Periods of childhood studied by age-related pedagogy There are several periods of childhood: 1. preschool childhood - when the child has the maximum need for the help of adults to meet basic life needs and the minimum possibility of self-defense from the influence of the environment; 2. younger school childhood - a period in which family assistance is maintained in meeting the material, biological and emotional needs of the child, but at the same time, social and cognitive needs are satisfied for the most part by the school, the child's ability to resist the influences of the environment remains insignificant;

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There are several periods of childhood: 3. older childhood, when material and emotional family functions remain preserved, and teachers and self-education, self-education, partial independent satisfaction of material needs, full legal capacity, maximum ability to resist environmental influences.

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There are several periods of childhood: 4. Adolescence is characterized by the high role of the family in meeting the material and emotional needs of children, educational institution and peers in meeting the needs of a socio-cognitive nature, the growth of the child's ability to resist the world, the emergence of legal responsibility, the formation of increased susceptibility to negative influences in the field of free communication.

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Aspects of age-related pedagogy Age-related pedagogy focuses on the following aspects of childhood: - the specificity of psychophysical development; -main types pedagogical activity; -dominants of psychological development; - basic pedagogical idea; -main directions, technologies pedagogical work. Each of these aspects has a specific content in each period of childhood.

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Psychological and pedagogical dominants of development include the leading motives of behavior and activity, which are formed on the basis of age-specific individual needs. In this process, dialectical contradictions are revealed, which are the basis for the emergence and development of these needs. -Psycho physical development characterizes the biological sphere of personality formation. It is expressed in the child's ability to participate in certain types of activities that develop his physical and individual psychological qualities, in the possibilities of communication, in creativity, in observing social norms and rules of conduct, in his ability to be an active member of the team. Characteristics of aspects of age pedagogy.

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Leading activities are those in which the age and typological characteristics of children, the motives of their activities and behavior are more clearly manifested. In these types of activities, conditions are determined that are more favorable in terms of the development of activities, factors that inhibit and depress positive motivation, ways to overcome negative factors. -Basic pedagogical idea reflects the main strategic goal pedagogical process which is aimed at the implementation of the activities of the child and the children's team. Characteristics of aspects of age pedagogy.

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The main directions and technologies of pedagogical activity are built in such a way that the main pedagogical idea is realized in the life of the children's team. At the same time, it is necessary to take into account the laws of the educational process, techniques, means, methods of organizing communication. It is obligatory to diagnose the results obtained, to predict the main trends in the development of the child's personality and the team. Characteristics of aspects of age pedagogy

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5. Age psychology is a branch of psychological science that studies the facts and patterns of human development, the age dynamics of his psyche. - The object of study of developmental psychology is a developing, changing in ontogeny normal, healthy person. Developmental psychology singles out age-related changes in people's behavior and seeks to explain these changes, to reveal the patterns of people acquiring experience and knowledge. The focus is on various forms of mental organization, typical for certain periods. life path person. - The subject of developmental psychology - age periods of development, causes and mechanisms of transition from one age period to another, general patterns and trends, the pace and direction of mental development in ontogeny.

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6. The following sections of developmental psychology are distinguished: - infant psychology, - early childhood psychology, - preschool psychology, - junior schoolchild psychology, - adolescent psychology, - youth psychology, - middle age psychology, - old age psychology (gerontopsychology).

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7. Theoretical tasks of developmental psychology: - the study of the driving forces, sources and mechanisms of mental development throughout the life of a person; - periodization of mental development in ontogeny; - the study age features and patterns of flow (emergence, formation, change, improvement, degradation, compensation) of mental processes (perception, memory, attention, etc.); - Establishment of age opportunities, features, patterns of implementation of various activities, assimilation of knowledge; - study of the age development of the personality, including in specific historical conditions.

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8. Practical tasks of age psychology: - determination of age norms of mental functions, identification of psychological resources and creativity person; - creation of a service for systematic monitoring of the course of mental development, mental health of children, assistance to parents in problem situations; - age and clinical diagnostics; - performance of the function of psychological support, assistance in crisis periods of a person's life; - the most optimal organization of training - educational process, continuous education (including those aimed at people of middle and old age).

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9. Age crises are special, relatively short in time (up to a year) periods of ontogeny, characterized by sharp mental changes. They refer to the normative processes necessary for the normal progressive course of personal development (Erickson). Age-related personality crises are alternating, temporary manifestations of a change in a person’s psychological attitude to the surrounding reality, depending on the age period. As a rule, such phenomena are of a negative nature, which can stimulate not only a stressful effect on the human psyche, but also the development of certain psychopathological conditions and disorders, for example, anxiety, phobias, depressive-like disorders, and so on.

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Some Features age crisis age crises in children do not last long; - a child is always characterized by a sharp change in attitude towards himself, his parents and the environment; - the boundaries of childhood crises are always fuzzy and extremely blurred, the transition will always be smooth, but the middle of the crisis period is always characterized by a sharp emotional outburst and swinging of affect.

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10.Age associated with the emergence of crises - Crisis of newborns. Despite the insufficient opportunities for the manifestation of verbal and motor discontent, even at such a young age, a person is characterized by some awareness of the crisis situation, which arose due to living conditions and adaptation to new conditions of existence. Many psychologists argue that the crisis of the newborn is perhaps the most severe of the entire set of such crises; - Crisis of the first year of life. This period is very significant for a person, first of all, because it becomes possible to verbally state one's requirements, moreover, against the general background of non-verbal manifestations of affective signs;

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Crisis of the third year of life. It is characterized by the formation and the first manifestations of independence. There is a desire to form new ways of communicating with adults, the emergence of contacts with other representatives of the surrounding society - their peers, educators in kindergarten and so on. A new world of previously unknown opportunities opens up for the child, which quite effectively make their own adjustments to the possible development of stress factors. L. S. Vygotsky identifies several main signs of a three-year-old crisis that are inherent in any physiologically and mentally healthy child. The main of these signs is - negativism to the requests of others to perform any action, which is externally manifested by the execution exactly the opposite.

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Crisis of the age of seven. It would be more correct to call this crisis a school one, since the beginning of a person's school activity contributes to its manifestation. In addition to the fact that the educational process makes you concentrate on gaining new knowledge, acquiring new social contacts, getting to know the positions of your peers, who, as it turned out, have their own views on what is happening around, the school crisis begins to form the true will of a person, based on his genetically potential. Thus, it is thanks to school that a person develops the concept of either his inferiority, low self-esteem, insufficient level of intelligence, or, on the contrary, an increased sense of self-importance, selfishness, an irresistible sense of his own competence and social significance.

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Age crisis from 11 to 15 years. The next most important stressful period in a person's life, this time associated with puberty. This situation opens up new possibilities and new dependencies that can prevail over old stereotypes, and so much so that they completely overlap. This period is also called the transitional or pubertal crisis. This is the first opportunity to look at the opposite sex through the hormonal prism of desires and pleasures, and not as ordinary peers. Sexual attraction contributes to the formation of their ego - at this time, teenagers begin to pay attention to their appearance, listen to the words of more experienced boys and girls. The constant desire to be an adult or to seem like one often leads to conflict with parents who have already forgotten about their similar period.

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Crisis 17 years. Stimulated by the end of school activities and the transition to adulthood. Depending on the year of graduation, the age of crisis can fall between 15 and 18 years of age. Now it is possible to divide the problem into age-related crises in men and women. Often, by this time, the first sexual experience is behind them, which, too, can serve as a separate reason for the occurrence of a sexual crisis in women. But, as a rule, this problem is very transient - the resulting pleasure covers all negative thoughts and experiences. This period is characterized by the generation of various fears, for women - the upcoming family life, for men - leaving for the army. In addition, there is the problem of getting vocational education- a step that will determine the future life of each individual.

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A crisis young age It is connected, first of all, with high social standards and the desire of young people to achieve success, for which society programs them. The standards of modern youth are significantly different from the life priorities of their parents. If parents were satisfied with a modest but constantly growing income, the presence of a stable job, then today's young people perceive average income as the norm. They are burdened by routine work. A widespread phenomenon in our country is that young people tend to work less and earn more. Their demands are often unrealistic - the existence of a creative, well-paid job and at the same time sufficient freedom of action. A collision with reality leads to disappointment and then to a crisis.

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Retirement Crisis. Like the crisis of newborns, it is one of the most difficult in a person's life. If in the first case a person is not aware of the critical impact of stress factors, then during the last crisis, the situation worsens with full perception and awareness. This period is equally difficult for both women and men. This is especially true for an acute sense of lack of demand in the professional arena - a person still retains his ability to work, feels that he can be useful, but his employer is not satisfied with this state of affairs. The appearance of grandchildren somewhat improves the situation, especially it softens the course of the age crisis in women. Biological aging, a number of serious diseases, loneliness due to the death of one of the spouses, very often lead to a situation where specialist help is needed.

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11. The essence and concept of a crisis situation A crisis situation is a situation of emotional and intellectual stress that requires a significant change in ideas about the world and about oneself in a short period of time. A person in a crisis situation cannot remain the same. He will not be able to comprehend his traumatic experience in terms of familiar, stereotyped categories and use familiar problem-solving models. Crises should be taken as a warning to do something before something worse happens.

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AT practical psychology distinguish the following stages of the development of crisis situations: - the primary increase in tension, stimulating the usual ways of solving problems - a further increase in tension in conditions when these methods are ineffective - an even greater increase in tension, requiring the mobilization of external and internal sources - if everything turns out to be futile, personality disorganization occurs , anxiety, depression, feeling of helplessness and hopelessness increase - negative or positive changes leading to degradation or development of an individual going through crisis situations

The history of the emergence of developmental psychology as a science Friedrich Tiedemann 1787 "Observations on the development of the child's mental abilities": fixing observations on the development of a boy 0-3 years old Adolf Kussmaul mid XIX in: a description of the behavior of a preschooler A. Ben, I. Ten: a description of the developmental features of his daughter's speech Friedrich Froebel: on the need to take into account psychological data in the formation of teaching methods for preschoolers K.D. Ushinsky, 1867 "Man as a subject of education": before to teach a child, you need to know him C. Darwin 1877: the development of son Francis The German scientist Darwinist Wilhelm Thierry Preyer (1882) is rightfully considered the father of child psychology: a holistic analysis of the problem and systematic observation "The soul of a child" - a description of the mental and biological development of a child from birth up to three years. He singled out impulsive movements as the first, genetically earliest category of movement (followed by reflex, instinctive and volitional). Friedrich Tiedemann 1787 “Observations on the development of a child’s mental abilities”: fixing observations on the development of a boy 0-3 years old Adolf Kussmaul mid-19th century: description of the behavior of a preschooler A. Ben, I. Ten: description of the developmental features of his daughter’s speech Friedrich Froebel: on the need taking into account psychological data in the formation of teaching methods for preschoolers K.D. Ushinsky, 1867 “Man as a subject of education”: before teaching a child, you need to know him Ch. Darwin 1877: the development of son Francis The German scientist Darwinist is rightfully considered the father of child psychology Wilhelm Thierry Preyer (1882): holistic analysis of the problem and systematic observation "The soul of the child" - a description of the mental and biological development of the child from birth to three years. He singled out impulsive movements as the first, genetically earliest category of movement (followed by reflex, instinctive and volitional). Ph.D. Lukash Lilia Anatolievna

Subject, object of developmental psychology and developmental psychology Object - mental development Subject of developmental psychology - age dynamics, patterns and leading factors in the development of mental processes and personality traits in a certain period Subject of genetic psychology (developmental psychology) - mechanisms of occurrence of mental processes and their development Object - mental development The subject of developmental psychology - age dynamics, patterns and leading factors in the development of mental processes and personality traits in a certain period The subject of genetic psychology (developmental psychology) - the mechanisms of the occurrence of mental processes and their development Ph.D. Lukash Lilia Anatolievna

Theoretical and practical tasks of developmental and developmental psychology Theoretical tasks: 1. Identification of sources and driving forces for the development of the human psyche 2. Scientific substantiation of age norms 3. Determination of standards of adulthood 4. Identification of actual and potential human different periods 5. Scientific forecasting of development Practical tasks: 1. Optimization of development based on the use of opportunities for training and education 2. Control over development 3. Development, testing, adaptation of research methods Theoretical tasks: 1. Identification of sources and driving forces for the development of the human psyche 2. Scientific justification age norms 3. Determination of standards of adulthood 4. Identification of actual and potential human capabilities in different periods 5. Scientific forecasting of development Practical tasks: 1. Optimization of development based on the use of training and education 2. Control over development 3. Development, testing, adaptation of methods research Ph.D. Lukash Lilia Anatolievna

The main categories and concepts of developmental psychology and developmental psychology Phylogeny - the formation of mental structures in the course of biological evolution Ontogeny - the formation of mental structures during the life of a given individual Age is a relatively closed cycle of development that has its own structure and dynamics (mental age, chronological age, psychological, etc.) Development is a regular change in mental processes over time, expressed in quantitative, qualitative and structural transformations (preformed and unpreformed) Zone of proximal development Phylogeny - the formation of mental structures in the course of biological evolution Ontogeny - the formation of mental structures during the life of a given individual Age is a relatively closed cycle of development that has its own structure and dynamics (mental age, chronological age, psychological etc.) Development is a regular change in mental processes over time, expressed in quantitative, qualitative and structural transformations (preformed and unpreformed) Zone of proximal development Ph.D. Lukash Lilia Anatolievna

Concepts: determinants, factors, conditions, mechanisms of development Determinant of development - a set of causal conditions of prerequisites, factors Factor - from lat. factor - making - producing), the reason, the driving force of any process, phenomenon that determines its nature or its individual features Condition - favorable circumstances for the development of something Prerequisite - predetermining conditions Development determinant - a set of causal conditions of prerequisites, factors Factor - from lat. factor - making - producing), the reason, the driving force of any process, a phenomenon that determines its nature or its individual features Condition - favorable circumstances for the development of something Prerequisite - predetermining conditions c.ps.s. Lukash Lilia Anatolievna

Conditions for mental development normal functioning of the brain, communication of the child with adults as carriers of social experience activity of the individual himself normal functioning of the brain, communication of the child with adults as carriers of social experience activity of the individual himself Ph.D. Lukash Lilia Anatolievna

Conditions of developmental inferiority (U.V. Ul'enkova) Organic causes Lack of communication Lack of full-fledged activity corresponding to the age of the child General poverty of the microenvironment Traumatic effect of the microenvironment on the developing brain emerging brain Lukash Lilia Anatolievna

Types of activity (V.S. Mukhina) Physical activity: the need for movement, the prerequisites for mental activity Mental activity - the need for knowledge of the world and oneself Social activity - changes in the situation of life and self-change for the benefit of oneself and others Physical activity: the need for movement, prerequisites for mental activity Mental activity - the need for knowledge of the world and oneself Social activity - changes in the situation of life and self-change for the benefit of oneself and others Ph.D. Lukash Lilia Anatolievna

Strategies for the study of mental development in developmental psychology Observation strategy Strategy of ascertaining experiment Strategy of forming experiment Observation strategy Strategy of ascertaining experiment Strategy of forming experiment Ph.D. Lukash Lilia Anatolievna

Methods of developmental psychology Observation Experiment Method of slices and comparative method Longitudinal method Twin method Testing Conversation, questioning Analysis of products of activity Observation Experiment Method of slices and comparative method Longitudinal method Twin method Testing Conversation, questioning Analysis of products of activity Ph.D. Lukash Lilia Anatolievna

Classification of periodizations L.S. Vygotsky 1. “The first group includes attempts to periodize childhood not by dismembering the very course of a child’s development, but on the basis of a stepwise construction of other processes, one way or another connected with child development.” Example: R. Zazzo 0-3 years - early childhood; 3-5 years - up to school age; 6-12 years - primary school education; years - training in high school; 17 and older - higher or university education. 1. “The first group includes attempts to periodize childhood not by dismembering the very course of a child’s development, but on the basis of a stepwise construction of other processes, one way or another connected with child development.” Example: R. Zazzo 0-3 years - early childhood; 3-5 years - preschool age; 6-12 years - primary school education; years - education in secondary school; 17 and older - higher or university education. Ph.D. Lukash Lilia Anatolievna

Classification of periodizations L.S. Vygotsky 2. “The second group should include those most numerous attempts that are aimed at isolating any one feature child development as a conditional criterion for its division into periods. P.P. Blonsky (from 8 months to 2.5 years - toothless childhood; 2.5 - 6.5 years - childhood of milk teeth; 6.5 and older - childhood of permanent teeth (before the appearance of a wisdom tooth). .Stern( Early childhood(up to 6 years) - the child shows only play activity; the period of conscious learning with the division of play and labor (from 6 to 14 years old); the period of youthful maturation (14-18 years old) with the development of individual independence a sign of child development as a conditional criterion for its division into periods. P.P. Blonsky (from 8 months to 2.5 years - toothless childhood; 2.5 - 6.5 years - childhood of milk teeth; 6.5 and older - childhood of permanent teeth (before the appearance of a wisdom tooth). .Stern (Early childhood (up to 6 years) - the child shows only play activity; the period of conscious learning with the division of play and labor (from 6 to 14 years); the period of youthful maturation (14-18 years) with the development of individual independence c.ps. Prof. Lukash Lilia Anatolyevna

Periodization L.S. Vygotsky 3. “The third group of attempts to periodize child development is associated with the desire to move from a purely symptomatic and descriptive principle to highlighting the essential features of child development itself.” neonatal crisis; infancy (2 months 1 year); crisis of one year; early childhood (13 years); crisis of three years; preschool age (37 years) crisis of seven years; school age (812 years); crisis 13 years; pubertal age (141 7 years); crisis of 17 years. 3. "The third group of attempts to periodize child development is associated with the desire to move from a purely symptomatic and descriptive principle to highlighting the essential features of child development itself." neonatal crisis; infancy (2 months 1 year); crisis of one year; early childhood (13 years); crisis of three years; preschool age (37 years) crisis of seven years; school age (812 years); crisis 13 years; pubertal age (141 7 years); crisis of 17 years. Ph.D. Lukash Lilia Anatolievna

Activity theory A.N. Leontiev There are several stages in the development of the psyche in ontogenesis: - elementary sensory psyche; - perceptual psyche (i.e., the formation of an image); - the stage of intellect (i.e., ensuring the orientation and adaptation of the organism in the environment). At each age, a person has a leading activity (new types of activity arise and differentiate within it; mental processes are formed and rebuilt; mental changes in personality are formed) There are several stages in the development of the psyche in ontogenesis: - elementary sensory psyche; - perceptual psyche (i.e., the formation of an image); - the stage of intellect (i.e., ensuring the orientation and adaptation of the organism in the environment). At each age, a person has a leading activity (new types of activity arise and differentiate within it; mental processes are formed and rebuilt; mental personality changes are formed) Ph.D. Lukash Lilia Anatolievna

IN AND. Slobodchikov, G.A. Zuckerman: periodization “In its most general form, the integral periodization of mental development represents the stages of a person’s development as a subject of his own development in different types basic communities. Each stage has a complex structure: the stage of formation of eventfulness and the stage of formation of identity, crises of birth (transitions to a new community) and development crises (mastering of a new community) are distinguished” Ph.D. Lukash Lilia Anatolievna

IN AND. Slobodchikov, G.A. Zuckerman: periodization I. Revitalization (from birth to 12 months) community with a native adult. The child masters his own bodily, psychosomatic individuality. II. Animation (11 months 6.5 years) community with a close adult. The child for the first time discovers his own selfhood (the famous “I myself!”), realizes himself as the subject of his own desires and skills. III.Personalization (5.5 18 years). The partner of a growing person becomes a public adult in such cultural positions as a teacher, master, mentor, etc. For the first time, a person realizes himself as a potential author of his own biography, takes personal responsibility for his future, and clarifies the boundaries of self-identity within being together with other people. IV. Individualization (1742). Man's partner becomes (in the limit) humanity, with which he enters into active relations mediated by a system of social values ​​and ideals. The essence of this stage of development of the subject is the individualization of social values ​​according to the measure of a person's personal position. Man becomes responsible for his own self. V. Universalization (39 years and older) going beyond the boundaries of an arbitrarily developed individuality and at the same time entering the space of general and superhuman, existential values ​​as "one's own". I. Revitalization (from birth to 12 months) community with a native adult. The child masters his own bodily, psychosomatic individuality. II. Animation (11 months 6.5 years) community with a close adult. The child for the first time discovers his own selfhood (the famous “I myself!”), realizes himself as the subject of his own desires and skills. III.Personalization (5.5 18 years). The partner of a growing person becomes a public adult in such cultural positions as a teacher, master, mentor, etc. For the first time, a person realizes himself as a potential author of his own biography, takes personal responsibility for his future, and clarifies the boundaries of self-identity within being together with other people. IV. Individualization (1742). Man's partner becomes (in the limit) humanity, with which he enters into active relations mediated by a system of social values ​​and ideals. The essence of this stage of development of the subject is the individualization of social values ​​according to the measure of a person's personal position. Man becomes responsible for his own self. V. Universalization (39 years and older) going beyond the boundaries of an arbitrarily developed individuality and at the same time entering the space of general and superhuman, existential values ​​as "one's own". Ph.D. Lukash Lilia Anatolievna

List of sources 1. Obukhova L.F. Age-related psychology. - M .: Yurayt, - 460 sObukhova L.F. Age-related psychology. - M .: Yurayt, - 460 p. 2. Slobodchikov V.I., Isaev E.I. Psychology of human development: development of subjective reality in ontogeny: Tutorial for universities. M .: School Press, Slobodchikov V.I., Isaev E.I. Psychology of human development: the development of subjective reality in ontogeny: Textbook for universities. M .: School Press, with Obukhova L.F. Age-related psychology. - M .: Yurayt, - 460 sObukhova L.F. Age-related psychology. - M .: Yurayt, - 460 p. 2. Slobodchikov V.I., Isaev E.I. Psychology of human development: the development of subjective reality in ontogeny: Textbook for universities. M .: School Press, Slobodchikov V.I., Isaev E.I. Psychology of human development: the development of subjective reality in ontogeny: Textbook for universities. Moscow: School Press, Ph.D. Lukash Lilia Anatolievna

Characteristics of evaluation and mark. Evaluation: Has two meanings: positive and negative Fixes the fact of assimilation or non-assimilation of the material Gives a meaningful and qualitative description: Shows the reasons for assimilation or non-assimilation; Directs the student to eliminate deficiencies; Encourages you to work until you receive a positive assessment. Mark Has 5 or more ranks. Determines the result of the learning process. Has a generalized character. Reflects the diligence of the student. Incorrect assessment by the teacher leads to the formation of the student's uncertainty in his own knowledge and actions. The student is freed from his own evaluative activity. Therefore, the younger student finds it difficult to judge why the teacher put this or that mark.

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Branches of psychology

"Engineering psychology" - Engineering psychology is associated with related fields of knowledge. The object of engineering psychology. Object, subject and tasks of engineering psychology. Methodological principles. An increase in injuries. Ergonomics object system. Prerequisites for the emergence. Research methods. The relationship of engineering psychology with other sciences.

"Legal psychology" - Psychology of inspection of the scene. Grounds for the appointment of the SPE. Individual psychological characteristics of personality. Crowd types. Emotions are a form of mental reflection of the surrounding world. Competence of forensic psychological examination. Characteristic features criminal group. Communication in professional activity lawyer.

"Fundamentals of General Psychology" - Consciousness. Wilhelm Wundt (1832-1920). Hermann Ebbinghaus (1850-1909). Reviewers. The history of the development of psychological knowledge. Methods of psychological research. General psychology. The subject of psychological knowledge. The law of perception (the answer is proportional to the logarithm of the degree of exposure). Methodology of psychological knowledge.

"Special psychology" - Tiflopsychology. Based on the data of special psychology, a training system is being built. Tasks of special psychology. General theoretical provisions. Various approaches to the classification and characteristics of the contingent. Introduction to special psychology and pedagogy. Risk factors. Researchers. The number of children and adolescents is increasing all over the world.

"The subject of age psychology" - Punishment. The learning task is solved on the basis of the following learning activities. Other activities in preschool age. The main causes of learning difficulties. S. Hall's theory of recapitulation. The operational concept of the development of intelligence J. Piaget. Mature age (from 40-45 to 55-60 years). The main lines of influence of the game on the development of the psyche.

Kravtsova Fatima Khasanbievna
Deputy dir. TsNPR MES KBR,
PhD in Psychology
Sciences, Associate Professor

State educational standard of higher professional education Developmental psychology

The subject and history of human development. Categories of development. theories
















Crisis of adulthood. Maturity. maturity crisis. Old age.

Lecture #1

The subject and tasks of the age and
educational psychology

Age
and pedagogical
psychology two branches of psychological science,
closely interacting between
itself, which is determined by the common object
learning - a developing person.

The relationship of pedagogical and
developmental psychology
Studies development
human psyche and
its features on
various
age stages
studies
patterns
human development in
learning environment and
education
Objecthuman

Principles of developmental psychology

Each age period
not studied in isolation, but
in terms of general trends,
taking into account the previous
subsequent age
Age Features
(chronological framework and
content) are not static, but
determined by sociohistorical factors
Every age has reserves
development that can be
mobilized during special
organized
child's activity
relation to the environment
reality and to
activities
The transition from one age to
other and psychological
neoplasms in it
defined by changing types
leading activity
social situation
development, types
human interaction with
environment, etc.

Definitions
Age-related psychology
-
it's an industry
psychological science,
studying
patterns of stages
mental development and
personality formation
throughout ontogenesis
person from birth to
old age.
Pedagogical psychology
-
is a branch of psychology
studying
psychological
learning problems and
education.

Subject of study

Age
psychology:
learning facts and
patterns
psychological
human development in
ontogeny
Pedagogical
psychology:
the study
psychological
patterns
training and education

Sections

Age-related psychology:
Psychology of a preschooler
(often called children's
psychology);
Psychology Jr.
schoolchild;
Psychology of a teenager;
Senior psychology
schoolchild (or early
youth);
Psychology of an adult
person;
Psychology of the Elderly
age
(gerontopsychology).
Pedagogical psychology:
- Psychology
educational
activity (as a unity
educational and pedagogical
activities);
Educational Psychology
activities and its subject of the student (student,
student);
Pedagogical psychology
activities (in unity
teaching and
educator
impact) and its subject
(teacher, lecturer);
Psychology of educational and pedagogical
cooperation and communication.

The main tasks of developmental psychology

Disclosure of psychological content
successive stages of ontogeny
The study of the age dynamics of mental processes and
properties
The study of differential psychological differences,
which include gender and age and typological
properties individual
Rendering psychological help during the period of age
crises

The main tasks of educational psychology

Disclosure of the mechanisms and patterns of teaching and
educational impact on the intellectual and
personal development learner
Determination of the mechanisms and patterns of development
students of sociocultural experience, its
structuring, saving in an individual
the mind of the student
Determination of the relationship between the level of intellectual and
personal development of the student and forms, methods
educational and educational influence
Determination of features of organization and management
learning activities of trainees and the influence of these
processes on intellectual, personal development and
educational and cognitive activity
The study of the psychological foundations of pedagogical
activities
Definition of facts, mechanisms, patterns
developmental learning

Problems of age psychology

1.
2.
3.
4.
5.
The problem of organic (organismic) and environmental
conditioning mental and behavioral
human development
The problem of the relative influence of natural and
organized training and education for development
children
The problem of the ratio of inclinations and abilities
Comparative influence on the development of the considered
above evolutionary, revolutionary and situational
mental and behavioral changes in the child
The problem of the ratio of intellectual and
personal changes in the general psychological
child development

Problems of educational psychology

The problem of correlation between development and learning
2.
The problem of the relationship between training and education
3.
The problem of genotypic and environmental conditioning
psychological characteristics and behavior of the child
4.
The problem of sensitive periods and development
5.
The problem of children's giftedness
6.
The problem of children's readiness for schooling
7.
The problem of individualization of education
8.
The problem of psychological and pedagogical diagnostics
9.
The problem of optimal psychological and pedagogical
teacher and educator training
and many others
1.

lecture number 2 "Methods of psychology"

Plan:
Concepts: Methodology, method, methods
psychology.
Classification of methods of psychology.
Characteristics of empirical methods.

Methodology - (from the Greek methodos - the path of research or knowledge, -logo - concept, teaching) -

Methodology - (from the Greek methodos - the path of research
or knowledge, -logo-concept, doctrine)
system of principles and methods
organization and building
theoretical and practical
activities, as well as the doctrine of this
system.
Method is the way of scientific research
or a way of knowing
reality.

Methods of psychology-

Methods of psychology Methods, techniques and means with the help of
which studies the personality of a person,
facts are obtained from which it is formed
scientific theory and practical
recommendations

The method of psychology is concretized in research methods.

The methodology meets specific goals and objectives
research, contains a description
object and procedures of study, methods
fixing and processing the received data.
Based on a certain method, a set can be created
techniques. For example, the experimental method in psychology
embodied in the methods of studying the intellect, will, personality and
other aspects of psychological reality.

Levels and ways of organizing scientific knowledge:

Scientific
an approach
Methodologists
chesky
principle
Research
method
technique

The development of psychology depends on the level of development of research methods, that is, on how psychological facts are obtained

What is a psychological fact? It:
a) certain acts of behavior
a child who manifests
characteristics of certain parties
psyche;
b) acts of joint activity
groups, a manifestation of the general mood,
acts of communication between children.

Any psychological phenomenon has different levels of determination:

1 - phenomenological, what is displayed in
2 - physical, something that is associated with physiological
subject's consciousness: image, emotion, motives, purpose, etc.;
processes in the body of the subject;
3 - biological, what is the result of evolution
certain reactions were formed;
4 - social, what is associated with the impact
social environment on the subject.
Research results require explanation
at each of these levels, not reducible
to each other.

Classification scheme of methods according to B.G.
Ananiev
Group I - organizational
Comparative
Longitudinal
Complex
their function is to organize the acquisition of scientific
data
Group II - empirical methods
observation and
introspective
ie
experimental
methods
psychodiagnostic
ical
methods
analysis
processes and
products
activities
biographical
eskie
methods

Group III - data processing methods
research
quantitative analysis
qualitative analysis
their function is mathematical and logical
processing of data obtained by empirical
methods
IV group - interpretation methods
genetic
structural
their function is to interpret and establish
structural relationships based on the results of quantitative and qualitative analysis

Stages of psychological research:

Stage 1 - preparatory
Problem definition. Studying the literature on this issue.
Task Formulation
Definition of the object of study.
Definition of the subject of research. What to study in the object?
Hypothesis (possible answer to the question that lies in the problem)
plausibility, availability for verification.
Selection of methods and their combinations
Stage 2 - research
Stage 3 - processing of research data
Collection of evidence using different methods. Holding
series of studies.
Quantitative and qualitative analysis of study data
- analysis of each recorded fact;
- establishment of links: fact-hypothesis;
- selection of recurring facts;
-variational-statistical processing;
Stage 4 - interpretation of data and formulation of conclusions.
Establishing the correctness or fallacy of the research hypothesis

Hypothesis - a scientific assumption arising from a theory that has not yet been confirmed or refuted

Theoretical -
empirical
Experimental - put forward for a solution
Hypotheses should be:
to eliminate internal
inconsistencies in theory. Improvement Tool
theoretical knowledge.
- assumption to be
experimental verification.
problems by the method of experimental research.
- meaningful;
operational (potentially refuted);
- to be formulated in the form of their alternatives.

A hypothesis may be rejected, but it cannot be accepted definitively.

Any hypothesis is open to further testing;
the process of putting forward and refuting hypotheses is the main and most
creative stage of activity;
the quantity and quality of hypotheses is determined by creative
researcher's abilities.
During the experiment, the number of hypotheses is limited to two
(main and alternative), which is embodied in the procedure
statistical interpretation of the data.

Observation -

Purposeful
and systematic
perception of the object of observation with
subsequent systematization
facts and drawing conclusions.
Pedagogical supervision includes two
interrelated component: perceptual
(analyzing perception) and empathic (understanding
).
and emotional connection

In the activities of a teacher, various types of objective observation can be used:

direct - indirect;
open (explicit) - hidden;
included (participial)-not included
(uninvolved);
systematic (continuous) non-systematic (selective);
long-term - short-term;
casual (causal) - episodic;
external (surveillance) -
internal (self-observation);
observation of significant situations.

General observation procedure:

№
processes
Procedure content
goal
1
Define the task and goal
observations.
For what, with
what purpose?
2
Select, object, subject and
What
observe?
research situation.
3
Choose a monitoring method.
How
observe?
4
Choose a registration method.
How to lead
entry?
5
information received
process and explain.
What
result?

Requirements for the method of psychological and pedagogical observation:

Requirements for the method of psychological and pedagogical observation:
Observation must have a specific purpose.
Observation must take place in advance
developed plan.
The results are recorded in detail (records, photos,
sound recordings, etc.).
The number of features to be studied should be
minimum, and they must be precisely defined.
Psychological and pedagogical phenomena should be observed in
natural conditions.
Information obtained through various observations,
must be comparable: using
the same criteria; with data matching,
received at regular intervals; in some
and the same ratings, etc.
The observer must know in advance what errors can
take place when observing, and warn them.

A conversation is a method of collecting facts about mental phenomena in the process of personal communication according to a specially designed program.

The conversation method is:
when studying the personality of the child, his past
life, home environment, his parents,
comrades, his interests, etc.;
when using other research methods
for more information
(clarification, confirmation of what was
revealed);
when we first met
any research begins.

conversation requirements:

State the purpose of the conversation.
Make a plan (target questions).
Prepare supporting questions.
Determine methods of registration (record forms).
Create a favorable environment (place, time, etc.).
Provide contact, an atmosphere of trust;
Be able to control oneself (pedagogical tact);
Monitor the behavior of the interlocutor, his facial expressions,
emotional reactions and features of speech;
Record the results of the conversation.

Basic conversation techniques:

Do not rush the interlocutor. Let me speak in full.
Help with leading (not suggestive) questions.
The sincerity of the answers to check the appropriate
questions.
Reward the interlocutor for reciprocity. Listen
friendly.
Comply with the requirements of the educational process.

Questioning is a method of collecting research data based on a survey of respondents using questionnaires.

Questioning is a method of collecting research data based on
on a survey of respondents using questionnaires
.
Questionnaire - united by a single research
by design, a system of questions aimed at
identification of quantitative and qualitative characteristics
subject of analysis of the psyche of children, parents.

Testing is a method of psychological
Test (eng. Test - test, test,
diagnostics using
standardized questions and tasks
(tests) having a certain scale
values.
check) - standardized, often
time limited test
designed to establish
quantitative or qualitative
individual psychological differences.

Test classifications:

1) according to the features of the used test
tasks - verbal and practical;
2) according to the forms of the examination procedure -
group and individual;
3) by orientation - intelligence tests and
personality tests;
4)depending on the presence or absence
time limits - speed tests and
father-in-law performance;
5) according to the principles of design -
computer tests.

Verbal tests- type tests in which the test material
tasks are presented in a verbal (verbal) form.
Practical (non-verbal) tests are a type of tests in which
the material of test tasks is presented by tasks in a visual form
(for example, composing figures, adding an image,
certain actions on the model, drawing up an image from
cubes or redrawing)
Group tests - designed for simultaneous
examination of a group of subjects.
Intelligence tests (lat. intellectus - understanding, cognition), or
general ability tests, designed to measure the level
intellectual development and are among the most
common in psychodiagnostics.
Special ability tests - a group of psychodiagnostic
methodologies designed to measure the level of development
certain aspects of intelligence and psychomotor functions,
predominantly providing effectiveness in specific,
rather narrow areas of activity.
Personality tests - a group of tests aimed at measuring
non-intellectual manifestations of personality.
Computer tests, despite their wide distribution and
for the presence of certain advantages (automation of processing,
decrease in the effect of the experimenter's influence), not enough
flexible in interpreting data and cannot completely replace
work of a professional psychologist.

Speed ​​tests - (English speed tests) - type
psychodiagnostic methods, in which the main
an indicator of the productivity of the subjects
is the execution time (volume) of test tasks.
School achievement tests make up methods
in specific academic subjects (achievements in
reading and mathematics) and more specialized
tests aimed at studying the assimilation
individual topics, parts of the curriculum,
action complexes, etc.

Projective methods (lat. Projectio - throwing forward) - a set of techniques aimed at studying personality through the use of

Projective methods (lat. Projectio - throwing forward) is a set of techniques aimed at studying personality with
through the use of indefinite, ambiguous
(weakly structured) stimuli that the subject must
construct, develop, supplement, interpret.
1.
2.
3.
4.
5.
6.
7.
There are the following groups of projective methods:
Constitutive - structuring, design
stimuli, giving them meaning (for example, spots
Rorschach);
Constructive - creation from decorated parts
a meaningful whole (for example, the World test);
Interpretive - interpretation of an event,
situations (test of thematic apperception);
Cathartic - the implementation of gaming activities in
specially organized conditions (psychodrama);
Expressive - drawing on a free or set
topic (for example, the technique "House-tree-man",
Impressive - preference for some stimuli (as
most desirable) to others (example: choosing a color in
Luscher method);
Additive - completion of a sentence, story,
stories (for example, different endings
suggestions).

Written self-test on the topic "Subject, tasks and methods of developmental and pedagogical psychology"

1. Using the methodical procedure, carry out self-assessment on
mastery of the system of concepts.
Developmental psychology, the longitudinal method and Gamezo 24
2. Draw a diagram of the relationship between the main methodological
principles, methods and specific methods of psychological
research using the recommended literature.
Volkov B.S.
Methods for studying the child's psyche. M., 1994.
Workshop on developmental and pedagogical psychology / Ed.
A.I. Shcherbakova. M., 1987
3. Observe the change in focus
students and the methods of its organization by the teacher in one of the lessons
according to the profile of your work on the proposed program
observations. Fill out the Observation Card. See age and
pedagogical psychology” / ed. M.V.Gamezo

Lecture #2

The problem of age
periodization.

Age is a category for
temporary
characteristics of an individual
development.
Chronological age expresses
duration of an individual's existence
the moment of his birth.
Psychological age means
specific, qualitative
stage of ontogenetic development,
determined by regularities
body formation, living conditions,
education and upbringing and having a specific historical origin.

Age periodization of the human life cycle.

1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
Ancient Chinese classification
Youth (up to 20 years old)
Marriage age (up to 30…)
Age of performance of public duties (up to 40…)
Knowing your own delusions (up to 50…)
The last period of creative life (up to 60…)
Desired age (up to 70…)
Old age (up to 90…)
Classification of the ages of life according to Pythagoras (6th century BC)
Formation period (0-20 years "spring")
Human youth (20-40 years "summer")
A man in his prime (40-60 years "autumn")
An old and fading person (60-80 years old "winter")

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Age periodization adopted by the International
symposium on age periodization in Moscow in 1965.
Newborn (1 day - 10 days)
Infancy (infancy) (10 days - 1 year)
Early childhood (1 year - 2 years)
The first period of childhood (3 years - 7 years)
The second period of childhood (8 years - 12 years for boys, 8 years
– 11 years for girls)
Adolescence (13 years - 16 years for boys, 12
years - 15 years for girls)
Youth age (17 years - 21 years for boys (men),
16 years - 20 years for girls (women)
Average (mature) age the first period (22 years - 35 years
for men, 21 years - 35 years for women)
second period (36 years - 60 years
for men, 36 years - 55 years for women)
Older age (61 years - 74 years for men, 56 years - 74
years for women)
Old age (75 years - 90 years for men and women)
Long-livers (over 90 years old)

1.
Early infancy (birth to one year) Stage of development
personalities according to E. Erickson
2.
Late infancy (1 to 3 years old)
Early childhood (about 3-5 years old)
Middle childhood (5 to 11 years old)
Puberty, adolescence and adolescence (11 to 20
years)
Early adulthood (from 20 to 40-45 years old)
Average adulthood (from 40-45 to 60 years old)
Late adulthood (over 60 years old)
Periodization by J. Birren - researcher of the process
Aging Man (1964)
Youth (12-17 years old)
Early maturity (17-25 years old)
Maturity (25-50 years old)
Late maturity (50-75 years)
Old age (over 75 years old)
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.

Theories of personality development

Psychoanalytic
Z. Freud
A. Freud
E.Erickson
theories

The concept of personality development according to Z. Freud

Two discoveries of Z. Fred - the discovery of the unconscious and the discovery
sexual beginning - form the basis of the theoretical
concepts of psychoanalysis.
In the latest personality model, Z. Freud singled out three main
component: "It", "I" and "Super-I". "It" is the most
primitive component, carrier of instincts, "seething
cauldron of desires," obeys the pleasure principle.
The “I” instance follows the reality principle and takes into account
features of the external world. "Super-I" serves as a carrier
moral standards. Since the requirements for the "I" from
"It", "Super-I" and reality are incompatible, inevitably it
being in a situation of conflict that creates unbearable
tension from which the individual is saved by
special "protective mechanisms" - such as, for example,
repression, projection, regression, sublimation.

All stages of mental development Z. Freud reduces to stages
transformation and movement through various erogenous zones
libidinal or sexual energy.
Oral stage (0-1 year). The main source of pleasure
focuses on the zone of activity associated with feeding.
Anal stage (1-3 years). Libido is concentrated around the anus,
which becomes the object of attention of the child, accustomed to
neatness.
The phallic stage (3-5 years) characterizes the highest degree
child sexuality. The leading erogenous zone is
genital organs. The sexuality of this stage is objective and
directed at parents. Libidinous attachment to parents
Z. Freud called the opposite sex the oedipal complex for
boys and the Electra complex for girls.
Latent stage (5-12 years). Decreased sexual interest. Energy
libido is transferred to the development of universal human experience.
Genital stage (12-18 years). According to Z. Freud, a teenager
strives for one goal - normal sexual intercourse, all
erogenous zones unite. If the implementation of the normal
sexual intercourse is difficult, then you can observe the phenomena
fixing whether regression to one of the previous stages.

Stages of personality development according to E. Erickson

Development stage
Social
relations
Polar qualities
personalities
Result
progressive
development
1.Infancy (0-1)
mother or substitute
her face
trust in the world distrust in the world
Energy and vitality
joy
2.Early childhood (13)
Parents
Independence shame, doubt
Independence
3.Childhood (3-6)
Parents, brothers and
sisters
Initiative, passivity, guilt
purposefulness
4.School
age(6-12)
School, neighbors
CompetenceInferiority
Knowledge acquisition and
skills
5.Adolescence and
youth (12-20)
Peer groups
Identity
personality non-recognition
self-determination,
devotion and
loyalty
6. Early maturity
(20-25)
Friends, loved ones
Proximity is isolation
Cooperation,
love
7. Middle age
(25-65)
Profession home
productivity stagnation
Creativity and care
8. Late maturity
(after 65)
Humanity,
neighbors
Integrity of personality despair
Wisdom

The development of the moral consciousness of the individual according to L. Kohlberg

Lawrence Kohlberg reviews development
moral consciousness as consistent
progressive process. He identifies six
stages of development of moral consciousness,
grouped into three levels.
1.
2.
3.
Domoral level;
conventional morality;
Autonomous morality

Lecture №3 Mental development

Plan:
Correlation of concepts (development, maturation,
formation, formation)
Types of human development
General position of the development of the psyche


Factors and conditions of mental development
Levels of mental development

Correlation of concepts: change, development, maturation,
formation, development.
Change
The most general form of being of all objects and phenomena, representing any movement
and interaction, the transition from one state to another
Development
qualitative and quantitative,
progressive and regressive
generally irreversible changes in
human psyche
Formation
Maturation
Purposeful
impact on the individual
to create conditions for
the emergence of new
psychological formations,
qualities
Changing an individual or
its individual functions and
processes (organism,
nervous system)
happening under the influence
internal, congenital
reasons
Formation
Acquisition mental
process of new features and forms
in development

Types of human development

Human development
Development is an objective process of internal
consistent quantitative and
qualitative change in physical and spiritual
human strength
Physical
development
physiological
e development
Change in height, weight, strength,
human body proportions
Changes in bodily functions
areas of the cardiovascular
nervous system, digestion,
childbearing, etc.
Mental
development
The complication of reflection processes
a man of reality: sensations,
perception, thinking, memory, feeling,
imagination, as well as more complex
mental formations:
needs, motivations,
abilities, interests, values
orientations
Social
development
gradual entry into
society, public,
ideological,
economic,
production, legal
and other relationships
Spiritual development
A person's understanding of his purpose in life, the appearance
responsibility to present and future generations,
understanding of the complex nature of the universe and the desire for
continuous moral improvement

General provisions for the development of the psyche

Definition
General provisions for the development of the psyche
mental development
Regular change of mental processes in time,
expressed in transformations
quantitative
quality
structural
General provisions
The irreversible nature of the changes
Orientation (ability to direct
changes, “building on” new changes over
previous)
regularity (for example,
reproducibility of the same type of changes in individuals
same gender)

Characteristics
Priority approved
activities in development
mental reflection
It is claimed that
there is a mismatch
lines of biological and
mental development
animals
Each new step
mental development
starts with complexity
activities, practically
linking the animal to
the surrounding world. New
mental reflection phase
comes after this
complication and makes
possible further
development (concept
A.N. Leontiev)
Animal for more
high level
biological
development (according to biological
systematics) not
necessarily has
more developed mentality

The main lines of mental development
The main lines of mental development
Development of the cognitive sphere
(intelligence, mechanisms
consciousness)
The cognitive sphere is developing under
the influence of learning along the line of complication
mental activity and formation
integral structure of the intellect.
At the same time, mechanisms are being developed and
content of consciousness
Personal development (orientation,
emotions, values
Can be traced to the emergence, formation
and complication of the motivational-need sphere,
highlighting the leading dominant lines in it or
orientation (educational, cognitive,
communicative); on ontogeny analysis
emotional orientation; systems
relations, values, attitudes, becoming
self-image and self-image
Development of psychological structure
activities (goals, motives, their
ratio, methods, means)
The psychological structure of activity develops in logic
changes in the relationship between motives and goals, complicating
operational side of activity
In the process of development are formed:
The ability to arbitrarily establish relationships between the motive (those
for which the activity is performed) and the purpose (what should be
received as a result of activity)

Driving forces, factors and conditions of mental
development
Driving forces of mental development
it's a contradiction between
needs and
external
circumstances
Increased physical
abilities, spiritual
opportunities and old
activities
new needs
generated
activities, and
their
satisfaction
new requirements
activities and
unformed
skills and abilities

Factors of mental development
This is the objectively existing
determines as necessary
life activity (in the broadest
sense of the word) individual
external
Wednesday
internal
human biogenetics
Conditions for mental development
That which renders a certain
influence on the individual, i.e. external and
internal circumstances,
which circumstances, from which
features, characteristics,
level of mental development
external
Training and education
internal
human activity,
interests, motives,
will,
purposefulness

Levels of mental (mental) development

"Zone of the nearest
development means that
the child cannot perform
alone, but with what
cope with a small
help
"The level of current
development” is characterized
what tasks the student
can complete
on one's own
training
ZBR
learnability
UAR
upbringing
sophistication
upbringing
development

The concepts of UAR and ZBR were introduced by L.S. Vygotsky,
showing that the real relationship
mental development to learning opportunities
can be identified by defining
the level of current development and the zone of the nearest
development; training, “leads” development; and
only that training is effective, which "runs
forward" development. Regulations on the zone of the nearest
development formed the basis of the concept of
correlation of learning and mental development
child in the national age and
educational psychology.

upbringing
learning

(according to A.K. Markova)
Student knowledge
Operation of individual isolated
educational activities, skills, abilities
Moral knowledge of the student, moral
beliefs, motives, goals, emotions in learning
Moral acts in behavior and teaching
Consistency of knowledge, beliefs, behavior

Indicators of the level of actual development (according to A.K. Markova)

Development (mental abilities)
Indicators of the level of current development
(according to A.K. Markova)
Possession of a holistic activity in the unity of its components
(educational, mental, mnemonic)
Self-setting of tasks in training
Availability
formed
educational
activities
Construction of generalized landmarks in
activities
Variation in activities
Realistic self-assessment in activity
Interiorization
Abstract abstract thinking
Internal plan of action
Characteristics
mental
development
(mental
capabilities)
Possession of operations of thinking (comparison,
analysis, synthesis, abstraction, etc.)
dialectical thinking
Qualities of the mind, etc.

Learnability
Ability to assimilate knowledge, susceptibility to help
others
Orientation activity in new conditions
Transfer to new conditions
Switchable from one way academic work another
The speed of formation of new concepts and methods of action
Pace, performance, endurance

Indicators of the zone of proximal development (according to A.K. Markova)

Development (mental
capabilities)
Zone of proximal development indicators
(according to A.K. Markova)
Responsiveness to urges to further mental
development coming from outside
Switching from one mindset to another
upbringing
Responsiveness to impulses for personal development,
coming from outside
Orientation activity in new social conditions
Transference and flexibility of ways of behaving in new conditions

Using the methodical procedure, carry out self-assessment on
mastery of the system of concepts.
Leading activity, age, age periodization,
2. Prepare an essay “The Driving Forces of Gamezo c77
1.

Psychology of a teenager Adolescence (from 11 to 15 years old)

Infancy

The social situation of development in infancy, according to
L.S. Vygotsky, lies in the fact that the whole life and behavior of an infant
mediated by an adult or implemented in cooperation with him.
So he called her "We" (a child cannot exist without
adult), which allows us to consider the child a social being,
its relation to reality is initially social.
The leading activity is the emotional communication of a child with an adult,
which goes through the following stages:
- Direct communication (communication for the sake of communication);
-Communication about items;
-Communication as a joint activity.
Central neoplasms - the need to communicate with adults,
as well as the need for impressions (L.I. Bozhovich)

Early age

The social situation of the development of the child of early childhood: the child becomes
more independent in the knowledge of the surrounding reality and
begins to use the adult as a means of communication with the objective world.
The situation of the inseparable unity of the child and the adult begins to collapse
(the “We” situation, according to L.S. Vygotsky).
The social situation of development in early childhood is a situation of joint
activities of a child with an adult on the basis of cooperation; revealed in
relations child - object - adult (D.B. Elkonin, L.F. Obukhova).
The leading activity is object-manipulative. The child learns
the functions of the object assigned to it in culture. According to
D.B. Elkonin, the objective action of the child develops in two
directions.
Firstly, it is a transition from joint performance with an adult to
independent, which leads to the selection of an adult as a model
actions with which the child begins to compare himself.
Secondly, the development of means and ways of orienting the child himself in
conditions for the implementation of the subject action.
Central neoplasms - development of independent walking,
mastery of a straight gait, mastery of speech and objective activity.

preschool age

Social situation of development
The place of the child in the system of relations is changing (it is no longer the center
his family), develops the ability to identify with people, images
heroes works of art. There is an assimilation of norms of behavior,
as well as various forms communication. The child begins to realize that he is
individuality, acquires an interest in the bodily structure of a person.
Leading activity
The game. It has a significant impact on the development of the child. Children in the game
learn to fully communicate with each other.
In the process of role-playing creative play, children take on the roles of adults
and in a generalized form, in game conditions, they also reproduce the relations
between them. The game contributes to the formation of not only communication with
peers, but also arbitrary behavior of the child. control mechanism
its behavior develops precisely in the game, and then manifests itself in others
activities
The game develops the motivational-need sphere of the child. Arise
new motives for activity and related goals. happening
qualitative changes in the child's psyche
Central neoplasms: new internal position; subordination
motives, self-esteem and awareness of one's place in the system of social
relations.

Junior school age

The social situation of development in primary school age:
1.
Learning activity becomes the leading activity
2.
The transition from visual-figurative to verbal-logical is completed
thinking
3.
The social meaning of the doctrine is clearly visible (the ratio of small
schoolchildren to marks).
4.
Achievement motivation becomes dominant
5.
Reference group changes
6.
There is a change in the schedule
7.
Strengthening the new internal position
8.
Changes in the child's relationship with others
Leading activity is learning activity. Its characteristics:
efficiency, commitment, arbitrariness.
Components learning activities(according to D.B. Elkonin):
1.
Motivation
2.
learning task
3.
Training operations
4.
Monitoring and evaluation
Central neoplasms - the arbitrariness of mental processes,
reflection (personal, intellectual), internal action plan
(planning in the mind, the ability to analyze)

Central neoplasms: abstract thinking;
self-awareness; gender identity; feeling of "adulthood"
reassessment of values, autonomous morality.
- In the moral sphere, it should be noted: reassessment of moral
values; stable "autonomous" moral views, judgments
and scores, independent of random influences.
L.S. Vygotsky with a central and specific neoplasm
of this age considered a sense of adulthood - emerging
self-image as no longer a child. Teen starts
feel like an adult, strives to be and is considered an adult, which
manifested in views, assessments, in the line of behavior, as well as in
relationships with peers and adults.
T.V. Dragunov notes the following manifestations in the development of adulthood
in a teenager:
Imitation of external manifestations of adults
Orientation to the qualities of an adult
Adult as an image of activity
Intellectual adulthood

Adolescence

Social situation of development
Changing the nature of educational activities: multi-subject, content
educational material are theoretical basis Sciences,
proposed for assimilation of abstraction, cause a qualitatively new
cognitive attitude to knowledge; there is no unity of requirements: how much
teachers, so many different assessments of the surrounding reality,
behavior of the child, his activities, views, relationships, personality traits.
A teenager becomes aware of himself as a participant in the social and labor
activities; new requirements are presented in the family; teen starts
reflect deeply.
Leading activity is a socially useful activity and intimate personal communication with peers.
Socially useful activity is for a teenager the area where he
can realize their increased opportunities, the desire for
autonomy by satisfying the need for recognition from
adults, "creates the possibility of realizing one's individuality in
in general, satisfying the desire in the process of communication not to take, but
give "(D.I. Feldstein).
A teenager has a strong need to communicate with peers. Leading
the motive of a teenager's behavior is the desire to find his place among
peers.
Exactly at adolescence there are new motives of the doctrine connected with
ideal, professional intentions.

Morphological and physiological restructuring
Change in the endocrine system
Stimulation of tissue growth
Rapid physical development
Strengthening Growth
Body in length - possible violation of posture
activation of the pituitary gland - "hormonal storm"
The functioning of the endocrine glands
(thyroid, genital, adrenal)
Puberty
Girls 11 – 13 years old
(with acceleration 10-11 years old)
Chest circumference -
"physiological weakness"
Weight gain - intense increase
muscles, their strength - husband. type, female type of
Boys 13 - 15 years old
(with acceleration 12 - 13 years old)

Decreased performance and increased fatigue
Work productivity is reduced by 60%
Quality deteriorates by 10%
Increasing number of errors
First, restlessness
Later drowsiness
or intense arousal
There are deviations of a somatic nature
The friendly work of individual organs and systems is disrupted
heart growth
faster than vascular growth
Possible functional disorders in the activity of the cardiovascular system.
Raise
heartbeats
Raise
arterial
pressure
Headache,
fainting
Fast
fatigue
The body does not receive enough substances necessary for a teenager during his rapid growth.
Due to the lack of mineral salts, posture disorders and spinal curvature are possible.
Perhaps anemia, pallor.

The main feature of a teenager is personal instability. Anna Freud described this adolescent feature as follows:

“Adolescents are extremely selfish, they consider themselves the center of
universe and the only thing worthy of interest, and at that
at the same time, in none of the subsequent periods of their lives, they
capable of such devotion and self-sacrifice. They are
enter into a passionate love relationship - only to
to cut them off as suddenly as they started. One side,
they are enthusiastically involved in the life of the community and, on the other hand, they
seized with a passion for loneliness. They vacillate between the blind
obedience to their chosen leader and defiant rebellion against
any and all power. They are selfish and materialistic and
at the same time filled with sublime idealism. Sometimes they
behavior towards other people is rude and unceremonious, although
they themselves are incredibly vulnerable. Their mood fluctuates between
shining optimism and the most gloomy pessimism.

T.V. Dragunova notes a number of features characteristic of a teenager:

- it is important for a teenager that his adulthood be noticed
surrounding;
- it is important for a teenager that the form of his behavior is not
children's;
- the value for a teenager of some work is determined by its
"adulthood";
- the favorite hero of a teenager is an active person, striving for
goals, overcoming serious, overcoming serious,
almost insurmountable obstacles and emerging from them
winner;
- in any undertaking, he prefers to be a doer, and not
an observer;
- a tendency to daydream and fantasize, combined with
tendency to talk about their real (or imagined)
qualities;
- the emergence of various "codes";
- Emerging ideas about the norms of behavior provoke
discussion of adult behavior.

Causes of conflict between a teenager and an adult The position of an adult can be accusatory and defensive.

accusatory
(active rejection)
Understanding (active acceptance)
In relation to appearance;
To hygiene habits;
To complete tasks;
Any trifle causes a scandal (mom
cleaned up her son on the table, etc.)
May start a "war" where
teenager manages to find vulnerable
adult seats.
Then an adult will blame him for
cruelty.
In a position of accusation, in a situation
"War" no win! A teenager
finds more and more ways to hit
parents hurt more.
Understand that the world of an adult and the world of a teenager are two
peace.
Understand that teenagers have their own problems.
To understand, not to remake a teenager.
Understand that it is difficult for him to do something, would
attentive, etc.
To understand a teenager means to see his problems,
otherwise you cannot learn to manage it.
Put the teenager in a position of independence
(any result is good and should be evaluated).
You can consult with a teenager, but do not go to
about him.
Building on the positive in a teenager, not
deal with his shortcomings.

Conflict and difficulties arise due to the discrepancy between the ideas of an adult and a teenager about the nature of rights and the degree of independence of a grown-up.

Conflict and difficulties arise from divergence
ideas of an adult and a teenager about the nature of rights and the degree
adolescent independence.
1. The conflict of instability of parental relationships.
Compared to an adult, a teenager is imperfect (lack of concentration, lack of
purposefulness, the difficulty of systematic efforts).
The adult does not see positive qualities only exacerbating the shortcomings
teenager.
2. The conflict of over-demanding with emotional coldness.
A teenager catches the nuances of a parental relationship, suffers,
adapts.
3. Conflict of overcare.
Parents live as if for their children. Children grow up without initiative,
unsure of themselves.
The father, wanting to raise his son as a "real man", communicates with him as with
baby, without giving independence.
4. Conflict of disrespect for the rights of a teenager to independence.
Parents control the fate of their children, believing that they have the right to do so.
Disrespect for the boundaries of the personality of a teenager.

5. Conflict of paternal authority.
The father, wanting to raise his son as a “real man”, removes him from education
mother.
Causes, for example, to pour cold water, run through the snow regardless
from his health.
Manifestations of weakness ridicules and never praises the child.
hyperprotection
Raising courage in the son,
the father, as it were, compensates for his own
Problems.

Psychology of education lecture № Essence and psychological mechanisms of education in modern conditions

Psychology of education
Essence and psychological mechanisms
education in modern conditions
lecture number
Education is the activity of passing on to new generations
socio-historical experience;
systematic and purposeful impact on consciousness and
human behavior in order to form specific
attitudes, concepts, principles of value orientations,
providing the necessary conditions for its development,
preparation for social life and industrial work.
Improving the education system requires
reorientation of all institutions of society associated with
spiritual and productive activity, to strengthen
attention, respect for every growing person as
independent personality; attracting young people to
participation in matters of social significance.

Psychological mechanisms of education

Motivational-need
human sphere
–ideals (examples) guide and regulate the development process
Beliefs (the student's own attitude towards
various facts, events, judgments)
Creation
certain hierarchical structure
motivational sphere of a person determines the direction
personality. Orientation types:
-personal (prestigious, selfish)
-collectivistic (social or altruistic)
– business (disinterested interest in business, knowledge of reality)
Education accessible to a child of a certain
age of ways and forms of behavior, the formation
habits (personal qualities and character traits -
fixed forms of behavior)

Education criteria:

The level of formation of moral needs,
feelings, habits - the content of the moral sphere: what
what guides a person.
The level of intentionality, arbitrariness of behavior.
Ability to overcome difficulties, moral
stability is impossible without the ability to manage one's own
desires and behavior.

Under what conditions will personality formation be most successful?

Education involves the impact on the emotional sphere. it
the impact must be such that it affects the whole personality, the whole
the subjective world of man. You can force yourself to remember something, but
it is very difficult to make one feel. "Feelings can not be commanded"
(K.S. Stanislavsky).
The activity and independence of the students themselves. If they
analyzed the facts themselves, independently drew conclusions, if in
the dispute showed their own attitude and gave their own assessment
The activity of the child is a necessary condition for the formation of personality.
At the same time, the activity should be appropriate
organized. It is required that the activity acquire the character
amateur performances.
Reinforcement plays a huge role in the process of education.
Lack of reinforcement, encouragement, or blame prevents the child from
correctly navigate the situation, leads to the extinction of the motive.
“..If we do not see the positive in a person, then we must ourselves
design positive and in accordance with this project to lead
human" (A.S. Makarenko).

When we talk about the role of assessment in education, we must keep in mind a number of psychological points:

Public praise is mostly
positive attitude of people. Rebuke gives
positive effect if spoken in private.
A global assessment is harmful, both positive and negative.
negative (here is an exemplary student, a bad class)
Direct evaluation (with names) is good when it
positive. In case of failure, indirect is preferable.
An objective assessment and the form of its expression are important, because estimates
may not match, the student (team) may require
explanations.
Reward and punishment given when the student is
in a calm, even state, are more effective.
When choosing methods of influence, it is necessary to take into account age
peculiarities.
It is important that the requirement of the educator also become
the child's demands on himself. Often an adult
puts one meaning into his requirements, the child another.
This misunderstanding is called the semantic barrier.

There are several types of semantic barriers

1.
2.
3.
When the divergence of meaning relates to the content of the requirement,
those. adult and child put different meanings into one and the same
the same requirement. The child does not understand the requirements because
which looks differently at certain facts. (for example, to a fight
they treat differently than adults, consider it a manifestation
courage). To overcome the semantic barrier of this type
need to change their attitude towards certain
phenomena.
When the divergence of meaning refers to features
making demands. For a child requirement
takes on the meaning of nit-picking, ridicule, etc. Should
change the form, present only essential
requirements, do not repeat them countless times and
check their implementation.
Barrier in relation to a specific person Requirements
are perceived not in themselves, but as an expression
attitude towards him - "always finds fault", "sees only
me".

When organizing educational work with the class, it is necessary to take into account the level of its social maturity (L.I. Ukhtomsky, A.N. Lutoshkin)

353G

Deviations in family education, leading to the emergence of "difficulties".

Grounds for determining violations:
1. The level of protection (how much effort, attention and time parents devote to their children)
hyperprotection
hypoprotection
2. The degree of satisfaction of needs
indulgence
ignoring
3. The number of requirements-duties, requirements-prohibitions.
Excessive demands
Failure
4. Severity of punishments
Excessive punishment
Lack of punishment

Classification of types of violations of family education:

Indulgent hyperprotection. The child is in
the center of attention of a family that strives for maximum
satisfaction of his needs.
Dominant overprotection. Parents give him a lot of strength
and time, depriving independence.
Emotional rejection. Ultimately, this is education.
like Cinderella.
Increased moral responsibility. The combination of high
requirements with a lack of attention to it from the side
parents.
Hypoprotection (hypoprotection). The teenager is left to himself,
parents are not interested in him, do not control him.

Diagnosis of types of family education (questionnaire DIA)

family type
education
indulgent
hyperprotection
dominant
hyperprotection
emotional
rejection
cruel
appeal
Hypoprotection
Increased moral
a responsibility
Level
patronage
completeness
satisfied
needs
Degree
presentation
requirements
Degree
prohibitions
severity
sanctions

Task No. 1 According to the concept of A.V. Petrovsky, the development of a person's personality can be represented as a process of entering a new social environment

Task number 1
According to the concept of A.V. Petrovsky, the development of a person's personality can be
to imagine as a process of entry into a new social environment and integration in it.
Show this process using the example of personality development during adolescence.
Task number 2
Construct a Logical Diagram Model of a Social Development Situation
Give a psychological description
Task number 3
Conduct a study to identify the attitude of a teenager to a future profession.
What professions are especially attractive?
What stimulates interest in a particular profession?
Task number 4
Fiction, cinema, theater, television are the sources of adolescent personality development.
Through conversation and observation, find out:
Are there any role models? Who are they: adults, peers, literary heroes?
How does a teenager compare himself to a role model?
Imaginary and real in the dreams of a teenager.
Does the teenager strive to make the dream a reality, in what way?

Sociometry (social measurement)

Way
research
emotionally direct
relationships within a small group.
Designed by J. Moreno.

Annex State educational standard of higher professional education Developmental psychology

- The subject and history of human development. Categories of development. theories
mental development. The concept of assimilation of social experience.
Education and development. Background, conditions and driving forces
development. Periodization of mental development. Category
age. Development as a process and activity. Social
development situation, leading activity, main
neoplasms. The main stages of human development. Generic
a crisis. neonatal stage. Infancy. Complex
recovery. Early childhood. subject activity. Symbolism.
Crisis of three years. Consciousness and self-consciousness of the preschooler. A crisis
childhood. Psychological readiness for school. Adolescence. Educational
activity. theoretical thinking. Personal development.
Crisis of adolescence. Teenager and adult. self-awareness
teenager. The need for self-assertion. Youth. Awareness
yourself as individuals. Worldview. Self-determination. A crisis
youth. Determining the meaning of life. Youth. Authorship
own lifestyle. Youth crisis. Adult stage.
Crisis of adulthood. Maturity. maturity crisis. Old age.

slide 2

Subject, tasks 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. The object of study is a developing, changing in ontogeny normal, healthy person. The subject of study is the age periods of development, the causes and mechanisms of transition from one age period to another, general patterns and trends, the pace and direction of mental development in ontogenesis.

slide 3

Great about age

Young people dream. Old people remember (Louis Aragon, French writer) Everyone in his youth believes that the world, in fact, began with him and everything exists only for him (I.V. Goethe) I am over thirty, and I am already a third icy (Matthew Arnold, English poet, teacher, critic)

slide 4

Great about life

Our arrival and departure are mysterious, - all the sages of the Earth failed to comprehend their goals. Where is the beginning of this circle, where is the end, where did we come from, where will we go from now on? Omar Khayyam

slide 5

Structure (sections) of developmental psychology

Psychology of the baby Psychology of early age Preschool psychology Psychology of the younger schoolchild Psychology of the teenager Psychology of youth Psychology of middle age (adulthood) Psychology of old age (gerontopsychology)

slide 6

Theoretical tasks of developmental psychology (according to I.V. Shapovalenko)

study of the driving forces, sources and mechanisms of PR throughout a person's life path periodization of PR in ontogeny study of age-related features and patterns of mental processes (perception, memory, attention, etc.) establishment of age-related capabilities, characteristics, patterns of various types of activities, assimilation of knowledge study of the age development of the personality, incl. in specific historical conditions

Slide 7

Practical tasks of developmental psychology

determination of age norms of mental functions, identification of psychological resources and human creativity creation of a service for systematic monitoring of the course of PR, mental health of children, assistance to parents in problem situations (age-related psychological counseling) age and clinical diagnostics performance of the function of psychological support, assistance in times of crisis human life the most optimal organization of the educational process, lifelong education (including aimed at people of middle and old age)

Slide 8

The "Birth" of Developmental Psychology

At the turn of the XIX-XX centuries. developmental psychology (developmental psychology) has emerged as an independent field of knowledge as child psychology. The book of the German biologist W. Preyer, The Soul of a Child, published in 1882, is considered the starting point of systematic scientific research PR in childhood.

Slide 9

Organization (construction) of empirical research

The slicing method is the most specific in relation to the task of developmental psychology. The slice method is a statement (measurement) of the state of an object at different stages of its development. Cross-sectional method - comparison of people of different ages. The method of longitudinal sections (longitudinal study) is the tracking of changes in psychological qualities in the same people over a long period of time.

Slide 10

Research methods

The main research methods in developmental psychology: observation and experiment Auxiliary methods: conversation, interview, questioning, testing, analysis of activity products, sociometric methods, etc.

slide 11

Basic concepts

The key concept of "development" Development is change, the transition from simple to more complex, from lower to higher. It is a process in which the gradual accumulation of quantitative changes leads to qualitative changes. The development of the psyche (PR) is a regular change in mental processes over time, expressed in their quantitative, qualitative and structural transformations.

slide 12

Maturation and growth are quantitative changes that serve as the basis for the development of qualitative changes. Growth is a quantitative change, improvement of a function (example: vocabulary growth) Maturation is a psychophysiological process of successive age-related changes in the central nervous system and other body systems, providing conditions for the emergence and implementation of mental functions and imposing certain restrictions.

slide 13

Types of development (according to L.S. Vygotsky)

Preformed: the stages and result of development are programmed Unpreformed: the path of development is not predetermined What type of development of the human psyche occurs? Why?

Slide 14

Types of mental development

Phylogeny of the psyche (phylogenetic development) is the formation of the structures of the psyche in the course of biological evolution or the sociocultural history of mankind. Ontogenesis of the psyche (ontogenetic development) - the formation of mental structures during the life of an individual. Prenatal development, embryogenesis of the psyche is considered as a kind of adaptation period, i.e. the period of adaptation of the organism to the environment. Functional development of the psyche - the development of mental functions; the emergence of a new level of solving intellectual, perceptual, mnemonic, and other tasks; the process of mastering new mental actions, concepts, and images. it component ontogenetic development of human mental processes.

slide 15

Normative mental development. Normativity of development suggests that we are talking about the general nature of changes inherent in most people of a given age. Individual development is associated with the variability of the norm, with the identification of the uniqueness of the individual, with an indication of the originality of some of her abilities.

slide 16

Basic concepts

Psychological age is the stage of development of an individual in ontogeny; objective, historically changeable, chronologically and symbolically fixed. Depending on the periodization method, on the chosen basis (periodization units), different psychological ages are distinguished in different psychological schools.

Slide 17

Characteristic age-related events at various stages of human ontogenesis

Slide 18

Periodization of mental development

Infancy 0-1 years Early childhood 1-3 years Preschool age 3-6(7) years Junior school age 6 (7) - 10 years. Adolescence 10-15 years old. Youth: 1st period 15-17 years old, 2nd period 17-21 years old. Mature age: 1st period 21-35 years old, 2nd period 35-60 years old. Elderly age 60-75 years. Senile age 75-90 years. Long-livers over 90 liters.

Slide 19

Concept system for describing PR

Prerequisites for PR - biological features human body. The source of PR is the social environment. PR factors are the leading determinants of development. Conditions for development - the activity and communication of the child The driving force of PR - internal contradictions. Patterns of PR - general rules for the development of the psyche. PR indicators - criteria, "measures" of development.

Slide 20

The concept of age

Age is an integral quality of a person, an attribute of human existence, flowing in time. There are: Chronological age (passport, calendar, absolute) - an indicator that reflects the number of time units separating the moment of the object's appearance from the moment of measuring its age. (Distance from birth) Biological age is the correspondence of the individual morphofunctional level to some average statistical norms of a given population, reflecting the uneven development, maturity and aging of various physiological systems and the rate of age-related changes in the adaptive capabilities of the body. BV as the position of an individual in relation to his/her potential lifespan. (Distance from the moment of death)

slide 21

Psychological age is a specific, time-limited stage of mental development, characterized by a set of regular physiological and mental changes that are common to all normally developing people. It is determined by correlating the level of PR with the corresponding normative average symptom complexes (mental, emotional, moral, psychosocial, etc.). Depending on the periodization method, on the chosen basis (periodization units), different psychological ages are distinguished in different psychological schools. Social age is a set of normative role characteristics derived from the age division of labor and the social structure of society. It is determined by correlating the level of mastery of an individual with certain social roles with what is statistically normal for his peers in a particular community. Biological, psychological, social ages - varieties of conditional age Do these ages always coincide in human development?

slide 22

Indicators of psychological age

The social situation of development is a system of social relations that are significant for the child. Leading activity is an activity that determines the development of the child. Psychological neoplasms are mental and social acquisitions of a child. Unique at every stage

slide 23

General scheme age development from birth to early adolescence

slide 24

Age discrimination

Discrimination (lat. Discriminatio) - distinction. Restriction of rights, deprivation of equality. Age discrimination = ageism This is prejudice against old age. The term "ageism" was proposed in 1969 by Amer. sociologist R.N. Butler.

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