Early age 1 3 years age psychology. Age-related psychology
The development of a child up to 3 years can be divided into: the period of infancy (newborn, infancy and crisis of 1 year), the period of early age from 1 to 3 years (crisis of 3 years).
infancy
newborn- transitional stage. Neonatal crisis. Adaptation with the help of hereditary fixed mechanisms - a system of food reflexes (food concentration). Unconditioned reflexes - protective and indicative. By the end of the first month, the first conditioned reflexes appear (the child begins to respond to the feeding position), but in general they develop later.
Psychic life. The brain continues to develop, it is not fully formed, therefore mental life is connected mainly with the subcortical centers, as well as with an insufficiently mature cortex. The sensations of a newborn are undifferentiated and inextricably merged with emotions, which made it possible for L.S. Vygotsky to talk about "sensual emotional states or emotionally emphasized states of sensations." Important events- the emergence of auditory (at 2-3 weeks) and visual (3-5 weeks) concentration. The specific social situation of development is helplessness, biological connection with mother, dependence on an adult.
At about 1 month - "revitalization complex" - a violent emotional reaction to the appearance of the mother, including a smile, which means the first social need - the need for communication. This marks a new psychological period. Infancy begins.
Infancy
cognitive development child: perception- by 4 months. not only sees, but already looks, actively reacts to what he sees, moves. Perceives the shape of objects, highlights the contour and their other elements, is able to navigate in many parameters of objects (movements, contrasts, etc.). React to color. Spatial perception develops, in particular depth perception. For development, it is necessary to satisfy his need for new impressions, trying to ensure that the environment around him is not monotonous, uninteresting. The baby has a complete picture of the world.
Movement and action. Hand movements directed to the object, palpation of the object appear at about 4 months of age. At 5 - 6 months, an object is missing, which requires complex visual-motor coordination - the first purposeful action. Chains of identical, repetitive actions unfold, which J. Piaget called circular reactions. After 7 months there are "correlating" actions: puts small objects into large ones, opens and closes the lids of the boxes. After 10 months, the first functional actions appear, but they are not yet objective (imitation of adults).
Perception and action make it possible to judge the initial forms of visual-effective thinking. Cognitive tasks that a child is able to solve become more complicated, first only in terms of perception, then using motor activity.
Memory. Recognition comes first. A 4-month-old baby distinguishes a familiar face from an unfamiliar one. After 8 months, reproduction appears - restoration of the image in memory.
emotional development. In the first 3 - 4 months. Various emotional states: surprise in response to surprise (slowdown of movements, decrease in heart rate), anxiety with physical discomfort (increased movements, increased heart rate, closing eyes, crying), relaxation when a need is met. After 3 - 4 months, he smiles at acquaintances, but is somewhat lost at the sight of an unfamiliar adult. At 7 - 8 months, anxiety increases sharply when strangers appear. Around the same time, between the 7th and 11th month, the so-called "fear of parting" appears. By the end of 1 year, he strives not only for emotional contacts, but also for joint actions.
Speech. In the first half of the year, speech hearing is formed. Cooing. In the second half of the year - babble, usually combined with expressive gestures. By the end of 1 year, the child understands 10-20 words spoken by adults, and he himself pronounces one or several of his first words, similar in sound to the words of adult speech. With the appearance of the first words, a new stage in the mental development of the child begins.
Crisis 1 year
The transitional period between infancy and early childhood. A surge of independence, the appearance of affective reactions (when parents do not understand his desire). The main acquisition of the transitional period is autonomous speech (Vygotsky). The baby has its own logic, and his words become ambiguous and situational.
Outcome. Walks or at least tries to walk; performs various actions with objects; his actions and perceptions can be organized with the help of speech, since he understands the words of adults addressed to him. He begins to speak, the speech is situational and ambiguous. Cognitive and emotional development is based primarily on the need to communicate with adults - the central neoplasm of this age period. Becomes biologically independent.
Early age (from 1 year to 3 years)
The next stage - the psychological separation from the mother - begins already in early childhood. This is due to the fact that the child not only has new physical abilities, but also intensively develops mental functions, and by the end of the period, the initial foundations (rudiments) of self-consciousness appear.
Development of mental functions. Sensitive period for mastering speech.
Speech. By the age of 3, the child's speech acquires objective meaning, and in connection with this, objective generalizations appear. The active and passive vocabulary grows rapidly. By the age of 3, a child understands almost everything. Speaks 1000 - 1500 words.
Perception. At an early age, other mental functions develop - perception, thinking, memory, attention. Perception dominates. This means a certain dependence on it of other mental processes. Children's behavior is field, impulsive; nothing that lies outside the visual situation appeals to them. Until the age of 2, a child cannot act at all without relying on perception. Elementary forms of imagination. Small child incapable of inventing something, to lie. Perception is affectively colored - impulsive behavior. Observed objects really "attract" the child, causing him to have a bright emotional reaction. The affective nature of perception leads to sensorimotor unity. The child sees a thing, it attracts him, and thanks to this, impulsive behavior begins to unfold - to get it, to do something with it.
Memory. Basically, this is recognition, there is no reliance on past experience.
Actions and thinking. Thinking in this age period is called visual-effective. It is based on the perception and actions carried out by the child. And although at about 2 years of age the child appears inner plan actions, throughout early childhood, an important basis and source of intellectual development the subject activity remains. IN joint activities with an adult, the child learns methods of action with a variety of objects.
Thinking initially manifests itself in the very process of practical activity, therefore, according to domestic psychologists, it lags behind it in terms of the general level of development and the composition of operations. The subject actions themselves are also being improved. There is a transfer of mastered actions to other conditions.
The leading activity in this period is object-manipulative. The child does not play, but manipulates objects, including toys, concentrating on the very actions with them. However, at the end of an early age, the game in its original forms still appears as a game with a story. This is the so-called director's game, in which the objects used by the child are endowed with a playful meaning. For the development of the game, the appearance of symbolic or substitutive actions is important.
Emotional development. The development of mental functions is inseparable from the development of the emotional-need sphere of the child. The perception that dominates at an early age is affectively colored. The child reacts emotionally only to what he directly perceives. The desires of the child are unstable and quickly transient, he cannot control and restrain them; they are limited only by punishments and rewards from adults. All desires have the same strength: in early childhood there is no subordination of motives. The child still cannot choose, stop at one thing - he is not able to make a decision.
The development of the emotional-need sphere depends on the nature of the child's communication with adults and peers. In communication with close adults who help the child to explore the world of "adult" objects, motives for cooperation prevail, although purely emotional communication is also preserved, which is necessary at all age stages. A young child, communicating with children, always proceeds from his own desires, completely ignoring the desires of another. Egocentrism. Doesn't know how to empathize. Early age is characterized by vivid emotional reactions associated with the immediate desires of the child. At the end of this period, when approaching the crisis of 3 years, affective reactions to the difficulties faced by the child are observed. A young child is easily distracted. If he is really upset, it is enough for an adult to show him his favorite or new toy, offer him to do something interesting with him - and the child, whose one desire is easily replaced by another, instantly switches and enjoys doing a new thing. The development of the emotional-need sphere of the child is closely connected with the self-awareness that is emerging at this time. Around the age of 2, the child begins to recognize himself in the mirror. Self-recognition is the simplest, primary form of self-awareness. The consciousness of “I”, “I am good”, “I myself” and the emergence of personal actions move the child to a new level of development. The transitional period begins - the crisis of 3 years.
Crisis 3 years
One of the most difficult moments in a child's life. It's destruction, revision of the old system social relations, the crisis of highlighting one's "I", according to D.B. Elkonin. The child, separating from adults, tries to establish new, deeper relationships with them. L.S. Vygotsky describes 7 characteristics of a 3-year crisis. Negativism- a negative reaction not to the action itself, which he refuses to perform, but to the demand or request of an adult. The main motive for action is to do the opposite.
The motivation of the child's behavior changes. At 3 years old, for the first time, he becomes able to act contrary to his immediate desire. The child's behavior is determined not by this desire, but by relationships with another, adult person. The motive for behavior is already outside the situation given to the child. Stubbornness. This is the reaction of a child who insists on something not because he really wants it, but because he himself told adults about it and demands that his opinion be taken into account. obstinacy. It is directed not against a specific adult, but against the entire system of relations that developed in early childhood, against the norms of upbringing accepted in the family.
The tendency towards independence is clearly manifested: the child wants to do everything and decide for himself. In principle, this is a positive phenomenon, but during a crisis, an exaggerated tendency towards independence leads to willfulness, it is often inadequate to the capabilities of the child and causes additional conflicts with adults.
For some children, conflicts with their parents become regular, they seem to be constantly at war with adults. In these cases, one speaks of protest riot. In a family with an only child, there may be despotism. If there are several children in a family, instead of despotism, there usually arises jealousy: the same tendency to power here appears as a source of a jealous, intolerant attitude towards other children who have almost no rights in the family, from the point of view of the young despot.
Depreciation. A 3-year-old child may begin to swear (old rules of behavior are depreciated), discard or even break a favorite toy offered at the wrong time (old attachments to things are depreciated), etc. The child's attitude to other people and to himself changes. He is psychologically separated from close adults.
In early childhood, the child actively learns the world of the objects around him, together with adults he masters ways of acting with them. Its leading Activity is object-manipulative, within which the first primitive games arise. By the age of 3, personal actions and the consciousness of “I myself” appear - the central neoplasm of this period. There is a purely emotional inflated self-esteem. At the age of 3, the child's behavior begins to be motivated not only by the content of the situation in which he is immersed, but also by relationships with other people. Although his behavior remains impulsive, there are actions associated not with immediate momentary desires, but with the manifestation of the "I" of the child.
LECTURE COURSE ON AGE PSYCHOLOGY
Samara 20014/2015.
Lecture 2. Infancy from birth to 3 years. 3
§ 1.2. Infancy. 3
§ 1.1.1. Crisis 1 year. 3
§ 2.2. Early age (1-3 years). 6
§ 2.2.1. Major neoplasms of age. 6
§ 2.2.2. Crisis of three years. 10
Lecture 3. Preschool age (from 3 to 7 years) 12
§ 3.1. The social situation of development. 12
§ 3.2. The development of the personality of a preschooler. 12
§3.3 Leading activity. 15
§3.4. neoplasm preschool age. 15
§ 3.5. Communication of a preschooler with adults and peers. 18
§ 3.4. Crisis of seven years. 19
§ 3.5. Psychological readiness children to school. 20
Lecture 2. Infancy from birth to 3 years
Infancy
Infancy is a period when a child develops physically, mentally and socially extremely quickly, passing a short time colossal journey from a helpless newborn with a small set innate reactions to an active baby, able to look, listen, act, solve some visually perceived situations, cry for help, attract attention, rejoice at the appearance of loved ones.
Crisis 1 year.
The transitional period between infancy and early childhood is commonly referred to as the 1st year crisis. Like any crisis, it is associated with a surge of independence, the emergence of affective reactions. Affective outbursts in a child usually occur when adults do not understand his desires, his words, his gestures and facial expressions, or understand, but do not do what he wants.
Affective reactions at the next “no” or “no” can reach considerable strength: some children scream piercingly, fall to the floor, hit it with their hands and feet. Most often, the appearance of strong affects in a child is associated with a certain style of upbringing in the family. Establishing new relationships with the child, providing him with some independence, i.e. greater freedom of action within acceptable limits, finally, the patience and endurance of close adults soften the crisis, help the child get rid of acute emotional reactions.
The main acquisition of the transitional period is a kind of children's speech, called by L.S. Vygotsky autonomous. It differs significantly from adult speech both in sound form (phonetic structure) and in meaning (semantic side).
Even more interesting are the semantic differences. A small child puts a completely different meaning into the word than an adult, since he has not yet developed our "adult" concepts. He has his own logic, and his words become ambiguous and situational.
Another feature of autonomous speech is the peculiarity of connections between words. The language of a small child is agrammatical. Words do not combine into sentences, but pass into each other like interjections, resembling a series of incoherent exclamations.
Children's speech is understandable only to the closest people who are constantly next to the child and understand the meaning of his words. Communication with other adults with the help of such speech is almost impossible, although non-linguistic means can help here - gestures and expressive facial expressions of the child that accompanied incomprehensible words. Consequently, autonomous speech allows communication, but in other forms and of a different nature than the communication that will become possible for the child later.
So, a one-year-old child, entering a new period - early childhood - can already do a lot: he walks, or at least tries to walk; performs various actions with objects; his actions and perceptions can be organized with the help of speech, since he understands the words of adults addressed to him. He begins to speak and, although his speech is situational and ambiguous, incomprehensible to most of those around him, his ability to communicate with loved ones expands significantly. The cognitive and emotional development of the child is based primarily on the need to communicate with adults - the central neoplasm of this age period.
As D. B. Elkonin pointed out, in the process of development, a child develops something that explodes communication itself from within under the influence of communication. Child gets to his feet. As a result, his space expands, he can move around in it, crawl himself and take some object. The need for direct-emotional communication with adults should decrease. A gesture is born that means: “Give!”, Then it begins to be accompanied by a word, then only the word remains. Finally, there is walking. The situation of the fusion of a child and an adult is torn from the inside. Two appear. This is the essence crisis of the first year(13).
This crisis is characterized by the destruction of the former social situation of the child's development and the formation of other forms of communication, which lead to the emergence of a new social situation. The features of such a crisis and its new formations are as follows.
First of all, this is the “autonomous speech” of the child, which is understood only by his mother. Words arise in a child in emotional situations that are perceived by him as something whole. Such words are situational and ambiguous; there is already communication, conversion, but still devoid of constancy of meanings. In form, this is communication, and in content, it is the emotional and direct connection of the child with the adult and with the situation. The child and the adult are still connected by the commonness of situations in which words arise.
Then walking, the afferentation of which has not yet been established. It consists so far in a slow and uncertain movement, completely occupying the child. The child walks, and the adult, following him, guards his every movement (10).
L.I. Bozhovich pointed out that the central personality neoplasm that occurs during the crisis of one year is the emergence of emotionally saturated ideas that can induce the child’s behavior contrary to a specific situation (2). Before this period, the child's behavior is determined only by specific influences. However, there comes a moment - approximately at the age of 1 year 2-3 months, when the child ceases to obey the dictates of external circumstances. He often begins to resist what an adult is forcing him to do at that moment, trying to fulfill his own aspirations. This may be due to the desire to get a toy that the child left in another room, or the desire to continue doing what he was torn from. In other words, the child becomes able to want what is absent in the given situation, but which continues to live in his memory. In these cases, the efforts of adults to divert the attention of the baby with the help of external influences are often unsuccessful.
Internal motivation, arising under the influence of those images and ideas that he has preserved from the situation he has just experienced, overcomes external influences, and the child is able to resist them. This radically changes the relationship of the child with the surrounding reality and people (2).
Thus, the essence of the crisis of one year lies in the rupture of the complete fusion of the child with the adult. Two people appear in a social situation: a child and an adult, the content of their communication changes, the leading type of the child's activity changes.
The baby is growing rapidly. The growth of a healthy child in the first year of his life increases by about 1.5 times, and weight - by almost 2 times.
Perception. Visual concentration, which appeared at the neonatal stage, is being improved. At 4 months, the child not only sees, but already looks: he actively reacts to what he sees, moves and squeals.
A child in infancy perceives the shape of objects, highlights the contour and their other elements. In infancy, children are already able to navigate in many parameters of objects. They are attracted by contrasts, the movement of observed objects, and their other properties.
The child distinguishes visually perceived objects by shape, complexity and color. He can react to color already in 3 - 4 months. Spatial perception also develops, in particular depth perception.
The baby has a holistic picture of the world, and not a prosaic set of color spots, lines and disparate elements. Perceiving not individual properties of objects, but objects as a whole, he creates generalized images of objects.
Movement and action. The movements of an infant are very complex and are associated with a holistic perception that combines the sensations of different modalities.
The movements of the baby's hands directed to the object, the palpation of the object appear at about the fourth month of life. At 5 - 6 months, the child can already grasp the object, which requires complex visual-motor coordination. The significance of this moment for further development great: grasping is the first purposeful action of the child, it is a prerequisite, the basis for mastering manipulations with objects.
After 7 months there are "correlating" actions: the child puts small objects into large ones, opens and closes the lids of the boxes. After 10 months, the first functional actions appear, allowing relatively correct use of objects, imitating the actions of adults.
By the end of the year, the child begins to explore the world of human objects and learn the rules of action with them. A variety of actions lead him to the discovery of more and more new properties of the objects surrounding him. Focusing on the surrounding reality, he is interested not only in "what it is", but also in "what can be done with it."
Perception and action are the basis that allows one to judge the initial forms of visual-effective thinking in infancy. During the year, the cognitive tasks that the child is able to solve become more complicated, first only in terms of perception, then using motor activity. By the end of 1 year, the child is involved in rather complex actions-games.
Memory. The cognitive development of an infant involves the inclusion of memory mechanisms, of course, its simplest types. Recognition comes first. Already in early infancy, children are able to correlate new impressions with the images they have. Thus, after 8 months, reproduction appears - the restoration of an image in the memory when there is no similar object in front of the child.
Emotional development directly depends on communication with close adults. In the first 3-4 months, children manifest a variety of emotional states: surprise in response to surprise (slowing down of movements, a decrease in heart rate), anxiety in case of physical discomfort (increased movements, increased heart rate, closing eyes, crying), relaxation when meeting needs.
After 3 - 4 months, he smiles at acquaintances, but is somewhat lost at the sight of an unfamiliar adult. At 7 - 8 months, anxiety increases sharply when strangers appear. Children are especially afraid to be alone with a stranger. In such situations, some crawl away, turn away, try not to pay attention to a new person, others cry loudly.
Between 7 and 11 months, the so-called “fear of parting” appears - sadness or acute fright when the mother disappears (when she is gone for a long time or she just left for a while).
Communicating with his mother or another close person, by the end of 1 year, the baby strives not only for purely emotional contacts, but also for joint actions. He is trying with his mother's help to get some object that attracts him.
Begins in infancy and speech development. In the first half of the year, speech hearing is formed, and the child himself, with joyful animation, makes sounds, usually called humming. In the second half of the year, babbling appears, in which one can distinguish some repetitive sound combinations, most often associated with the actions of the child. Babble is usually combined with expressive gestures. By the end of 1 year, the child understands 10-20 words spoken by adults, and he himself pronounces one or several of his first words, similar in sound to the words of adult speech. With the appearance of the first words, a new stage in the mental development of the child begins.
Early age (1-3 years).
Development psyche child V early childhood (1-3 of the year)
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Development psyche child V early childhood (1-3 of the year)
1. Objective activity as the leading activity of early childhood.
The prerequisites for objective activity are formed in infancy. The purpose of objective activity is the assimilation of the functions of objects, the mastery of methods of action with them. Independently, without the help of an adult, the child cannot understand the purpose of the object.
The researchers Novoselova, Kislenko, Galperin and others studied the problem of the development of objective activity and identified the stages of its development:
Stage 1: 1-1.5 of the year- the child does not know the functions of objects;
Stage 2: 2-2.5 of the year- rigid assignment of the function to the object;
Stage 3: after 2.5 years - the separation of the action from the object, the child masters the functions of the object and begins to use some objects instead of others (substitute objects, when the child begins to transfer the learned methods of action to other objects). Within the framework of objective activity, play is born (at the end of early childhood).
2. Development mental functions in early age
Considering development mental functions, we note, first of all, that early childhood sensitive to speech acquisition. Autonomous speech child fairly quickly (usually within of the year) transforms and disappears. Words that are unusual both in sound and in meaning are replaced by words of "adult" speech.
By 1 year dictionary child- 10 words; By 1y.8m. - 100 words;
By year 2 - 300 words or more;
By 3 years - 1000-1500 words.
Offers initially, at about 1.5 of the year, consist of 2-3 words. This is most often the subject and its action ("mother is coming"), the action and the object of the action ("give me a roll", "I want a candy"), or the action and the place of the action ("the book is there"). By three years basic grammatical forms and main syntactic constructions mother tongue. In speech child there are almost all parts of speech, different types of sentences. Speech becomes a full-fledged means of communication. In addition to speech, early age develop other mental functions - perception, thinking, memory, attention.
Features of perception child
Early childhood is interesting because perception dominates among all mental functions. At this age, elementary forms of imagination are observed, such as anticipation, but creative imagination Not yet. A small child is not able to invent something, to lie. Only towards the end of early childhood does he have the opportunity to say something other than what it really is.
Attention and memory involuntary.
Thinking is visual and effective, it is based on perception and action with objects.
3. The manifestation of personality in early age
Stages of personality development:
Early age is characterized by vivid emotional reactions associated with immediate desires. child. At the end of this period, when approaching the crisis of 3 years, affective reactions to the difficulties faced by the child are observed. He tries to do something on his own, but nothing works out for him or there is no adult nearby at the right time - there is no one to come to the rescue and do it with him. In such a situation, an emotional outburst is quite likely.
Development psyche child V early childhood (1-3 of the year)
Affective outbursts are best extinguished when adults react calmly enough to them, and, if possible, ignore them altogether. Otherwise, special attention from adults acts as a positive reinforcement: the child quickly notices that persuasion and other pleasant moments in communication with relatives follow his tears or anger, and begins to act up more often to achieve this. Besides, child early age is easily distracted. If he is really upset, it is enough for an adult to show him his favorite or new toy, offer him to do something interesting with him - and the child, whose one desire is easily replaced by another, instantly switches and enjoys doing a new thing.
Development emotional-need sphere child is closely related to the emerging at this time self-awareness. Around 2 of the year baby starts recognize yourself in the mirror. Self-recognition is the simplest, primary form of self-awareness. A new stage in the development of self-awareness begins when the child calls himself - first by name, in the third person: "Tata", "Sasha". Then, by three years, the pronoun "I" appears. Moreover, at child appears and initial self-assessment- awareness not only of one's "I", but that "I am good", "I am very good", "I am good and no more". This is a purely emotional formation that does not contain rational components (therefore, it is difficult to call it self-esteem in the proper sense of the word). It is based on the need child in emotional security, acceptance, so self-esteem is always maximally overestimated.
The consciousness of "I", "I am good", "I myself" and the appearance of personal actions promote " child to a new level of development. The transitional period begins - the crisis of 3 years.
4. Crisis of 3 years
Crisis 3 years - the border between early and preschool childhood - one of the most difficult moments in life child.
L.S. Vygotsky, describes the characteristics of the crisis of 3 years.
1) The first of them is negativism. The child gives a negative reaction not to the action itself, which he refuses to perform, but to the demand or request of an adult. He does not do something just because a certain adult person suggested it to him (the child ignores the requirements of one family member or one teacher, and is quite obedient with others. The main motive for the action is to do the opposite, i.e. directly opposite to what he said). But this is not disobedience.
2) The second characteristic of the crisis of 3 years is stubbornness. It's a reaction child who insists on something not because he really wants it, but because he himself told adults about it and demands that his opinion be taken into account. Stubbornness is not the persistence with which a child achieves what he wants. A stubborn child continues to insist on what he does not want so much, or does not want at all, or has long lost his desire.
3) The third characteristic of the crisis of 3 years, which will be inherent in all subsequent transition periods- depreciation. What was familiar, interesting, expensive before is depreciated. A 3-year-old child may begin to swear (old rules of behavior are depreciated), discard or even break a favorite toy offered at the wrong time (old attachments to things are depreciated), etc.
Development psyche child V early childhood (1-3 of the year)
4) obstinacy is close to negativism and stubbornness, but is not directed against a specific adult, but against the norms of behavior (orders) accepted in the family;
5) self-will - i.e. the child wants to do everything himself; but this is not a crisis of the 1st of the year where the child strives for physical independence, and strives for independence of intention, design.
6) protest rebellion, which manifests itself in frequent quarrels with parents; according to L.S. Vygotsky "the child is at war with others, in constant conflict with them"
7) despotism - dictates his behavior (if there is 1 child in the family), shows despotic power in relation to everything around him. All these phenomena can manifest themselves with different intensity.
General characteristics of development
At this age there is a separation of lines mental development boys and girls. They have different types of leading activities. In boys, object-tool activity is formed on the basis of objective activity. Girls based on speech activity- communicative.
Object-tool activity includes manipulation with human objects, the beginnings of design, as a result of which men have a better developed abstract, abstract thinking.
Communicative activity involves mastering the logic of human relations. Most women have a more developed social thinking than men, the sphere of manifestation of which is the communication of people. Women have thinner intuition, tact, they are more prone to empathy.
Sex differences in the behavior of children are due not so much to biological and physiological reasons as to the nature of their social communication. The orientation of boys and girls to different types of activity is set socially, as a result of cultural patterns. In fact, there are more similarities between male and female babies than differences. Differences appear later. Basically, boys and girls develop in parallel and go through the same stages.
Communication in early childhood
Communicative attitudes of children up to 3 years old inclusive in relation to their peers are attitudes towards manipulation with an inanimate object. But at the same time, they show a cognitive interest in a peer-child, as in themselves - a narcissistic egocentric interest in a peer.
If in the second year of life a child feels anxiety when approaching a peer, then in the third year he can safely play next to others. But not together. Joint games are short-term and focused on an adult.
"Toddler" children can be aggressive - hit, push, bite, especially if another child somehow infringes on his interests (he took possession of an attractive toy).
Emotional development in early childhood
The child reacts emotionally only to what he directly experiences. He does not care about what awaits him in the future, such as a gift or punishment.
Desires are unstable and quickly transitory, all desires have the same strength (there is still no subordination of motives). Characterized by vivid emotional reactions associated with the desires of the child.
Children from 1 to 3 years of age have a greater range of fears than infants. This is explained by the fact that with the development of their abilities of perception, as well as mental abilities, the scope of life experience expands, from which more and more new information is drawn. Noticing that some objects may disappear from their field of vision, children are afraid that they themselves may disappear. They may be wary of the water pipes in the bathroom and toilet, thinking that the water might carry them away. Masks, wigs, new glasses, a doll without a hand, slowly deflating balloon All this can cause fear. Some children may be afraid of animals or moving cars, and many are afraid to sleep alone.
Usually, fears disappear on their own over time as the child masters more subtle ways of thinking. Excessive irritability, intolerance, anger of parents can only exacerbate children's fears and contribute to the child's feeling of rejection. Excessive parental care also does not relieve the child of fear. More effective way is the gradual accustoming them to communicate with objects that cause fear, as well as a good example.
Emergence of self-consciousness
The mechanism that contributes to the psychological separation of the child from the parents is self-identification. Self-identification in early childhood has several consecutive phenomena: identification with one's name, gender identification, identification with one's external image.
The first ideas about yourself arise in a child by the age of one. The child responds to his own name. These are ideas about the parts of his body, which the baby cannot yet generalize. At special education as adults, by the age of one and a half, a child can recognize himself in a mirror, masters the identity of the reflection and his appearance.
By the age of 3 - a new stage of self-identification: with the help of a mirror, the child gets the opportunity to form his own idea of \u200b\u200bhis present self. The child is interested in all ways of confirming his "I". Spiritualizing individual parts of the body, in the game he learns the will over himself.
A three-year-old kid is interested in everything connected with him, for example, in the shadow. Begins to use the pronoun "I". Identification with own name expressed in a special interest in people who bear the same name.
Gender identification. By the age of 3, the child already knows whether he is a boy or a girl. Children draw similar knowledge from observations of the behavior of parents, older brothers and sisters. This allows the child to understand what forms of behavior in accordance with his gender are expected of him by others.
A child's understanding of belonging to a particular gender occurs in the first 2-3 years of life, and the presence of a father is extremely important. For boys, the loss of a father after 4 years of age has little effect on learning social roles. The consequences of the absence of a father in girls begin to affect during adolescence, when many of them have difficulty in adapting to the female role when communicating with members of the opposite sex.
By the age of three, the child shows the rudiments of self-consciousness, he develops a claim to recognition from adults. Positively evaluating certain actions, adults make them attractive in the eyes of children, awaken in children the desire to earn praise and recognition.
Development of mental functions
Speech is transformed from autonomous to active. By the age of three, all the basic sounds of the language are assimilated. The active vocabulary grows, and the number of words spoken by the child is always less than the number of words understood. The first phrases appear, the first questions addressed to adults. By the age of three, the basic grammatical forms and basic syntactic constructions of the native language are assimilated.
The dominance of perception over other mental functions is characteristic (thinking, memory, attention depend on perception). At the same time, the perception is affectively colored - the observed objects "attract" the child, causing him a vivid emotional reaction, he has a desire to get the object and do something with it. The behavior of children is field, impulsive - nothing that lies outside this visual situation attracts them.
Memory becomes a continuation and development of perception (involuntary memory).
Language acquisition. The vocabulary of children 1.5 years old usually contains about 10 words, at 1.8 years old - 50 words, at 2 years old - about 200. By the age of three lexicon is already 900 - 1000 words. A direct relationship has been established between the quality of language stimulation in the home environment and the development of a child's speech at 3 years of age.
The critical period in the development of children's speech is, according to researchers, the age from 10 months to 1.5 years. It is at this time that calm and developing games are needed and stress is undesirable.
When acquiring a language, children of all nations go through the stages of one-part, two-part and complete sentences. All languages that exist on earth have rules of grammar, syntax, semantics. At first, children generalize the rules to the extreme.
Mental development
The main stimulus for the improvement of mental activity in "walking" children is their sensory-motor activity. Children 1-2 years old are in the first (sensory-motor) period mental development, which J. Piaget divided into 6 stages, 4 of them the child goes through up to a year (see above).
Stage 5 - tertiary circular reactions (1 - 1.5 years) - experimenting with objects. The purpose of experiments is in themselves: kids love to observe how objects behave in new situations. Reflex behavior is replaced by true mental activity: the child is looking for new ways to interact with previously unknown objects.
Stage 6 (1.5 - 2 years). The emergence of symbolic thinking, that is, the ability to perceive them at one time or another according to the psychological images imprinted in the brain (symbols of objects). Now the child can perform operations not with real, but with ideal objects. The child becomes able to solve the simplest problems in his mind without resorting to trial and error. Physical actions contribute to the successful work of thinking.
For perception outside world egocentrism is characteristic at this stage of mental development. A child of 1.5 - 2 years is already aware of his isolation, separation from other people and objects, and also understands that some events can occur regardless of their desires. However, he continues to believe that everyone sees the world the same way he does. The infant's perception formula: "I am the center of the universe", "The whole world revolves around me."
Basic need of age
If in infancy the need for security was saturated, then the need for love is actualized. Children between the ages of 1 and 3 are still dependent on their parents, they constantly want to feel the physical closeness of their father and mother. The leading role in meeting the basic need is given to the parent of the opposite sex. 3-4 years - the formation of the Oedipus complex and the Electra complex according to Z. Freud. Tactile contact is important. The child learns the language of sensations. If the need is not satisfied, the person remains tactilely insensitive (it is at this age that the formation of erogenous zones occurs, Z. Freud).
Neoplasms of age:
Crisis of three years
There are clear symptoms in the approach to the crisis:
Acute interest in his image in the mirror;
The child is puzzled by his appearance, interested in how he looks in the eyes of others. Girls have an interest in outfits; boys begin to become preoccupied with their effectiveness, for example, in construction.
Acute reaction to failure.
The crisis of 3 years is among the acute ones. The child is uncontrollable, falls into a rage. Behavior is almost impossible to correct. The period is difficult for both the adult and the child himself. The symptoms are called the seven-star crisis of 3 years.
The crisis is characterized as a crisis of social relations and is associated with the formation of the child's self-awareness. The position "I myself" appears. The child learns the difference between "should" and "want".
If the crisis proceeds sluggishly, this indicates a delay in the development of the affective and volitional sides of the personality. In children, a will begins to form, which E. Erickson called autonomy (independence, self-sufficiency). Children no longer need care from adults and tend to make their own choices. Feelings of shame and insecurity instead of autonomy arise when parents limit the child's manifestations of independence, punish or ridicule any attempts at independence.
The child's zone of proximal development consists in finding "I can": he must learn to correlate his "I want" with "must" and "impossible" and on this basis determine his "I can." The crisis drags on if the adult is in the position of "I want" (permissiveness) or "impossible" (prohibitions). It is necessary to provide the child with a sphere of activity where he could show independence.
This area of activity is in the game. The game, with its special rules and norms that reflect social ties, serves for the child as that "safe island where he can develop and test his independence, independence" (E. Erickson).
The neoplasm of the crisis period is autonomy.