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Introduction
3. educational process necessary for the formation of the qualities of a child's personality
Conclusion
Material used
Introduction
A child is born with certain innate inclinations, they create only certain organic prerequisites for his mental development without fatally predetermining either the nature or the level of this development. Every normal child has enormous potential, and the whole problem lies in creating optimal conditions for their identification and implementation.
In my work, I want to consider the biological and social factors of development that affect the development of a person and the formation of a child's personality, to identify important features of a child before school age, after all, at each age level, a certain psycho-physiological level is formed, on which the result of development, the structure and functional capabilities of the future personality largely depend. And to understand the educational process, its most important enrichment in the development of children, those psychological processes and qualities that develop most intensively at a given age and are most valuable in the formation of personality.
1. Biological and social factors of development
Some time ago, disputes flared up in science about the factors under the influence of which a person develops, the transformation of an individual into a personality. Today scientists have found great arguments that unite their positions. The subject of scientists was to find out the reasons for the formation of personality. There are three factors: human development occurs under the influence of heredity, environment and upbringing. They can be combined into two large groups - biological and social factors of development.
Let's consider each factor separately in order to determine under the influence of which of them development occurs to a greater extent.
Heredity is what is passed down from parents to children, which is in the genes. The hereditary program includes a constant and a variable part. The constant part ensures the birth of a person by a person, a representative of the human race. The variable part is what makes a person related to his parents. These can be external signs: physique, eye, skin, hair color, blood type, predisposition to certain diseases, a feature of the nervous system.
But the subject of different points of view is the question of the inheritance of moral, intellectual qualities, special abilities (ability as some kind of activity). Most foreign scientists (M.Montenssori, E.Fromm, K.Lorenz and others) are convinced that not only intellectual, but also moral qualities are inherited. Domestic scientists for many years adhered to the opposite point of view: they recognized only the biological heritage, and all other categories - morality, intelligence - were considered acquired in the process of socialization. However, academicians N.M. Amonosov, P.K. Anokhin speak in favor of the inheritance of moral qualities, or at least the hereditary predisposition of the child to aggressiveness, cruelty, deceit. This serious problem does not yet have a clear answer.
However, one should distinguish between congenital inheritance and genetic inheritance. But neither genetic nor innate should be considered unchanged. In the process of life, changes in congenital and hereditary acquisitions are possible.
“In my opinion,” writes the Japanese scientist Masaru Ibuka, “education and environment play a greater role in the development of a child than heredity ... The question is what kind of education and what kind of environment best develop the child’s potential abilities.”
The development of a child is influenced not only by heredity, but also by the environment. The concept of "environment" can be considered in a broad and narrow sense. Environment in a broad sense is climatic, natural conditions in which the child grows. This is the social structure of the state, and the conditions that it creates for the development of children, as well as culture and life, traditions, customs of the people. The environment in this sense affects the success and direction of socialization.
But there is also a narrow approach to understanding the environment and its influence on the formation of a person's personality. According to this approach, the environment is the immediate subject environment.
In modern pedagogy, there is the concept of "developing environment" (V.A. Petrovsky). The developing environment is understood not only as subject content. It must be built in a special way in order to most effectively influence the child. In pedagogy, when it comes to the environment as a factor in education, we also mean the human environment, the norms of relationships and activities adopted in it. The environment as a factor in the development of personality is essential: it provides the child with the opportunity to see social phenomena from different sides.
The influence of the environment on the formation of personality is constant throughout a person's life. The difference is only in the degree of perception of this influence. Over the years, a person masters the ability to filter it, intuitively succumb to one influence and evade other influences. For small child an adult serves as such a filter until a certain age. The environment can restrain development, or it can activate it, but it cannot be indifferent to development.
The third factor influencing the formation of personality is education. Unlike the first two factors, it always has a purposeful, conscious (at least from the side of the educator) character. The second feature of education as a factor in the development of the individual is that it always corresponds to the socio-cultural values of the people, the society in which development takes place. This means that when it comes to education, positive influences are always meant. And finally, education involves a system of influences on the personality.
2. Age features of a preschooler
Preschool age. It is divided into several smaller stages: junior, middle, senior preschool age. AT preschool institutions according to this periodization formed age groups: first and second junior, middle, senior, preparatory to school.
Start preschool age It is customary to correlate with the crisis of 3 years. By this time, if development in early age passed normally, and education took into account the laws of amplification, the child grew to about 90 - 100 cm, increased in weight (about 13 - 16 kg). He has become more dexterous, runs easily, jumps, although on two legs at once and not very high, he catches the ball with both hands at once and presses it tightly to his chest. Physically, the child has clearly become stronger. He became more independent, his movements are more coordinated and confident.
Nature wisely stabilizes the pace of development, preparing for the next "jump", which will occur in 6 - 7 years.
The physical development of the child is still associated with the mental. At preschool age, physical development becomes a necessary condition, a background against which the child's all-round development successfully takes place. But the mental, aesthetic, moral, i.e. purely social, development is gaining momentum.
A preschooler actively learns the world around him, wants to understand, understand, observes phenomena, events. During this period, memory, thinking, speech, and imagination are actively developing. With a well organized pedagogical work children master concepts, acquire the ability to draw conclusions, generalizations. P. Ya. Galperin noted that “on the basis of a phased methodology, we received at 6-7 years old (and even at 5) ... mental actions and concepts that, according to generally accepted standards, correspond to the level of thinking in adolescence ... ".
Alertness of mind, curiosity, good memory allow a preschooler to easily accumulate such a mass of information that is unlikely to be repeated in subsequent periods of life. Moreover, children demonstrate the ability to assimilate not only disparate meanings, but also a system of knowledge. And if, as L.S. Vygotsky noted, before the age of 3 the child learns according to his “own” program (in the sense that the child still cannot retain and perceive the system of knowledge and follow the motive of an adult learning it), then after 3 years the thinking of a preschooler is already quite ready to understand cause-and-effect relationships and dependencies, however, if they are presented in a visual-figurative form. The thinking of children is concrete, scientists believe, if they are given specific, fragmentary, disparate knowledge. But if you give knowledge about the simplest connections and dependencies, preschoolers not only learn them, but also use them in their reasoning and conclusions. “If a person appeared on Earth, then God created him,” the 5-year-old child states thoughtfully. Or such statements: “Men cannot bear children. And they are needed to help women. For example, wearing heavy things”, “Well, how can such a small heart love your family so much?!”.
Curiosity stimulates the child to research activities, experimentation (N.N. Poddyakov), to ask questions to adults. By the nature of the questions, one can judge at what level of development the child is. The first questions of a preschooler are connected with the desire to designate the world around him. Therefore, children's questions most often begin with an interrogative word (“What, who is this?”, “What is it called?”). such questions, of course, also arise later when meeting with each new object, phenomenon, object. But at this time - the "what and who" period - there are still no questions regarding causal relationships and dependencies. And only later, at about 4 - 5 years old, questions begin to appear with an important interrogative word like how? (“How to do this?”) and, finally, with the word why? (“Why is the sun shining?”, “Why is grandma crying?”, “Why is the water in the sea salty?” etc.). from thousands why? Adults get tired, but these questions testify to the inquisitiveness of the child's mind, the child's desire to learn. If adults do not respond properly to his questions, cognitive interest gradually decreases and is replaced by indifference. However, a remarkable feature of preschool childhood is that interest in knowledge, curiosity are quite stable.
Among the objects of the social world that the child learns is himself. A preschooler shows interest in himself, in his body, in his gender, in his feelings, experiences. Psychologists call this the development of self-awareness. By the older preschool age, the child already knows quite a lot about himself, knows how to control his own feelings and behavior, which contributes to the appearance of arbitrariness of behavior.
Everyone knows that preschoolers love to fantasize, invent, imagine something. There seems to be no limit to their fantasies! “I'm not Lisa, I'm Pacahontas,” the girl declares. A minute later you address her as Pacahontas and hear: “No, I am no longer Pacahontas, I am Herta.” And so constantly. The child is in the world of images that attract him; draws, invents his own songs, etc. This is very good and useful for the development of a creative personality. "Creative child, creative person, - writes N.N. Poddyakov, - this is the result of the entire lifestyle of a preschooler, the result of his communication and joint activities with an adult, the result of his own activity.
At preschool age, the child develops imagination. The material for the imagination is the knowledge about the environment that it acquires. True, much depends on how this knowledge is assimilated - only by memorization or figuratively, visibly, consciously. Although the imagination of a child is much poorer than the imagination of an adult, for a developing personality it is a rich “building” material from which the building of intellect and emotions is erected.
Children actively expand their own vocabulary and, which is very important, think about their meaning, try to explain the meaning of new words for them (“What is a lampshade? Is this a person they adore?”, “And why is she so hot - she is grieving and grieving? "). Word creation, characteristic of a 4-5 year old preschooler, serves as an indicator of normal development and at the same time indicates the presence of creativity in a small person.
The achievement of preschool age is the development of different types of activities: play, art, labor. Learning activity begins to develop. Of course, the main, leading activity is the game. Compared to how a child played at an early age, it can be noted that the game has become more diverse in terms of plot and roles. Now it is much longer. The child reflects in the game not only what he sees directly in his environment, but also what he was read about, what he heard from peers and older children, etc. The game satisfies the need of children to know the world of adults and provides an opportunity to express their feelings and attitudes.
At the age of 3, the kid happily performs labor assignments, strives to help the elders in all their household chores: washing dishes, cleaning, washing. The famous "I myself!" it can develop into a desire to work, but it can also go out, and the transformation will not take place. It depends on the attitude of adults to the child's manifestations of independence. But a preschooler is capable of labor effort, which can manifest itself in self-service (dresses himself, eats himself), in caring (under the guidance of an adult) for plants and animals, in carrying out assignments. There is an interest in mental work. Gradually, the readiness to study at school is formed.
The nature of the development of the emotional sphere is qualitatively changing. L.S. Vygotsky noted that by the age of 5 there is an “intellectualization of feelings”: the child becomes capable of awareness, understanding and explanation of his own experiences and the emotional state of another person.
Relationships with peers change significantly. Children begin to appreciate each other's company for the opportunity to play together, share thoughts and impressions. They learn to resolve conflicts fairly; show kindness to each other. There is a friendship.
Self-esteem develops, which sometimes manifests itself in increased resentment and sometimes causes quarrels between children. But at the same time, this is an important feeling that will serve the child well at an older age. The child is naturally optimistic and cheerful. But by the age of 5, studies show, not all children have an optimistic attitude. And this may be due to the dissatisfaction of the need for recognition, for self-affirmation.
Over time, the child becomes more and more independent. He develops the ability to manifest strong-willed efforts to achieve the desired goal.
The preschooler masters the forms of expression of his attitude towards adults and children. He has a brighter and more conscious attachment to close people, to his family. Arises new form communication, which psychologists call out of situational-personal. The child begins to focus on other people, on the values in their world. Learns norms of behavior and relationships.
By the end of preschool age, the child's social experience is "multicolored", and it reflects the nature of upbringing in the first 6-7 years of life. But the preschooler remains open to goodness, and its negative manifestations do not yet have an invariably stable form.
When we talk about the child as an object pedagogical science, it is important not only to know and take into account the main lines of development and features of age. The generalized word "child" suggests that it could be a boy or a girl. Nature wisely divided all living things into men and women - a necessary condition for the survival of mankind. And they are men - very different. Teachers are looking for an answer to the question: how to educate them, whether it is possible to train them according to the same programs or should different ones be created. Even a new branch of pedagogy is emerging - neuropedagogy, which aims to develop new scientific approaches to teaching and educating children of different sexes.
Differences are already observed at birth. As a rule, boys are born with more weight than girls, but girls are 3 to 4 weeks ahead of boys in development, which leads to the fact that their puberty is faster, and childhood is shorter than that of boys by about two years. The development of thinking, speech, imagination, and the emotional sphere takes place in different ways. For example, long "notations" are useless for boys. They quickly capture the essence of an adult’s speech, react immediately, and all our long subsequent moralizing simply do not listen and may suddenly ask a question that is not at all related to the situation. Mom, the teacher are outraged by such inattention to educational influences. And you shouldn't be angry. You just need to understand that both scolding and praising a boy need to be completely different than a girl. Scientists (T.P. Khrizman, V.D. Ermeeva and others) proved that boys at all stages of development lack positive emotions, affectionate word, look, stroking. Trying to "educate a man", we bring up a tough, sometimes embittered, unsatisfied person. And the reason for this is the lack of love and forms of its expression in childhood. Both girls and boys love praise. But for the boy it is significant what he was praised for, and for the girl - who and in the presence of whom praised. Children of different sexes develop cognitive interests differently. In the same subject or object, they are interested in different things. Boys are interested in the brand of the car, its technological characteristics, and girls are interested in appearance, the ability to ride, press different buttons. Boys are interested in the outstanding deeds of heroes, and girls are interested in the causes of grief, suffering, etc. There are many differences, they appear in everything. They cannot be ignored and not taken into account and not taken into account in the study of the child and in the organization of the process of upbringing and education.
3. The educational process necessary for the formation of the qualities of a child's personality
The real goal of educating preschool children is to educate an emotionally prosperous, well-rounded happy child. From the first years of life, under the influence of adults, the child in the process of games, feasible work, teaching actively masters the experience of previous generations, learns the norms and ideals of our society, which leads not only to the accumulation of a certain amount of knowledge and skills, but also to the development of abilities, the formation of the necessary qualities of a child. personality. Focusing on the goal, it is possible to form tasks that reflect the aspects of education: moral, mental, physical, aesthetic, labor.
In the process of forming a holistic personality, they are closely interconnected and have a significant impact on each other. Moral education cannot be carried out without solving the problems of aesthetic, mental and even physical education, they lose their significance for the individual if they are artificially separated from the tasks. moral education.
Physical education. In the preschool years, the foundations of health and physical development person. physical health child significantly depends on the hygienic conditions of development and education.
Serious disadvantage preschool education is the immobility of children: if they do a lot of sitting, move a little and play in the fresh air, then this has a bad effect not only on the physical, but also on their spiritual development, reduces the tone of their nervous system, depresses mental activity.
In physically weakened children, prone to rapid fatigue, the emotional tone and mood are reduced. This, in turn, negatively affects the nature of the mental performance of children.
The task of the educator is to purposefully and consistently overcome the underdevelopment of children's motor skills and movements.
Physical education is the basis of the foundations of preschool education. It creates good health, "charges" the child with good mood and energy.
Mental education is designed to ensure not only the assimilation of the amount of knowledge, but also the systematic formation of the child's cognitive abilities.
Cognition of the surrounding reality begins with sensations and perception. In order for the child to develop normally mentally in the future, it is necessary to form his sensory abilities as early as possible.
No matter how important we attach sensory education, it does not exhaust the problems of preschool didactics. Very early, already in the first years of life, the child begins to assimilate information, to generalize the perceived data with the help of a word, i.e. perception becomes meaningful. The development of a system of didactic tasks, in solving which the child learns to clarify the simplest relationships between things, to use one object as a means of influencing another, to generalize ideas about things, contributes to the development of the simplest types of practical, visual-effective thinking at an early age.
As for the mental upbringing of children of older preschool age, it is closely connected with the problem of preparing for schooling. Modern research shows that the intellectual capabilities of a preschool child are much higher than previously thought.
The effectiveness of learning itself (in the narrow sense of the word) to a large extent depends on how the child emotionally relates to the teacher, to the proposed task, what feelings the situation causes in him, how he experiences his successes and failures. Such emotional manifestations significantly affect not only the level of the child's intellectual development, but also more widely - on his mental activity and even on his creative abilities. Even special training for preschoolers (teaching the basics of mathematics and literacy) is most effective when special knowledge and skills are formed against the background of a steady cognitive interest that has already arisen in children. For example, those children who have previously formed an interested attitude to the book remember letters faster than others, compose words and read them. Otherwise, knowledge, skills and abilities are acquired by children with significant difficulties and are not sustainable.
Therefore, considering the level of readiness of the child for schooling, we mean, first of all, his personal readiness as the unity of his intellectual qualities with an active emotional attitude towards others.
An important place in preschool pedagogy is occupied by artistic education, which influences not only the aesthetic, but also the mental and moral education of the child.
Children's art exists. The task is to learn how to manage the features of the manifestation of this creativity at different preschool ages in the field of drawing, music, artistic expression and to develop methods that encourage and develop this creativity. In their minds, one should also rely on the characteristics of the emotional sphere of children, i.e. to develop their emotional sensitivity to the specific influences of various types of artistic activity begins from early childhood. Children listen and tell fairy tales, read poetry, sing and dance. Even in children younger age this kind of execution emotional experiences varying degrees of severity and duration. In the future, the manifestation of children's emotions becomes more and more diverse: both the nature of the images that arise in the child (musical, literary, graphic), and the attitude towards the characters of fairy tales and stories, and the performing activity itself (dance, song, storytelling) - everything is imbued with children's experiences, reflects their own emotional experience and develops it.
The problem of the moral upbringing of preschool children is essential and at the same time difficult. Here it is necessary to manage the processes of the formation of a child's personality, the nature and patterns of which have so far been little studied.
A child is born not evil and not good, not moral, not immoral. What moral qualities he develops depends primarily on the attitude of those around him, on how they educate him. Serious miscalculations sometimes occur here. In some cases, they spoil the child unnecessarily, do not accustom him to perform feasible duties, and thus unwittingly raise an egoist who is consumerist towards others. In other cases, rough treatment, shouting, unfair punishments oppress the child's personality, cause a negative attitude towards the requirements, create a psychological barrier between the adult and the child. Correct ideas about the moral character of a person, about his attitude to other people, to himself, to his labor and civic duties should become role models for the child. Together with there, he should have formed an understanding of what is good and what is bad; why some actions are bad, while others deserve approval.
Knowledge and real behavior must be turned into driving motives for his behavior. It is important that he develops not only an understanding, but also a positive attitude towards his moral duties. He knows that it is necessary to help the little ones, and actively does this; he understands that it is bad to be rude, and he himself rebels against the rudeness of others; he sympathizes with a peer who is suffering, and rejoices, sharing the joy of another.
To ensure a truly comprehensive and harmonious development the child's personality needs to be more closely, more organically connected physical education child with mental, mental with moral, moral with aesthetic, etc. The central link of this entire system, as if linking all educational work into a single knot kindergarten, should become morally labor education preschoolers, which is designed to lay the foundations of an active life position, understanding of their duties and readiness to fulfill these duties, unity of word and deed already in the first years of a child’s life.
There is no doubt that labor education should begin already in preschool childhood. In this regard, the problems of accessibility and pedagogical expediency are being developed. various forms familiarizing preschoolers with the labor of Soviet people, as well as organizing their own labor activity- self-service, manual labor, work on the site of the kindergarten, etc.
It is important that any practical task offered to a preschooler should not be an end in itself, but should contribute to the formation of industriousness in children, respect for the work of adults, readiness and ability to do something themselves. In order to bring up such qualities in a child, it is necessary to influence not only knowledge and skills, but also his emotional sphere. “Industriousness is, first of all, the sphere of the emotional life of children. The child strives to work when work gives joy ... The joy of work is a powerful educational force, thanks to which the child realizes himself as a member of the team, ”wrote V.A. Sukhomlinsky.
Thus, the emotional development of a preschooler is one of the essential conditions that ensure the effectiveness of the process of education and upbringing, its various aspects. Those high moral, aesthetic and intellectual feelings that can inspire him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop during childhood under the influence of social conditions life and education.
Conclusion
education preschool children's personality
The object of pedagogy is the child, complex, interesting and extremely fragile. When studying it, when organizing the process of education and training, you need to remember - do no harm! It is important that by the time of entering the school the child is mature not only physically and socially, but also has reached a certain level of mental and emotional-volitional development. Learning activities requires the necessary stock of knowledge about the world around us, the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the world around him, be able to plan his activities and exercise self-control. A positive attitude towards learning is important; the ability to self-regulate behavior and the manifestation of strong-willed efforts to fulfill the tasks. In addition, it is necessary for the child to have motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge. No less important are the skills of verbal communication, development fine motor skills hand and hand-eye coordination.
Material used
1. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000. - 416s.
2. emotional development preschooler: A guide for educators det. garden /A.V.Zaporozhets, Ya.Z.Neverovich, A.D.Kosheleva and others; Ed. A.D. Kosheleva. - M.: Enlightenment, 1985. - 176 p., ill.
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Preschool childhood is a large and responsible period of a child's mental development. According to A.N. Leontiev, this is the age of the initial actual folding of the personality. As modern studies show, during the preschool period, the child not only intensively develops all mental functions, complex activities are formed, for example, a game, communication with adults and peers, but the laying of a common foundation for cognitive abilities is also taking place. In the personal sphere, a hierarchical structure of motives and needs, general and differentiated self-esteem, elements of volitional regulation of behavior are formed. Moral forms of behavior are actively assimilated. Violation of any of the links or mechanisms of the psychological structure of the development of a preschooler can decisively affect the entire further course of the child's development.
The main most typical questions of parents' appeal to psychologists.
The largest group of visitors to the consultation are children who, as the examination shows, do not have any deviations from the normal course of development, but at the same time there are certain difficulties associated with their age or individual psychological characteristics. We have come across, for example, parents' complaints about disobedience and stubbornness of children (especially during periods of crisis), poor memory, inattention, disorganized behavior, slowness, timidity, restlessness, laziness, "shamelessness", deceit (for which the so-called "pseudo-lie" is often mistaken). ", i.e., children's fantasies), weak will (or rather, involuntary behavior), etc.
These diverse complaints often (although, of course, by no means always) are based on a common cause: parents' ignorance of age-related developmental norms. The widespread attitude towards the "always obedient" ("comfortable") child or the desire to achieve a permanent superiority of one's child over others leads to an overestimation of the requirements for children.
A certain positive effect in such cases gives an explanation of the features of development at the appropriate age. In a number of cases, in order to relieve parents of unreasonable anxiety and a tendency to make excessive demands, it turns out that an objective assessment by a psychologist of a child's development is sufficient - necessarily indicating its strengths and weaknesses.
As already noted, a number of typical complaints of parents arise, in fact, in connection with quite normal (“legitimate”) age-related characteristics of mental and personal development children. For example, in relation to children of primary and secondary preschool age, dissatisfaction with their restlessness, inattention, impulsiveness, “lack of will”, unwillingness to wait, make efforts, show patience, purposefulness, etc. is often heard. All these complaints are often based on unreasonably high from the point of view of age possibilities, the requirements for voluntary management and control of behavior and even mental processes (“remember”, “be attentive”, etc.), indistinguishability between “known” and “actually acting” motives of behavior, etc. At the same For some time, such complaints can also be accompanied by well-founded anxieties: as is known, with a delay in mental or general mental and personal development (infantilism), the regulatory side of the child's behavior and activities suffers noticeably.
Among the problems specific to preschool age, we have repeatedly encountered, for example, the unreasonable anxiety of parents about the child’s enthusiasm for play and fantasizing, which is quite normal for a given age. The emergence of such fears, obviously, is affected by the fact that cases of mastering preschoolers tall forms development gaming activity are now becoming truly atypical. There is a noticeable impoverishment of the content of children's games and a decrease in their place in the lives of preschoolers (despite the presence of a pronounced game motivation) due to the lack of their contacts with older children - carriers of the gaming subculture, as well as the weak attention of both parents and educators in preschool institutions to this essential part of a child's life.
Another "sharp point" in the relationship of parents with children of primary preschool age is their manifestation of independence and initiative, the desire to "do everything in their own way." Of course, due to the general ineptitude of children of this age, such manifestations most often take on an inadequate character and are suppressed by adults. As a result, these essentially normal age features(more precisely, achievements) of the child, being transformed, take the form of whims, disobedience, negativism and other undesirable forms of behavior. At the same time, the positive experience of manifestation of independence and initiative in early and preschool age is of fundamental importance for all further development child, and timely consultation of parents and correction of their educational attitudes, interaction skills can serve as a means of preventing significant complications in the development of the emotional-volitional sphere of the child in subsequent ages.
Practice shows that incorrect educational attitudes and ideas are often common among parents: underestimation of the importance of personal forms of communication and play activity in the development of a child, ideals of “unquestioning” obedience, authoritarian attitude towards children, fears of hereditary transmission of unwanted personality traits of relatives, etc. Modern popular literature makes parents think about the need to determine “what” their child is capable of already at preschool age (meaning a specific specialty or field of knowledge). Timely deliverance of the child's relatives from such educational misconceptions is an important factor in the prevention of serious complications in the development of his personality.
At preschool age, memory, imagination, self-awareness of the child are actively formed, including such aspects of them that are associated with the child's ideas about his past. This process, taking place in normal conditions, as a rule, hardly noticeable or at least without causing special difficulties, in cases of atypical developmental conditions, for example, in foster children, it can become the subject of special attention of parents and require the advice of a psychologist.
A special range of problems arises in connection with such an important, but extremely little developed issue in developmental psychology as the question of the early stages of character formation and, in particular, its accentuations. It seems to us that in a number of cases at preschool age, it is necessary to take into account the early detection of certain features of accentuations in hyperthymic, sensitive, hysterical, unstable and some other types. The preventive possibilities of psychological counseling are associated with the fact that certain combinations of the type of accentuation of a child with improper upbringing contribute to psychopathic development. So, for example, the combination of hysterical accentuation with indulgent hyperprotection in upbringing (“family idol”) easily leads to psychopathic development (see: 52]. Children with character accentuation (overt or covert) especially need an individual approach to education. Dangerous when parents do not know and do not take into account the zones of "least resistance" that such children have. Appropriate explanations from a psychologist can contribute to the formation of a conscious orientation of parents to stable character traits of accentuated children, which is essential to prevent psychological breakdowns of the child and parents, for their successful mutual adaptation.
An independent group of problems consists of cases of accelerated mental development of children - general and partial. Consultations for this reason, as a rule, are not numerous, however, each of them poses a special task for the psychologist - to find for the child such types of activities that would ensure the optimal realization of the possibilities of his development. In such cases, it is necessary to explain to parents the causes and possible consequences of the accelerated development of the child, to orient them in the possible variants of the “psychological fate” of the abilities discovered in him.
At the same time, children with weakened neuropsychic or somatic health, as a rule, are especially difficult in terms of education. Such unfavorable traits of character and behavioral traits as increased motor activity, disorganization, restlessness, aggressiveness, or, on the contrary, lethargy, timidity, emotional vulnerability, etc. , since education in these cases should take into account the characteristics of children with particular flexibility. It is necessary to prevent tendencies towards hypo- and hyper-protection. Otherwise, even relatively small miscalculations in education turn into the emergence of new, additional problems, turn the child into "difficult in all respects."
Specialists in the field of psychology distinguish the following general styles of parenting. This is dictate, overprotection, non-interference and cooperation. Each of them has its own characteristics, but all, of course, have a serious impact on the formation of the child's personality. Let's consider each of these interactions separately.
Diktat
The desire of parents to completely control the life of a child is perhaps the main problem of education. Being brought up under dictatorship, the child is under strict control by adults, completely losing the initiative. Child psychologists consider such relationships with the baby the most unfavorable for the formation of his personality. Children who grew up in an atmosphere of family dictatorship, as a rule, suffer from low self-esteem, are closed, and have problems in relationships with peers.
This system of relationships is expressed in the desire of parents to surround the child with increased attention, to protect him even in the absence of real danger. As a result, the child is deprived of the opportunity not only to overcome difficulties on his own, but even to soberly evaluate them. The consequences in this case are usually easily predictable. The child develops such qualities as dependence, infantilism, lack of independence, self-doubt.
non-intervention
Parents who practice this style of parenting are sure that it contributes to the development of initiative and independence of the child. However, this is not always the case. The unwillingness of the mother and father to participate in the life of the child causes no less problems of education than excessive guardianship on their part. Such an approach is dangerous with the possibility of the development of a "syndrome of alienation from parents" in the baby. As adults, it will be difficult for such people to build relationships with others, including loved ones.
Cooperation
According to latest research, cooperation is the most effective parenting style. It is based on the principle of uniting all family members for the sake of common goals and objectives, which is reinforced by mutual support for each other in all areas of life. A child who is brought up in a spirit of cooperation will grow up to be responsive and self-confident.
You will learn about how representatives of show business bring up their children by watching the program “We are parents!”.
5 ways to improve your relationship with your child
Most often, parenting problems arise due to a lack of understanding between parents and children. There are a number of behaviors that can help improve your relationship with your child.
1. See the personality in the child
Treat the child as a person with his own character, inclinations, desires and rights. Give children the opportunity to make their own decisions and solve problems while respecting their choices. By doing this, you increase the child's self-esteem and develop independence in him.
2. Use conversational parenting methods
Do not yell at the child and, moreover, do not hit him, even if he does something that you do not like. Accept him the way he is. Remember the best way to get what you want from children is to interest them. If you are too ambitious, measure your own expectations with the capabilities of the baby.
3. Be an authority for the child
Learn to understand your offspring in order to see the real motives of his actions. Children are too often left alone with their problems, unable to express their feelings or not believing in the ability to "get through" to adults. In order for a child to ask for help or talk about an exciting topic, he needs to trust his parents, and this largely depends on the behavior of dad and mom.
Spend more time talking with your child. Child psychologists say that joint classes, such as sport games, hobbies, hiking and reading aloud are best for strengthening the relationship between parents and children. If you have multiple children, try to find time to communicate with each child, let it be a personal relationship in each case.
Review the parenting methods you currently use. Leave only the best from this arsenal and start using a new, more effective one. In order not to make a mistake in choosing methods, you can use the following method. Put yourself in the place of a child and imagine how you would like these innovations. Remember, you can only successfully solve parenting problems if your goal is to create a truly friendly and trusting relationship with your child.
Most fathers and mothers who have problems raising a child associate them, as a rule, with the bad character of their child. While children become "difficult" under the influence of many reasons, in particular, because of the prejudiced attitude of parents towards them. You can learn how to learn to appreciate the individuality of your child by watching the program from the series “We are parents!” with a member of the musical duet "DaKi" Kirill Popelnyuk and his mother Irina.
Ekaterina Kushnir
The position of parents in the process of raising a child in the preschool period is very important. Often parents listen to the advice of inexperienced people who themselves do not understand what they are talking about, as a result, problems arise in the upbringing of preschool children. It is very important that mom and dad take a coordinated position regarding their child, but, unfortunately, most often, disagreements arise between parents on methods of education ... If your child is naughty, does not obey, behaves badly, throws tantrums, then he of course, we need your help. This behavior can be caused by two reasons - the first is related to the neurological health of your baby. This means that you need to go to an appointment with a pediatric neurologist, where they will help you either exclude or not aggravate the disease. And the second reason is your family, to be more precise, the lack of clear rules in it. It is worth being patient, arming yourself practical advice- as a result, you will succeed.Reasons for disagreement
1. Based on your own experience. Many fathers and mothers try to copy the child's behavior from the methods that were applied to them in childhood.
2. Some choose a different path - if in childhood, dad or mom experienced pressure from their parents, then as a result they try to allow their children too much, which can lead to self-centered and irresponsible behavior. Subsequently, in this case, problems of education at school and in the team are quite possible.
A very important factor in choosing a parenting model is the character of the father and mother. A more strict father wants to achieve unquestioning obedience to his child, and a mild-mannered mother indulges the whims of the child and his weaknesses. There may be two options for the line of behavior of children - or the level of anxiety increases due to the constant expectation of what the next step will be taken by the parents. Or the child has a tendency to manipulate his dad and mom. So, for example, when dad punishes, the baby can ask for forgiveness from mom, and maybe even compensation in the form of a gift. But this is how the authority of the father is undermined.
The solution of the problems of preschool education should begin only when the differences between the father and mother are resolved. This is one of the most common, basic problems of raising a baby in a family. Your child, trying to be loved by all family members, must take the position of mom or dad, as a result, you have to dodge. Further, the baby may develop neurotic manifestations in the form of outbreaks of aggression or fears. Such boys and girls can no longer develop moral and ethical attitudes, and this hinders the development of their personality.
Life interests of a preschooler
This is very important for parents to determine before starting to raise a child of preschool age. So you will achieve a greater effect in the process of raising and developing a baby. Your child will be better able to perceive the information that is somehow related to his interests. So, it's time to take and write down a list of your child's interests. Take an interest, ask what interests him, what he likes. Write down everything you have learned. So in the future it will be much easier for you to raise a child of both preschool and school age.
Reading the right literature
Raising preschool children is not complete without reading books. To begin with, start reading the right and useful books to your child yourself. According to psychologists, the benefit of a book is not in the title or beautiful cover, but in the content itself. Select good authors, independently check the content of the book your child is reading.
The benefits of educational games
Is the goal of parents to raise children of preschool age? So, it's time to start creating educational games. You can use ready-made ones or invent your own, you should forget about harmful games, of which there are quite a lot. Choose the right game according to the age and interests of the baby - only in this case the desired effect will be achieved. Now you can reveal the hidden potential in your child, develop attentiveness and independence, courage and sociability - your baby will become bold, sociable, a leader - the main thing is to choose the right games or ask for help from an expert.
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