Age stages of a child’s mental development. Periods of child mental development

Psychological development - formation mental processes and personality traits through education and training. This process is carried out according to the characteristics of the age period. It begins before the birth of the individual and accumulates qualitative and quantitative transformations of the psyche throughout life, thereby forming the personality.

Psychological development and activity of the child- the main occupation of the baby within the boundaries of social growth. When it is performed, mental new formations appear at a certain stage of development. Each period is characterized by its own behavior.

Properties of psychological activity:

1. Impetus for the formation of other types of activities;
2. Transformation of personal mental processes;
3. Psychological modifications of a child’s personality.

Each stage of a child’s psychological development has its own activity; it is also called leading. A change from one activity to another is a sign of transition from one stage social development to another.

Periods of development and types of activities characteristic of them:

• From the first days to a year. This time is characterized by emotional contact between mother and newborn. It turns out that the main activity is social contact and the need for it. The beginning of objective activity is also formed: this is grasping objects and moving the body (move your hands consciously, stand up and, and).

Aimed at developing sensory organs (vision, hearing, touch) and finger motor skills. Later, the subject will be mastered as an integral object (color, shape, weight, smell, size).

The task of parents is to purchase rich and colorful toys.

Speech is limited to the pronunciation of sounds and their combinations.

Parents, it is very important to do everything together: brush your teeth, get dressed, eat.

The child understands the meaning of the object and what needs to be done with this object.

At this moment of the child’s psychological development and activity, the first crisis appears - “I myself” (I am a person).

Speech is enriched with vocabulary and organized into sentences.

• . Plot-role-playing (game) activity is the basis of this time period. In play, the baby becomes aware of the diversity of social relationships and functions in different situations. Played stories from the lives of adults acquire for a child special properties. He learns to substitute objects by imagining the functions of the real object. The baby also actively takes on a role in his staged scenario.

In parallel, visual-effective (visual-figurative) thinking, arbitrariness, acceptance of moral rules, feelings and experiences develop.

Parents, engage with your child in retelling various genres of literature.

Speech becomes more complex in sentence structure.

• . This age plays an important role in preparing for school.

The speech of the teacher and peers must be recognized by ear (auditory perception and memory).

The task of parents in preparation:

1. Reading and Math;
2. Logical thinking;
3. Communication skills;
4. Disciplines and

• From 7 to 11 years old. Psychological features of children's development during educational activities- ability to study and operate acquired knowledge. At this age, due to significant changes in the environment social sphere A student has a crisis. Huge pressure goes to memory, which has to work hard. From involuntary memory it turns into purposeful memory.

Changes that have taken place:

1. Expanding the circle of authorities - teacher;
2. Special requirements and rules of conduct at school and in the classroom;
3. The student is the object of assessment;
4. Partnership relationships.

From 11 to 15 years old. Different types of activities develop at this age (sports, work, education, art). Teenagers are interested in play not as a process, but as a result for self-expression. Educational activity still comes first, only now it is complicated by the specifics of the subjects and the attitude towards these activities. This period is also a crisis: the teenager considers himself an adult, but he is not ready for this yet.

Parents, help your teenager not just model the prospect of the future, but take specific actions.
At this age, a teenager associates himself with a member of society.

• From 15 to 17 years old. Educational activities continue to play a leading role. This activity is now reoriented in the minds of the senior student in accordance with his future plans for professional guidance. Self-awareness works to develop moral and political, as well as aesthetic ideals.

All the child’s activities are ordered by age and cannot occur earlier than another psychological stage of development, and have the properties of one whole.

Connection between psychological development and education of the child should be viewed through the concept of social environment. This is the surrounding social world in which the child grows up, his scientific approaches, traditions of art and culture, religious movements and ideology.

Children's education depends on society and its development (schools, kindergartens, institutes), and is also determined by traditions in family education.

Psychological development and education of the child includes another important concept - “sensitive period of development” (the time when the student is most able to perceive certain learning). That is, to help the student develop precisely when it is most easily accepted by the child.

During the learning process, the student has the opportunity to acquire the knowledge and experience of generations. The concepts of social environment, mental development and child education cannot exist and be considered separately from each other.

Psychological functions first surround, and then become an integral part of it.

Example: from the first days the baby cannot speak or respond to his parents. But despite this, speech accompanies him constantly and everywhere. Gradually learning, the child masters this function. With its help it forms psychological development- thoughts, assumptions, theories.

When any function is formed in the learning process together - the student and the teacher, it (the function) remains in the “zone of proximal development” (the beginning of mental processes). Once the processes are fully formed, they can be tested and the current level of development can be determined.

To determine the level of a student’s zone of proximal development, it is necessary to:

• Ask guiding questions;
• Start the process together and invite the student to complete it independently;
• Suggest its general essence.

The assessment of this work should take into account not only the knowledge that the student already possesses, but also the knowledge that has just begun to form.

The psychological development and education of the child must be unified and focused on immediate knowledge. Then they will produce a developing effect. In other words, when teaching, the child’s potential at a given level of his development should be taken into account. The child uses his abilities, thereby giving impetus to the development of others.

There is quite a large number of approaches to the problem of human mental development. A.N. Leontiev identifies seven stages of development of the human psyche: newbornness and infancy (early infancy and late infancy), early age(pre-school age), preschool age, primary school age, adolescence and the beginning of adolescence, the acmeological period, the period of gerontogenesis.

Newborn (0-2 months) and infancy (2 months-1 year).

The birth of a child, according to experts, is the dominant process in our lives. In the postnatal period, a radical change in the child’s life occurs, associated with physical separation from the mother’s body. Therefore, from a physiological point of view, the newborn is a transitional period when adaptation to the extrauterine lifestyle occurs, the formation of the body’s own life support systems.

This is a period of intense initial psychophysiological adaptation of the newborn to the new external environment. A child is born with relatively highly developed sensory organs, organs of movement and a nervous system, the formation of which occurs during the prenatal period. The newborn has visual and auditory sensations, sensations of body position in space, olfactory, skin, taste sensations, as well as many elementary reflexes. The nervous system of a newborn, including the cerebral cortex, is generally already fully anatomically formed.

The lifestyle of a newborn differs little from its lifestyle during the intrauterine period: at rest, the child maintains the same fetal position, sleep occupies 4/5 of the total time, and the child’s external activity is largely focused on meeting his food needs. Nevertheless, the newborn stage is the first stage at which behavior in the form of simple acts begins to form, and most importantly, the sphere of sensations is especially intensively formed. There is an early differentiation of taste and olfactory sensations that are associated with the child’s nutrition. High development reach skin sensations from the lips, cheeks, and mouth. Visual perception of shapes is initially absent; the child reacts only to large or bright moving objects.

After 2-3 weeks with normal development a revitalization complex appears, which serves as a boundary critical period newborns and an indicator of the transition to infancy as a period of stable development. All emotional and motor reactions of the child, which previously occurred separately, are combined in a single behavioral act. As a rule, when his mother appears, he can simultaneously smile towards her hand. The appearance of the revitalization complex means the end of the neonatal period. L.S. Vygotsky characterized the uniqueness of the newborn’s psyche, noting the following points: “the exceptional predominance of undifferentiated, undifferentiated experiences, representing, as it were, a fusion of drive, affect and sensation”

Starting from this age period, the stages of change in the leading mental activity associated with its concentration either in activity on manipulating objects or in behavior on communicating with people are clearly visible in human development.

Infancy is a sensitive period in the formation of emotional communication between a child and his mother. It is believed that this is the time of formation of such a fundamental property of the psyche as trust (positive emotional contact) or distrust (lack of maternal care) of a person towards people, towards the social world as a whole.

In infancy up to 4 months, the sensory sphere of the psyche develops intensively, outstripping development motor system. Only with the opening of the palm does it become possible to manipulate objects. On this basis, the child begins to develop his first understanding of objects. During the established “subject” contact, the child begins to develop speech. The reflex activity of the voice-producing organs is replaced by onomatopoeic babble. By 9 months, the child gets up, begins to walk, and says the first word. The world opens up before him from a new perspective. Walking makes it possible to separate the child from the adult, turning the child into a subject of action. The appearance of the first words, which have the nature of a pointing gesture, represents a new progressive way of communicating with adults.

“Infancy is a crucial period of cognitive development; during this time, a child can gain a lot, but also lose a lot. The losses of this period become more difficult to compensate with age, but the gains remain for a long time.”

Early age (1-3 years).

This period is characterized by the emergence and initial development of the child’s specifically human, social in nature activity and a human-specific form of conscious reflection of reality. The essence of the main changes in the child’s psyche during this period is that the child masters the human relationship to the world of objects immediately surrounding him. Moreover, the child’s knowledge of the properties of objects is carried out through imitation of the actions of adults with them, that is, knowledge of objects occurs simultaneously with comprehension of their functions. A child masters the functions of objects in two ways. On the one hand, this is the development of simple skills, such as handling a spoon, cup, etc. Another form of mastering objects is manipulating them during the game. The appearance of the game marks a new stage in the development of the child’s psyche. He is already learning about the world not only through interaction with adults, but also on his own.

On this basis, the child masters words, which are also recognized by him primarily as denoting an object with its functions. At the same time, during the game, speech becomes more and more included in the activity, and more often begins to serve not only as a designation of objects, but also as a means of communication. At this stage, a feature of the child’s play is the absence of an imaginary situation in the game. During the game, the child intensively develops perception, ability to analyze and generalize, i.e. the formation of mental functions (visual-effective thinking) occurs. By the end of this stage, the child’s activity is no longer caused only by a direct encounter with an object, but also by the intentions of the child himself. The child tries to perform an ever-increasing range of known actions. The same period dates back to the beginning of the child’s awareness of his own “I”, the development of the “I-concept” and the formation of independent regulation of activities, the desire for independence - “I myself”. Frequent appearance The phrase “I myself” marks the beginning of a new stage in the development of the child’s psyche.

A child at this stage shows negativism - disobedience, stubbornness. This is a kind of test of the strength of the “I” of each of the participants in the interaction: both the child and the adult. The child is fighting for his place, for his psychological space with adults who are clearly superior to him. He cannot explain or understand, he only feels; adults can help find a form for the manifestation of these feelings. Adults should understand him, not he adults. It is believed that then the necessary First stage age-related development of volitional qualities of character. If parents constantly punish a child for committing an act, then in the child’s mind the thought of possible punishment arises not before, but after the commission of an offense. Anticipatory self-control will not appear. This is the basis for the emergence of feelings of humiliation and shame, which destroy the idea of ​​​​the integrity of the “I”. The emergence of the image of “I” is also associated with the formation at this age of the individual’s Bernian life attitude towards himself, associated with self-esteem: “I +/-”. According to E. Erikson, during this period, in connection with the child’s accustoming to independent control of physiological functions, requiring him to demonstrate “autonomous will,” personal traits such as autonomy and independence are formed, which later develop into responsibility and self-confidence (positive option) or dependence, uncertainty, shyness (a negative option underlying the development of an inferiority complex).

This age period ends with a crisis of three years. L.S. Vygotsky described the “seven-star symptoms”, which indicates the onset of a three-year crisis: 1) negativism - the desire to do something contrary to the proposal of an adult; 2) stubbornness - the child insists on something because he demanded it; 3) obstinacy - directed against the norms of education, lifestyle that developed before the age of 3; 4) self-will - manifestation of initiative own action; 5) protest-riot - a child in a state of war and conflict with others; 6) a symptom of devaluation - the child begins to swear, tease and call parents names; 7) despotism - the child forces his parents to do everything he demands. The behavioral complex “pride in achievements” expresses the new formation of the crisis of three years. It consists in the fact that for three-year-old children, achievement (result, success of an activity) and recognition (adult’s assessment) become significant. Resolving the crisis early childhood associated with the translation of action into a playful, symbolic plane.

Preschool age (3-7 years).

In preschool age, the child's interests move from the world of objects to the world of adults. For the first time, the child psychologically goes beyond the family. The adult begins to act not only as a specific person, but also as an image. The social situation of the development of a preschooler: “the child is a social adult,” who is the bearer of social functions.

During this period, the pace of socialization accelerates, awareness of the “social self” and the formation of individual typological social roles (sociotypes) begin. The latter occurs in close connection with the further formation of a mental strategy based on the child’s social interactions and his participation in collective activities (play, then educational). On the basis of the communicative experience accumulated in the process of socialization, the formation of Bern’s life attitude towards society occurs: “They are +/-”. In E. Erikson’s scheme, this period is associated with the child’s self-affirmation in the process of socialization, during group communication, and play.

The main difference of this age is the presence of a contradiction between the child’s desire to truly master the world of objects and the limitations of his capabilities. At this age, the child strives to do not what he can, but what he sees or hears. However, many actions are not yet available to him. This contradiction is resolved in the role-playing game. A game is a special form of mastering real social reality by reproducing it. It represents a symbolic, modeling type of activity. Play is an emotionally charged activity. The motive of the game lies in the gameplay itself. Unlike the previous period and manipulative games, the plot game is filled with content that reflects the real content of the action being copied. Now objects for him act as characterizing exactly human relations And various functions of people. For a child to master a subject means to take on a certain social role - the role of a person operating a given subject. That's why story games contribute to the mastery of social relationships in the human world. These story-based games are called role-playing games; The child’s mechanism of imitation and imagination works intensively.

In the process of role-playing, the formation of creative imagination and the ability to voluntarily control one’s behavior occurs. Role-playing games also contribute to the development of perception, memorization, reproduction and speech. Elkonin D.B. said that the meaning of the game “is determined by the fact that it affects the most essential aspects mental development the child’s personality as a whole, the development of his consciousness”

Another the most important feature This stage is the process of formation of the child’s personality. During this process, character traits are formed. During this period, the child quite freely masters the basic norms and rules of behavior. This is facilitated not only by story games, but also by reading fairy tales, drawing, modeling, and at the same time the process is underway transition from visually effective to figurative thinking. At the end of this stage, according to A.N. Leontyev, at the end of this stage of mental development, the child strives to master socially significant activities. Thus, he begins to enter a new stage of his development, characterized by the fulfillment of certain responsibilities.

Junior school age (from 7 to 12 years).

A child’s entry into school characterizes a new stage in mental development. Now his system of relationships with the outside world is determined not only by relationships with adults, but also with peers. A change in the social situation consists of a child leaving the family and expanding the circle of significant people. Of particular importance is the identification of a special type of relationship with adults, mediated by the task

This period usually begins with a crisis of 7 years. The child loses his childish spontaneity - a hidden inner world reflections of feelings. WITH outside mannerism appears as an expression of the feeling of growing up. “The internal position of a schoolchild” as an indicator of a child’s readiness for schooling is a psychological new formation, which is a fusion of the child’s cognitive needs and the need to take a more adult social position. Along with the parents, a new significant person appears in the child’s life - a teacher, on whose assessment the student’s self-esteem now largely depends. The teacher acts as a representative of society, a bearer of social models.

The leading mental activity is educational activity. The younger student is actively involved in different types activities: play, work, sports. However, learning takes on leading importance at this age. During the school years, educational activities begin to occupy a central place in the child's life. All the main changes in mental development observed at this stage are associated with learning. Educational activity is an activity aimed at mastering knowledge and skills developed by humanity. The leading role of educational activity is that it mediates the entire system of relations between the child and society; in it, not only individual mental qualities are formed, but also the personality of the primary school student.

The main pattern of mental development at this stage is the mental development of the child. School makes serious demands on the child’s attention, and this is when development occurs. voluntary attention, arbitrary targeted observation. School training places no less serious demands on a child’s memory. Now he must not only remember, but must remember correctly, being active in mastering the educational material. In this regard, the productivity of the child’s memory increases greatly, although during the first time of learning the memory has a figurative, concrete character. Therefore, children literally remember even text material that does not require memorization. Children's thinking develops especially intensively at primary school age. It becomes more connected, consistent, logical. Also, a child at this age experiences rapid development of speech, which is largely related to the mastery of written language. He not only develops a more correct understanding of words, but he learns to use grammatical categories correctly.

During the learning process, a child develops his personality. First of all, he develops interests. Children's interests, thanks to development cognitive processes, are replaced by educational interests. Children show increased interest in learning new material, especially in the primary grades.

The team plays an extremely important role in shaping a child’s personality. Having begun to study at school, the child for the first time encounters a situation where the peers around him are united by a certain common goal and they are assigned certain responsibilities. For the first time he encounters the concepts of “team” and “collective responsibility”. E. Erikson associates this period of development with collective activity aimed at achieving specific goals (study, beginning labor activity), requiring the manifestation of purposefulness and entrepreneurship and the attitude towards work that develops in the course of this activity. Accordingly, it is possible to develop hard work (positive option) or feelings of inferiority, incompetence (negative option). Similar ideas are expressed by M.E. Litvak.

Thus, primary school age is characterized by the rapid development of all cognitive mental processes, the ongoing formation of personality, and the acquisition of the first experience of adaptation in a team.

Adolescence and early adolescence (from 13-14 to 17-18 years).

This period is characterized by continued learning. At the same time, the child is increasingly included in the life of society. At this time, the child’s orientation, depending on gender, into “male” and “female” activities is completed. Moreover, striving for self-realization, the child begins to show success in a specific type of activity and express thoughts about his future profession.

At the same time it happens further development cognitive mental processes and personality formation. In the process of personality formation, a change in the child’s interests occurs. They become more differentiated and persistent. Academic interests are no longer of paramount importance. The child begins to focus on “adult” life. Feelings of adulthood are a psychological symptom of the onset of adolescence. According to the definition of D.B. Elkonin, “the feeling of adulthood is a new formation of consciousness, through which a teenager compares himself with others, finds models to assimilate, builds his relationships with others, and rebuilds his activities.”

The formation of personality during this period is influenced by the process of puberty. A young man experiences rapid development of the body, the activity of individual organs undergoes certain changes, intensive production of sex hormones occurs in the body, and sexual desire appears or intensifies. The adolescent's gender identification is completed.

As a rule, adolescence and the beginning of adolescence predisposes to an internal conflict between the biological status of an adult and the social status of a child, which can manifest itself in forms of protest aggressive behavior, the desire to imitate an adult in manners and lifestyle accessories, the desire to violate the boundaries of the still forbidden zones of social reality.

Under the influence of the whole complex of factors, a change in psychological appearance occurs. In the behavior of boys, masculine traits are increasingly noticeable, and in girls, feminine behavioral stereotypes are increasingly appearing.

Adolescence is not a stable period of ontogenesis, and a variety of individual development options are possible. In addition, early adolescence (high school age), like no other period, is characterized by extreme unevenness of development both at the interindividual level and at the intraindividual level. The transition from early to late adolescence is marked by a change in the emphasis of development: the period of preliminary self-determination ends and the approach to self-realization takes place. Professional self-determination is important point personal self-determination, but does not exhaust it.

It should be noted that mental development does not end during adolescence. A certain dynamics of mental development is also observed at a later time. Therefore, in modern psychology it is customary to distinguish two more periods: the acmeological period of development, or the period of adulthood, and the period of gerontogenesis.

Acmeological period of development: adulthood (youth and maturity).

The acmeological period of development covers the age from 18 to 60 years. The term “acmeology” was first proposed by N.N. Rybnikov in 1928. This term (“acme” - highest point, blossoming, maturity) is customary to designate the period of maturity as the most productive, creative period of a person’s life. Acmeology studies the ways, means, conditions for the flourishing of a person as an individual, as a bright personality, a talented subject of activity and an original individuality, as well as as a citizen, parent, spouse, friend. In contrast to the youthful period, the acmeological period is characterized by the fact that in it the general somatic development of the body is completed and puberty a person who reaches his optimum physical development. This period is also characterized by the most high level intellectual, creative, professional achievements. In E. Erikson’s theory, maturity is the age of “committing acts,” the most complete flowering, when a person becomes identical to himself.

Most full description of this period was given by B.D. Ananyev. He identified two special phases in human ontogenetic development. The first covers adolescence, young adulthood and early middle age. It is characterized by a general frontal progression of functions. In particular, the volume and indicators of switching attention increase by the age of 33, and then begin to decrease. Similar changes occur with intelligence.

The second phase of this period, according to B.G. Ananyev, is characterized by the specialization of mental functions in relation to certain activities. At this phase, the main ones are operational mechanisms, and the duration of this phase is determined by the degree of activity of a person as a subject and personality. At this age, functions that are relevant for a person continue to develop, by which we mean those mental functions that are most significant for the main type of activity of a particular person. Achieving a high level of development of actual mental functions in adulthood is possible because they are under conditions of optimal load, enhanced motivation, and operational transformations.

The period of gerontogenesis (aging and old age).

This late period human life, including a change in a person’s position in society and playing his special role in a life cycle system.

It is customary to distinguish three phases: elderly age(for men - 60-74 years, for women - 55-74 years); old age- 75-90 years; centenarians - 90 years and older.

In general, the daytime period is characterized by a decline in physical and mental functions. There is a decrease in the intensity of carbohydrate, fat and protein metabolism. The ability of cells to carry out redox processes decreases. The overall activity of the body decreases. At the same time, there is a decrease in the capabilities of mental functions, especially memory, attention and thinking.

However, it should be noted that the course of this period is largely determined by the individual characteristics of a person. At the late stage of ontogenesis, the role of personality, its social status, its inclusion in the system of public relations is especially important for preserving a person’s ability to work. Adaptation to the society in which the human psyche develops, in the external environment of which his needs are satisfied, is associated with significant people, imposing certain requirements and community rules on a person entering a particular social space. The process of assimilation of these norms by a person, psychic interiorization activities are understood by him as his socialization.

Psychology is a science that studies the human soul. Each separate group in psychology it is studied separately. For example, child psychology.

Child psychology is a direction in psychology itself that studies age-related changes, i.e. the attitude, development and overall well-being of children. In fact, a child gets his first impression of the world by communicating and hearing the voices of his parents. One of the first manifestations of a child is the first smile. The development of a child’s psychology primarily depends on the upbringing of parents. For a baby, a mother is a breadwinner, care, warmth, care. For a child, a father is his own toy, from whom he receives the knowledge he needs.

Every person is always someone's child.
Pierre Beaumarchais

Education is the basis

At the age of 6 - 7 months, he begins to distinguish his mother from other people. At this age, the child learns who is “stranger” and “friend.” Small child- This is a smart creature, a joy for parents. When they say that a child has a very weak psyche, this is a mistaken opinion. The child's psyche is not fragile. All children from 9 months to 9 years think almost the same way, that is, their psychological development has common features.

A child is a predator in his environment. This is proven by the fact that the child, through caresses, smiling, crying, and persistence, forces his parents to do what he wants.

Psychology from an early age

• The developmental process evolves from 1.5 years to 3 years, when the child understands who he is. A worldview is built to which the child begins to adapt.
• Between the ages of 3 and 7 years, a child develops thoughts. During this period, he begins to be interested in everything and ask questions.
• The next period from 7 years to adolescence is the most long term child development. At this point, psychology develops on the word “should.” He sets himself up for what he should always do. That is, by instilling certain rules in a child, you can turn him into a biorobot.

Psychology of Adolescents

Over time, the teenager will feel like an adult. This feeling forms self-awareness and is the cause of puberty. Afterwards, the child develops independence.

The development of the psyche depends on the environment in which the child lives. Communication among peers gives rise to the development of psychology and leaves an imprint that is reflected on everything. In this, friendship is of no small importance. Teenage friendships are much more complex than childhood friendships. The desire to have best friend forces you to change your environment. The circle of friends at this age becomes wider.

Conclusion

Chapter 8. Biological foundations of development and developmental psychology

3. Psychological characteristics of age periods

The stages of a child’s developing psyche can be divided into:

1. motor - up to a year;
2. sensorimotor - up to 3 years;
3. affective - from 3 to 12 years;
4. ideational - from 12 to 14 years.

1. Motor stage of mental development.

Affect academic performance and characteristics of self-awareness and self-esteem understanding. Research has established a fairly stable dependence of learning success, confirmed in different samples, on such features of self-awareness as the degree of adequacy of self-esteem. Students fall into the dropout category if they are excessively complacent, carefree, and have inadequate self-esteem.

The relationship has been experimentally established intellectual development and academic performance of students from different universities, specialties and courses. Young people who show low productivity according to intelligence tests often have poor academic performance; Moreover, a significant part of these students are expelled already in their first years. To diagnose and then apply an actively formative method that allows a student to overcome difficulties in learning, to reveal specific psychological actions to improve the individualization of the learning process - this is the main goal.

The strength of the nervous system provides performance, opportunity long time be focused on the material being studied. Without directly affecting the level of educational success, it affects work methods and methods of preparing educational assignments. The lability of the nervous system, which ensures the speed of mental reactions, is highly correlated with intellectual properties and thus directly affects the productivity of educational activities.

The lability and strength of the nervous system influence the selection of activity techniques, in particular educational ones. The style of educational activity is the set of methods of self-preparation and educational work preferably used by an individual.

Students with a strong nervous system compensate for the irregularity of their educational activities with “emergency situations”, studying at night; being low-anxiety, they easily use cheat sheets, etc. when answering exams. Students with a weak nervous system, having accumulated a large amount of unstudied material as a result of unsystematic work, cannot work due to sleep. Their anxiety during the exam, where they come ill-prepared, prevents them from identifying even their existing knowledge. Thus, irregular work, combined with a weak nervous system, becomes the reason for students’ academic failure, and often their expulsion from the university. Only 37.3% of the students studied consider it necessary to study regularly, the rest prefer to “storm” the material during the exam session.

A significant part of students, even during the examination period, do not consider it necessary to work hard; they study only part of the days allotted for preparing for exams (many use 1-2 days “to give lectures”). This is 66.7% of first-year students, 92.3% of fifth-year students. Many go to the exam, by their own admission, having not prepared for all the questions outlined by the teachers (58.3% of first-year students, 77% of fifth-year students).

Among the methods of educational activity, the effectiveness of educational work significantly increases the effectiveness of preliminary preparation for the upcoming lecture, updating the knowledge necessary for its perception. It is especially valuable in mathematics and other exact sciences. Unfortunately, such a small number of students resort to this technique (15% of fifth-year students, 16.7% of evening students, 14% of first-year students) that we practically have to admit that it is absent from the arsenal of our students.

Methods of educational activity also include in-depth study by students of the most important, professionally significant academic disciplines. Among first-year students, 75% use this technique, and among fifth-year students - 84.6%.

Students also have a preferred start technique in their arsenal independent studies from difficult (easy) subjects. Very often in recommendations for scientific organizations mental labor strict guidelines are given for starting classes with difficult subjects. Meanwhile, typological studies show that there cannot be a universal rational technique here. Sedentary phlegmatic people are slow to get involved in work, so it is better for them to start classes with easy subjects. Easily tired melancholic people with a weak nervous system are unlikely to leave complex subjects until the end. They should tackle difficult material with fresh energy. The attitude of students towards exams is peculiar. Many of them, even pointing to the great nervous costs (37.5% of first-year students, 54.6% of fifth-year students and 67% of evening students), nevertheless oppose the cancellation of exams, because Preparation for them helps to systematize knowledge, deepen Understanding material, to fill gaps (75% of first-year students, 54.6% of fifth-year students).

A significant part of students strive to rationalize their educational activities, to find the most effective techniques studying the material. The success of their efforts in this area depends on the level of development of: 1) intelligence, 2) introspection, 3) will. An insufficient level of development of any of these properties leads to significant miscalculations in the organization independent work, the consequence of which is a low level of regularity of classes and incomplete preparation for exams. Easy to digest educational material, intellectually more developed students in ordinary learning conditions designed for the average student do not strive to develop rational methods of acquiring knowledge. This style of study - assault, risk, underlearning of the material - develops in school. The potential capabilities of such students remain undiscovered, especially with insufficient development of will, responsibility, and determination of the individual. In this regard, there is a need for differentiated training, especially at a university. The principle “from each according to his ability” should be understood not as lowering the requirements when comparing the weak, but as increasing the requirements for capable students. Only with such training are intellectual and volitional abilities fully realized. capabilities each individual, only then is its harmonious development possible.

Students with a higher level of regularity in their academic work are self-assessed to be more strong-willed, while those who study less regularly rely more on their intellectual capabilities. There are two types of students - high and high low level regularity of educational activities. Ability to work systematically even with average intellectual abilities provides students with sustainable high academic performance. The lack of ability to organize oneself and evenly distribute study sessions, even in the presence of a sufficiently developed intellect, weakens the ability to assimilate program material and interferes with successful study. Consequently, the lack of systematic training is one of the significant factors student dropout.

Emotional states, the level of development of volitional qualities, and the characteristics of a student’s psychosociotype significantly influence the educational style and success of training, the nature of relationships with classmates and teachers. Towards optimization educational process psychology and pedagogy can be approached from different positions: improving teaching methods, developing new principles for constructing curricula and textbooks, improving the work of dean’s offices, creating psychological service in universities, individualization of the learning and education process, subject to more complete consideration of the individual characteristics of the student, etc. In all these approaches, the central link is the personality of the student. Knowledge of the psychological characteristics of a student’s personality - abilities, general intellectual development, interests, motives, character traits, temperament, work capabilities, self-awareness, etc. - allows us to find real possibilities for taking them into account in the conditions of modern mass education in higher education.

CONTROL QUESTIONS

1. What's happened life cycle person?
2. What's happened age crises? Describe the most important critical periods.
3. Compare Theories Piaget and Vallon on the cognitive development of the child.
4. Describe the stages of moral development. Are there specifics to the moral development of women?
5. Swipe comparative analysis psychological concepts personality development.
6. Describe Erikson's psychosocial concept of personality development.
7. What are psychological characteristics preschool age?
8. Why teenage age called "difficult"?
9. What factors can lead to impaired socialization of a teenager?
10. What correction methods are used when working with “difficult” students?
11. What are the psychological characteristics of adolescence?
12. What types of cognitive activity can be found in students?
13. What groups of students can be distinguished depending on their attitude to learning?
14. Is the typology of students proposed by V.T. outdated? Lisovsky?
15. What types of students can be identified in the modern period of market reforms?
16. How it changed Understanding"ideal student"?
17. Why is a psychological and pedagogical study of a student’s personality necessary?

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