Methodological recommendations "formation of psychological culture of students" methodological development on the topic. Structure of education of psychological culture of safety Objectives of educational work

STRUCTURE OF EDUCATION OF PSYCHOLOGICAL SAFETY CULTURE

Moshkin Vladimir Nikolaevich,

Lapaeva Anna Ivanovna

The article, based on concepts developed in pedagogy and psychology, outlines the results of the justification for the model of upbringing a psychological culture of safety, reveals the results of a study of the structure, functions, goals, content, means, and criteria for assessing the effectiveness of upbringing a psychological culture of safety in the pedagogical process.

Key words: safety, education, criteria, culture, model, psychological, system properties, content, means, structure, factors, functions, goals, schoolchildren

The problem of psychological preparation for ensuring safety is one of the most pressing in modern theory and practice of education. However, to date, the structure of developing a psychological culture of safety for schoolchildren is one of the least studied in pedagogy.

We consider and study the cultivation of a psychological culture of safety in the pedagogical process of a comprehensive school as an integral part of the psychological preparation of schoolchildren to ensure safety. Fostering a psychological culture of safety is also an integral part of the process of fostering a culture of safety for schoolchildren. Fostering a psychological culture of safety for schoolchildren is a pedagogical phenomenon. Psychological preparation for ensuring safety is a social and pedagogical process that is carried out not only at school, but also in other educational organizations, cultural institutions, under the influence of the media and interpersonal communication, in the process of independent work of students, etc. Thus, the development of a psychological culture of safety for schoolchildren is inherent in both the properties of education of a culture of safety and the psychological preparation of schoolchildren to ensure safety. However, the education of a psychological culture of safety for schoolchildren also has properties that the education of a culture of safety for schoolchildren and the psychological preparation of schoolchildren to ensure safety do not have.

For a holistic understanding of the development of a psychological culture of safety in the pedagogical process, we used the modeling method. Modeling is “a method of studying objects of knowledge on their models; construction and study of models of real-life objects and phenomena and structural objects to determine or improve their characteristics, rationalize the methods of their construction, control them, etc.” . Modeling expresses a universal aspect of the cognitive process. The concept of modeling is an epistemological category that characterizes one of the most important ways of cognition, in which one system (object of research) is reproduced in another (model). In turn, the model is an ideal reflection of the most important qualities and elements of real processes; it is “a substitute for the original in knowledge and practice.” Building a model allows for a deeper understanding of the relationships that arise within the subject of study.

V.S. Bezrukova in the structure of the pedagogical process identifies the goal, principles, content, means, methods, forms of organization of the pedagogical process. In the model for organizing educational work with schoolchildren, V. Karakovsky includes the target setting, main directions, content, organizational forms, interaction with the environment, and management. N.V. Bordovskaya, A.A. Rean came to the conclusion that “the structure of the educational process is the relationship of the following elements: goals and content, methods and means, as well as achieved results.” According to L.N. Gorina, in the model for the formation of a life safety culture, the context (social order for an individual who owns a safety culture), levels of training (kindergarten, school, vocational education, additional education), structural components of a safety culture (knowledge, skills, reflection, philosophy) should be identified safety), levels of achieving a safety culture (associative, reproductive, algorithmic, creative).

Based on the concepts developed in pedagogy, we will present the results of the justification of the model for developing a psychological culture of safety.

In describing the procedural aspect of culture, adequate concepts are, according to L.S. Kolmogorova, “formation”, “genesis”, “development”, “incorporation”, and not “formation”, “education”, “development”, which are found in specialized literature. The terms “formation”, “education” L.S. Kolmogorov refers to individual components, and not to human culture as a whole. According to L.S. Kolmogorova, this is due, firstly, to the very concept of personal culture, which simultaneously means training, education, and the level of personal development. Secondly, the process of formation occurs under the influence of many external and internal, objective and subjective factors. psychological culture safety education

It is important to find out how the development of a psychological culture of safety for schoolchildren is included in the pedagogical process. This question can be answered by finding out in what forms this component of the pedagogical process is implemented. According to P.I. Pidkasisty, currently the forms of organization of the educational process in school are classified as follows: lesson, as the main form of organization of education in a modern school; accompanying forms of organizing educational and cognitive activities of students: excursions, consultations, electives, leveling groups; forms of extracurricular and extracurricular work for students: subject clubs, scientific societies, competitions, exhibitions, olympiads, etc. V.A. Slastenin points out that “the lesson as the main form of organization of the pedagogical process is complemented by other forms of organization of the educational process.” At the same time, excursions, additional classes and consultations, educational conferences, school lectures, etc. act as additional forms of organizing the pedagogical process; auxiliary forms of organizing the pedagogical process include electives, clubs, interest clubs, etc. Based on the analysis of existing approaches to the forms of organizing the educational process at school, we have identified the following forms of psychological preparation of schoolchildren to ensure safety: lesson, extracurricular and extracurricular work, joint work parents, students and teachers. Based on the identified forms of psychological preparation of schoolchildren to ensure safety, we have developed a model that reveals the role of the pedagogical process in preparing schoolchildren to ensure safety, which is graphically presented in Figure 1.

Functions: a) preparing schoolchildren for the safe study of psychological problems of man and modern society; b) preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture; c) preparing schoolchildren to use psychological culture to ensure safety; d) prevention, neutralization of the destructive influence of elements of psychological training of schoolchildren outside the pedagogical process.
Lessons on psychological issues of safety.	Lessons that include individual questions on psychological safety issues.	Extracurricular and extracurricular activities dedicated to psychological safety issues.	Extracurricular and extracurricular activities, including certain psychological safety issues.	Classes and events on psychological safety issues with the participation of parents.	Pedagogical comprehensive training for parents on psychological aspects of safety.
Educational process.	Class hours, extracurricular activities.	Joint events between teachers, students and parents.
Methodological associations of teachers of life safety, valeology, educational psychologists, class teachers.

Rice. 1 The pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety

The above model (Fig. 1) reveals the connections between the educational process, extracurricular and extracurricular work on the psychological aspects of safety, and the joint work of parents, schoolchildren and teachers on the psychological aspects of safety. Based on the analysis of advanced pedagogical experience, we have identified specific functions of psychological preparation of schoolchildren to ensure safety: preparation of schoolchildren for the safe study of the psychological aspects of man and society; preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture (religion, advertising, art, pseudo-art, etc.); preparing schoolchildren to use psychological culture to ensure safety; prevention, neutralization of the destructive influence of elements of psychological training of schoolchildren outside the pedagogical process.

Based on the theoretical principles of pedagogy and psychology, based on the analysis of advanced pedagogical experience, we will reveal the essential properties of the phenomenon under study. In the process of joint activities of teachers and schoolchildren on the psychological aspects of safety, the following components of developing a psychological culture of safety are implemented: goals, content, means, diagnostic criteria. At the same time, the activities of educators consist of conducting lessons, extracurricular and extracurricular work, and working together with parents on the psychological aspects of safety. The activities of schoolchildren are carried out during the educational process, extracurricular and extracurricular work, and joint work with parents. The process of developing a psychological culture of safety for schoolchildren includes the following components: diagnostics of the level of formation of a psychological culture of safety for schoolchildren; planning joint work of teachers and schoolchildren to master a psychological culture of safety; encouraging schoolchildren to adopt a psychological culture of safety; organization of joint work of teachers and schoolchildren to master the psychological culture of safety; correction of joint work of teachers and schoolchildren to master the psychological culture of safety. These components are implemented as stages or as functions of fostering a psychological culture of safety in the pedagogical process. Summarizing and systematizing the above, we present the structure of education of a psychological culture of safety for schoolchildren in the pedagogical process in Figure 2.

Joint activities of teachers, schoolchildren and parents to master the psychological culture of safety.
Activities of teachers during lessons, extracurricular and extracurricular work, joint work with parents on the psychological aspects of safety	Activities of schoolchildren during the educational process, extracurricular and extracurricular work, joint work with parents on the psychological aspects of safety.
The goals of developing a psychological culture of safety for schoolchildren.		Means of developing a psychological culture of safety for schoolchildren.	Criteria for diagnosing the development of a psychological culture of safety for schoolchildren.
Diagnostics of the formation of psychological safety culture of schoolchildren.	Planning joint activities of teachers, parents and schoolchildren to master a psychological culture of safety.	Encouraging schoolchildren and parents to adopt a psychological culture of safety.	Organization of joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.	Correction of joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.

Rice. 2 The structure of upbringing a psychological culture of safety for schoolchildren in the pedagogical process

The structure of developing a psychological culture of safety for schoolchildren in the pedagogical process, outlined above (Fig. 2), reflects the main, most general properties of the phenomenon being studied. On this basis, we formulate conclusions about the specific content of the structural components of the phenomenon under study. First of all, we will present the results of our study of the goals, content, means, and criteria for diagnosing the education of a psychological culture of safety in the pedagogical process.

The most generalized properties of the phenomena we study (nurturing a psychological culture of safety, psychological preparation for ensuring safety) were revealed by psychologists M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko, who formed the principles and ways of developing readiness to act in particularly difficult conditions during training.

M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko believe that the part of future activity isolated for independent study should consist of actions that are identical in their psychological structure to actions performed in a real situation. In educational activities, first of all, it is necessary to create a system of actions for training attention, perception, memory and thinking, as well as to determine the actions necessary to solve complex problems.

The authors note that educational activities should be based on physical and psychological modeling of real operating conditions. The chosen model must psychologically correspond to the one with which a person will act in a real situation.

According to the authors, the task of educational activity is the formation of not only automated actions, but also those psychophysiological mechanisms that contribute to the activation of mental properties that adapt the body to any variation in activity conditions.

In the process of educational activities, it is necessary to take into account the relationships: man - tool of labor, labor process - environment - product of labor. To achieve the desired effect from learning, these relationships must comply with the principle of similarity. It is important to take into account the psychological requirements of similarity in relation to extreme conditions.

According to the authors, educational activities should include tasks that develop mental functions such as cognitive, regulatory, and communicative. It is assumed that preparation for actions in a tense situation will ensure the development of appropriate qualities of perception, attention, memory, thinking, decision-making methods, etc.

Recognizing that the above conclusions of M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko reveal some properties of the process of forming readiness for action in particularly difficult conditions; we note that the authors mainly write about what should be (which is more typical not for a scientific, but for a methodological approach), to a lesser extent revealing the essential properties of the phenomenon we are studying .

Based on highlighting the main thing from our analysis of the content of the structural components of the phenomenon under study, we will present graphically a model for nurturing a psychological culture of safety for schoolchildren in the pedagogical process (Fig. 3).

- formation of motivational readiness to ensure safety; - formation of a system of psychological knowledge about the process of ensuring security; - formation of psychological skills and safety skills; - formation of readiness to creatively solve psychological problems of security; - formation of strong-willed readiness to ensure safety; - developing experience in self-control in the process of ensuring security.
- information about psychological harmful and dangerous factors, about safety factors, about the psychological experience of ensuring safety, about the psychological qualities of an individual that affect the safety of an individual and society, presented in the content of the pedagogical process; - information about the worldview, volitional, intellectual, communication, information aspects of security contained in the pedagogical process; - psychological concepts that reveal various aspects of ensuring life safety (“victimization”, “destructiveness”, “stupor”, etc.); - psychological knowledge, abilities, skills, views and beliefs to ensure safety, formed in the pedagogical process.	Facilities: - tasks for using information about psychological risk factors in activities; - tasks that require the use of information about psychological safety factors in activities; - tasks that involve the use in activities of information about psychological experience in ensuring safety; - tasks that require the use in activities of information about the psychological qualities of an individual that affect the safety of a person and society.
Diagnostic criteria: - psychological readiness for activities to ensure safety in the presence of factors negatively affecting a person in a dangerous situation; - psychological readiness to ensure safety when interacting with various risk factors; - psychological readiness to ensure safety in various types of situations arising in the process of ensuring safety; - psychological readiness to ensure safety in various activities; - development of safe activity components; - readiness for self-improvement of psychological safety culture in specific operating conditions.

Rice. 3 A model for developing a psychological culture of safety for schoolchildren in the pedagogical process

The model presented in Figure 3 includes the main components of the process of developing a psychological culture of safety (goals, content, means, diagnostic criteria). From the analysis of the model, it follows that the system properties (functions of education) are determined by the composition of the goals, content, means of education, and criteria for diagnosing the psychological culture of safety. These components of education are combined in the activities of the subjects of the pedagogical process and their implementation in pedagogical practice constitutes the content of the education process.

Based on the analysis of pedagogical theory and practice, we have identified system-forming factors in nurturing a psychological culture of safety in the pedagogical process:

• · psychological training programs for schoolchildren that involve studying safety issues;
• · safety training programs (including, as one of the aspects, the psychological aspect of safety);
• · the personality of a teacher who has a high level of psychological safety culture;
• · destructive tendencies, psychological risk factors in society, the presence of which stimulates teaching staff to organize the activities of schoolchildren to comprehend these destructive tendencies, to prepare schoolchildren for psychological protection from risk factors.

To summarize, we note that consideration of the pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety; research into the nature of the relationship between fostering a psychological culture of safety in schoolchildren and psychological preparation for ensuring safety; revealing the structure of developing a psychological culture of safety; research into the content of upbringing a psychological culture of safety; creating a model for developing a psychological culture of safety for schoolchildren; identifying system-forming factors and systemic properties of upbringing a psychological culture of safety allowed us to penetrate into the essence and structure of the phenomenon under study and expand theoretical knowledge about this process.

Bibliography

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Introduction

Chapter I. Theoretical analysis of the problem of the influence of psychological culture in the social microenvironment on the formation of the psychological culture of children

1.1 Correlation of the concepts “culture”, “psychological culture”, “children’s subculture”

1.2 Peer society and its influence on the formation of children’s psychological culture

1.3 The psychological culture of parents is a factor in the formation of the psychological culture of children

Literature

Introduction

Currently, psychology is beginning to occupy an increasingly prominent place in the general culture of the country. The interaction between psychology and society is deepening. Scientific and practical psychology is represented in all areas of public life: political, economic, industrial, social, legal, in the field of education, arts and sports, health preservation and national defense. All currently proclaimed moral values ​​- humanism, democracy, cooperation, tolerance, dialogism, etc. - are based on the psychological laws of communication and interaction between people.

Unfortunately, the lack of psychological culture in our society hinders the full implementation in all areas of life of both these principles and the scientific achievements of psychology. The modern education system bears a certain responsibility for this. It seems that when determining promising ways of developing educational structures and programs, it is advisable to take into account their compliance with the social needs of their time. The need for psychological education from preschool age follows directly from the needs of social life and meets the interests of both the entire modern society and each of its citizens.

Scientists, teachers and psychologists argued that psychology is necessary as a subject of general education, since it forms a holistic worldview of the child: it teaches him how to interact not only with the surrounding reality, but also with people and with himself. . Psychological education should include not only psychological literacy, but also the development of their psychological culture, which is the basis and result of the psychological health of the country's younger generation. It is no coincidence that D.S. Likhachev emphasized that culture is a huge whole phenomenon that makes the people inhabiting a certain space from just the population into a people, a nation. It is in childhood that “the universal genetic program of development as improvement is hidden.” . Therefore, it is again advisable to consider the problem of raising children in the context of the development of their psychological culture as an important component of a person’s general culture.

The relevance of studying the problem of psychological culture is due to the leading role of this quality in the processes of human life, his communication, social adaptation, and productive personal development.

The purpose of the course work: to identify the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

Objectives of theoretical research:

1. Conduct a theoretical analysis of the literature on the problem of the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

2. Determine the main problems and directions in the study of the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

Object of study: psychological culture of preschool children.

Subject of the study: the influence of the communicative component of the children's subculture on the child's position in the peer group.

Hypotheses:

1. The psychological culture of a child of senior preschool age is a complex system that determines his position in the peer group in different ways.

2. Possession of certain elements of the children's subculture is a significant factor in the influence of an older preschooler on his peers.

3. The psychological culture of significant adults for the child (parents) has a significant impact on the psychological culture and interpersonal relationships of children.

Research methods:

1. Literature analysis

2. Generalization and systematization of the studied material

ChapterI. The influence of psychological culture in the social microenvironment on the formation of the psychological culture of children

1.1 Correlation of the concepts “culture”, “psychological culture”, “children’s subculture”

The focus of modern society on culture, man, and his spiritual world becomes the dominant feature of social development. In education, as a phenomenon of civilization, there is also a focus on the individual, on the development of the individual, which turns culture into the most important factor in the spiritual renewal of both society as a whole and the individual. The word “culture” comes from the Latin cultura (agri) and originally meant the cultivation of land. Culture often means the improvement and ennoblement of human customs and ways of behavior, the education of a person. This word usage is carried over from agriculture, but refers not to plants, but to people. Culture should be understood as everything that is created by purposeful thinking and people-specific ways (methods) of activity. These means make it possible to create both material and intangible, spiritual values. In this sense, every, even the simplest, human-made tool, the most primitive equipment, any thought or idea that arose in the human mind belongs to culture. With the help of culture, people satisfy their needs (material and spiritual) and build relationships among themselves.

Culture as a system of artificial means distinguishes humans from animals. The concept of “culture” has many meanings. It cannot be defined in two or three phrases. And the very first definition of the term (according to American anthropologists) was given by an English ethnographer (1832-1917). “Culture is a complex that includes knowledge, beliefs, art, morality, laws, customs, as well as other abilities and skills acquired by a person as a member of society.” This issue was closely addressed by Alfred Kroeber and Clyde Kluckhohn, who wrote the book Culture: A critical Review of concepts and Definitions in 1952. (It was published in Russian in 1992 under the title “Culture: A Critical Analysis of Concepts and Definitions”). Scientists in their work collected 164 definitions of culture and over a hundred of its descriptions. They systematized definitions by “emphasis” or “emphasis” (on continuity, on genesis, and so on). Here are some of the definitions: “Culture is a sociological designation for learned behavior, that is, behavior that is not given to a person from birth, not predetermined in his germ cells like wasps or social ants, but must be learned anew by each new generation through learning from adults people" (anthropologist R. Benedict).

“Culture is the norms of habitual behavior common to a group, community or society. It consists of material and intangible elements” (sociologist K. Young). “In the broadest sense of the word, culture means the totality of everything that is created or modified by the conscious or unconscious activity of two or more individuals interacting with each other or influencing each other’s behavior” (sociologist P. Sorokin).

“Culture is the strong beliefs, values ​​and norms of behavior that organize social connections and make possible a common interpretation of life experience” (W. Beckett).

Masters of Russian philosophy, psychology, pedagogy, cultural studies (M.M. Bakhtin, N.A. Berdyaev, L.S. Vygotsky, A.N. Leontiev, D.S. Likhachev, A.F. Losev, Yu.M. Lotman, K.D. Ushinsky, etc.) attached decisive importance to culture as a condition for human development. They argued that a person becomes part of humanity by comprehending culture and creating it. At the same time, they emphasized the psychological context of this comprehension, since spiritual culture unites phenomena that are associated with consciousness, with intellectual and emotional-psychic activity of a person (language, knowledge, level of intellectual, moral and aesthetic development, creativity, emotions, relationships, methods and forms of human communication).

Psychology brings into the general culture an understanding of the uniqueness, complexity and value of man as such and his life. One of the specific features of psychological culture is that what is individually unique in a person is recognized as a given. Without an initial idea of ​​the scale and vulnerability of a person’s inner world, no mental manifestation or real behavior of people can be fully explained.

Issues of the development of psychological health and psychological culture are increasingly being raised in modern pedagogical and psychological literature. The concept of psychological health has been formed and is actively used in the scientific community. The basis of psychological health is the normal development of subjective reality in the process of life, where the norm is understood not as the average that exists, but as the best that is possible at a particular age for a particular person, and by subjective reality we mean the “soul”, “inner world”, “individual spirit”, “humanity in man”. But after the concept of psychological health, by analogy with medicine, the concept of psychological hygiene arises, as well as the more general concept of psychological culture. Psychological culture should be understood as not just knowledge of the causes of emerging psychological problems and the consequences of certain actions. Psychological culture is, first of all, the ability and willingness to solve problems of interaction with the social environment and with oneself so as not to slow down the process of personal development.

Scientists identify such an inherent psychological property as intelligence. The property of intelligence, according to Yu.M. Lotman, is a certain cultural achievement of humanity and belongs to humanity as a whole. It can be assumed that intelligence is the highest form of manifestation of the essence of human psychological culture. The personal qualities of an intelligent person are a human attitude towards the world and people, attachment to their people, to their homeland, to their culture and respect for the culture of other peoples; a developed sense of justice, honor, conscience, a sense of independence, in particular, a socially independent position and the ability to defend this position. In the view of A.F. Losev, the psychological property of intelligence is manifested in a thousand and a thousand little things: in the desire not to offend a person, in the ability to argue respectfully, in the ability to quietly help another. D.S. Likhachev even expressed the idea that an educational institution loses its right to exist if it does not cultivate intelligence in its students. Nurturing a person’s psychological culture is impossible without a certain level of psychological literacy. An important substantive aspect of psychological literacy, rightly notes E.A. Klimov, is actually scientific, albeit elementary, but true - awareness of the facts and patterns that characterize the subjective world of man.

The topic of psychological culture cannot be considered separately from psychological literacy. Psychological literacy as a set of elementary psychological knowledge and skills represents the basics of psychological culture, from which its development begins, taking into account age, individual and other characteristics. Psychological literacy means mastering psychological knowledge (facts, ideas, concepts, laws, etc.), skills, symbols, traditions, rules and norms in the field of communication, behavior, mental activity, etc. Psychological literacy can manifest itself in the horizons, erudition, awareness of various mental phenomena both from the point of view of scientific knowledge and from the point of view of everyday experience drawn from traditions, customs, direct communication of a person with other people, gleaned from the media, etc. Psychological literacy presupposes mastery of a system of signs and their meanings, methods of activity, in particular methods of psychological cognition. Moreover, we are talking not only about knowledge, but also about its application, the implementation of norms and rules at the level of role behavior, social functions, and traditions. By literacy, we understand, following E. A. Klimov, B. S. Gershunsky, B. S. Erasov, the necessary minimum level of education, competence, and culture as a whole.

General psychological literacy is a step in the development of culture, accessible to every normally developing person.

But knowledge alone is not enough to develop psychological culture. Personal culture always manifests itself in the relationships between people. We can say that the basis of a person’s psychological culture is psychological knowledge, fertilized by universal, humanistic values. The implementation of such knowledge in society is carried out from the standpoint and in the context of respect, love, conscience, responsibility, and careful attitude towards the sense of human dignity of both oneself and another person. Moral principles, nobility of feelings, which are expressed in a person’s ability to have subtle experiences, deep empathy, and the ability to act generously, are the essence of the psychological (internal) culture of the individual. Janusz Korczak, knowing and understanding perfectly the psychology of a child, wrote: “I have often thought about what it means to be kind? It seems to me that a kind person is a person who has imagination and understands how another feels, knows how to feel what another feels.”

Psychological culture is not born by itself; its development involves attention to the inner world of the child, to his feelings and experiences, hobbies and interests, abilities and knowledge, his attitude towards himself, towards his peers, towards the world around him, towards ongoing family and social events, towards life as such. Thus, in the science of the 20th century, some scientists drew attention to the existence of a special children's world, which has its own cultural system of ideas about the world and people, social norms and rules, inherited from generation to generation of children of traditional forms of folklore texts. According to G. S. Vinogradov, the term “children’s folklore” embraces the entire set of different types of verbal works known to children and not included in the repertoire of adults.

Children's subculture (from the Latin sub under and cultura cultivation, education, development) in a broad sense, everything that is created by human society for children and by children; in a narrower semantic space of values, attitudes, methods of activity and forms of communication carried out in children's communities in a particular historical social situation of development. In universal human culture, the children's subculture occupies a subordinate place, and at the same time it has relative autonomy, since in any society children have their own language, various forms of interaction, their own moral regulators of behavior, which are very stable for each age level and develop largely independently of adults.

The emergence of a children's subculture as an integral historical and cultural phenomenon is due to the gender and age stratification of society, which has its roots in ancient times, when members of the community who had not undergone initiation (a special rite of passage into adulthood) united to carry out joint forms of life activity identical to adults. With the development of human society, these forms became increasingly autonomous, making a transition from direct imitation of the work, everyday and ritual actions of adults to play as a special non-productive form of activity, thanks to which the child’s own behavior is controlled, his orientation in the meaning of human activity and relationships.

This is the world that the children’s community created “for themselves” throughout the entire sociogenesis, it consists of:

· children's folklore (counting books, teasers, chants, fairy tales, horror stories, riddles);

· children's legal code (property signs, debt collection, barter, seniority and guardianship rights in different age groups, the right to use a mushroom/berry place);

· children's humor (rhymes, anecdotes, practical jokes, jokes);

Creative, biased processing of the cumulative experience of previous generations in the game is a condition for the autonomization of the world of childhood and the emergence of a wide range of phenomena of children's subculture, such as various genres of children's folklore related to them.

According to the definition of M.V. Osorina, “children’s folklore is one of the forms of collective creativity of children, implemented and consolidated in a system of stable oral texts, transmitted directly from generation to generation of children and which are important in regulating their play and communicative activities.” The folklore tradition, which has absorbed the social and intellectual experience of many children's generations, provides a preschool child or primary school student with ready-made ways to solve life problems in the children's community, and in adolescence, acquiring psychological independence from adults and defending their position.

An analysis of aspects of children's cultural tradition shows that it has various functions and satisfies the basic socio-psychological needs of children mastering the rules of interpersonal communication. From the point of view of a psychologist, many traditional forms of child behavior are a kind of psychological training for a child’s communication skills. He learns gradually more complex tasks of self-knowledge and self-regulation, awareness of the rules and norms of relationships between people and cooperation with others, actively living them in games and pranks, in situations testing courage and teasing. And a child can always find support and a way out of the situation by turning to children’s traditions and folklore, which literally serve all the most important areas of a child’s life: attitude towards oneself, communication with peers and the adult world, with nature and the mysterious world of the supernatural.

1.2 Peer society and its influence on the formation of children’s psychological culture

The interpersonal relationships of children in preschool age are quite complex and multifaceted and represent an integral system with its own internal structure and dynamics of development. The interpersonal relationships of preschoolers are very complex, contradictory, and often difficult to interpret. They do not lie on the surface (like role-playing and business ones) and only partially manifest themselves in the communication and behavior of children, requiring special methods for detection. The question of the need to study these relationships has been repeatedly raised by various researchers, among them: Kolominsky Ya.L., Royak A.A., Repina T.A., Mukhina V.S., Arkin E.K., Usova A.P., Arzhanova A.I., Kulchitskaya E.I. According to scientists, early age has a special beneficial receptivity. The child intensively develops visual-figurative thinking and imagination, develops speech, mental life is enriched by experience, and the ability to perceive the world and act according to ideas emerges.

J. Piaget attributes egocentrism to a small child, as a result of which he is not yet able to build joint activities with peers (therefore, Piaget believes that the society of children arises only in adolescence). In contrast to him, A.P. Usova, and after her many domestic psychologists and teachers believe that the first children's society is formed in kindergarten. But in preschool age, against the background of a favorable educational environment in kindergarten, conditions can be created when the influence of the environment becomes “pathogenic” for the development of the individual, since it infringes on it.

Interpersonal relationships (relationships) are a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of a contact group. Despite the fact that interpersonal relationships are actualized in communication and, for the most part, in the actions of people, the very reality of their existence is much broader. Figuratively speaking, interpersonal relationships can be likened to an iceberg, in which only the surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.

Interpersonal communication in modern society is characterized by various situations. Every adult is familiar with the state of awkwardness, confusion, a feeling of one’s own inferiority, when one does not know how to console a person in grief, what to respond to a dismissive or defiant treatment, how to defend one’s rightness, how to cheer up a despondent campaign. All these problems are common to both adults and children. Children of different ages must be able to solve them on their own, since an adult may not be nearby. This requires not only to understand what is happening, but also to master a certain communication technique. Children's folklore as a way of resolving conflicts may become a specific feature of this technique. Observations show that children often use folklore in various controversial situations. One of the most important features of a children's subculture is the presence of its own language of communication between children, distinguished by a special syntactic and lexical structure, imagery, and encryption. D.B. Elkonin, while studying the oral and written speech of students, discovered the originality of not only lexical meanings and grammatical forms, but also the syntax of children's language, for example, when the grammatical and psychological subjects do not coincide. In his word creation experiments, the child records the reserve potential of his native language, the possibilities of its development, without knowing it, which is why K.I. Chukovsky and R. Jacobson called the children genius linguists. Another important feature of the children's subculture is the taboo of personal names in children's communities and the giving of nicknames and nicknames to peers. This aspect of the manifestation of autonomy in a children's group, especially characteristic of adolescents and young adults, unfortunately, has not yet become the subject of attention of researchers. Meanwhile, it is nicknames that represent a unique manifestation of the very content of children's subculture and rich material for understanding the mechanisms of functioning of children's communities in onto- and sociogenesis.

The variety of characters, situations, and unclear relationships, which are so difficult to understand right away, make children feel the importance of rules not only for the game, but also for regulating communication, especially in difficult cases. In children's folklore, researchers have discovered a unique children's legal code that regulates forms of behavior in complex and conflict situations. These are norms enshrined in traditional verbal formulas that have specific force for children. Teasing against sneaks, greedy people, and crybabies is a powerful means by which the norms of the collective life of children are established and behavior that is undesirable for the group is suppressed. The transfer of the entire wealth of content of the children's subculture occurs directly “from word of mouth” in informal communication on playgrounds, in summer camps, sanatoriums, and hospitals. Only towards the end of the childhood period, along with oral ones, written texts—songbooks, girls’ albums, “fortune tellers,” and collections of jokes—appear. The effectiveness of this remedy is quite high, since it is a product of children’s communication.

In preschool age, the leading activity is role-playing play, and communication becomes its part and condition. The game of preschoolers is a multifaceted, multilayered education that gives rise to different types of children's relationships: plot (or role-playing), real (or business) and interpersonal relationships. The first two types of children's relationships in the game constitute its external plane, since they are open to direct observation. From the point of view of D.B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the child’s living conditions in society.”

By the age of 3, when the child enters kindergarten, the leading activity of preschoolers - play - is just beginning to develop. It is still very primitive in content, just like the first social relationships that develop within it. At an older age, the experience gained is systematized and specified, and, consequently, the games become more complex. The child’s vocabulary is also enriched and acquaintance with children’s folklore occurs. Nowadays, it is increasingly possible to observe how children act in controversial situations and how they resolve them with the help of folklore. And various rhymes, rhymes, teasers, etc. became tools for a peaceful way out of a controversial situation. This method of solution is a children's cultural norm, sanctified by tradition. At four to five years old, it is adopted quite superficially from older children. After a year or two, the child begins to realize its deep meaning and affirms with pathos the fairness of the lot, carefully ensuring that the choice is random. For example, the texts of the counting rhymes are lengthened so that it is impossible to guess in advance who the last word will fall on.

Thus, interpersonal relationships born and mediated by play can nevertheless exist independently of it, as well as from any other child’s activity, in which they differ significantly from role-playing and business relationships, which are completely “drowned” in the game. At the same time, they are closely intertwined and, being very emotional in preschoolers, they often “burst into the game.” Relationships around play are of particular importance for the development of a child’s personality, for his assimilation of elementary moral norms, since it is here that the learned norms and rules of behavior are formed and actually manifested, which form the basis for the moral development of a preschooler and form the ability to communicate in a group of peers.

Due to their special emotional intensity, interpersonal relationships are much more “attached” to the child’s personality than others and can be very selective and stable. What is especially valuable here is that these are not “rules of justice” imposed on adults, which are violated as soon as children are left alone, but a norm of behavior, an inviolable law that exists in the children’s community itself, helping to find a peaceful, “cultural” way out of difficult situations typical for children. social life of younger children. Folklore texts of counting rhymes passed down from generation to generation of children serve as a means of putting this law into practice.

Despite all the obvious importance of a child’s relationships with peers, there is a clear underestimation of the role of the latter in shaping the child’s personality. Relationships with adults, in the process of communication with whom children acquire the most important socio-psychological experience and master patterns of behavior in a team, are a necessary condition for the formation and further development of a child’s personality. But in preschool age, other children begin to occupy an increasingly larger place in a child’s life. If at the end of early childhood the need for communication with peers is just emerging, then in preschool it already becomes one of the main ones. At 4-5 years old, the child already knows quite accurately that he needs other children, and clearly prefers the company of his peers. Children show an active desire to communicate with peers in various types of activities, as a result of which a “children’s society” is formed. This creates certain prerequisites for the development of collective relationships. Meaningful communication with peers becomes an important factor in the full development of the personality of an older preschooler. In collective activities (play, work, communication), children aged 6-7 years master the skills of collective planning, learn to coordinate their actions, fairly resolve disputes, and achieve common results. All this contributes to the accumulation of moral experience.

Each child occupies a certain position in the peer group, which is expressed in how peers treat him. The degree of popularity a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other children, appearance, etc. Thus, symptoms of child dysfunction in the team were identified. Data obtained as a result of studying the works of various authors indicate that in the first stages of research into a child group, the main symptoms of child distress are the child’s low sociability or, conversely, behavior that openly conflicts with peers. Low sociability is an objectively existing phenomenon. Such children have sharply reduced basic communication characteristics compared to other members of the group. Low sociability in most cases considered by various authors indicates the presence of conflicts between the child and peers, as evidenced by the narrowing of its scope, the child’s non-participation in stable play groups of children, and the lack of mutual sympathy between children. The symptom of lack of sociability, manifested outwardly in the same way, is a complex phenomenon.

Low-communication children occupy different positions in the sphere of evaluative and selective relations in the group. Conducted by A.A. Royak's research made it possible to divide unsociable children into three subgroups: 1) initially strive for communication, but later abandon it due to the insufficiently friendly attitude of their peers; 2) initially strive for communication, but later move away from it, despite the friendly attitude of their peers; 3) from the moment of joining the group (meaning the average group of children from 4 to 5 years old) they do not strive to communicate with their peers. In addition to unsociable children, the attention of researchers was also attracted by children who openly conflict with their peers. There are also serious complications in their relationships with peers. As in the case of uncommunicative children, all children who openly conflicted with their peers had complicated relationships in the group.

Children who openly conflict with peers were divided into several groups: 1) children who actively strive for contacts with peers, but the latter persistently do not want to take them into the game; 2) children whose contacts with peers, despite mutual desire, are often accompanied by conflicts. The disadvantage of children within each group is caused by various psychological reasons.

Thus, low sociability can be caused by the child’s lack of sufficiently developed gaming skills and abilities: reduced mobility, which inhibits the implementation of adequate methods of cooperation; inability to fulfill individual needs not related to play; undeveloped need for joint play (in these cases, the child himself abandons joint games .).

The ill-being of children who openly conflict with peers is also caused by various reasons: insufficient knowledge of gaming skills, combined with the lack of developed methods of positive communication; incorrect formation of the need for joint play, the predominance of selfish, authoritarian tendencies.

Thus, the need to study the child’s personality in the group, in the specific group in which she is included at a given age stage of development, in the interpersonal relationships of children mediated by activity, becomes obvious. The need to study these relationships becomes obvious. It is through this plane of relationships that the child most closely comes into contact with the world of experiences, because without the emotional “warmth” of interpersonal relationships, without someone’s affection in the group, he cannot be emotionally satisfied.

The study of children's subculture - games and favorite entertainment, jokes, pranks, etiquette and ways for children to resolve conflicts in various situations - makes it possible to most effectively carry out a holistic pedagogical process.

1.3 The psychological culture of parents is a factor in the formation of the psychological culture of children

The world of childhood is a special world. And not every adult is able to enter it. This is a world of a tender and reverent soul, but often cruelty and rejection of what is very significant and important for adults reign in it.

Learning to understand the state of a child’s soul, making sure that his development does not occur under coercion (“he should know this at his age”), but in the process of joyful cooperation with an adult, is a great parental art.

A special role in the development of a child, his emotional and personal sphere, is traditionally assigned to the factor of interaction between parents and child, both in the early and later stages of development. In the process of constant contact with the child, parents help regulate and streamline his affective relationships with the outside world, master a variety of psychotechnical techniques for the affective organization of his behavior, and stabilize affective processes. Thanks to its characteristics, the family, as a small group, creates for its members such conditions for emotional manifestations and satisfaction of emotional needs that help a person feel that he belongs to society, enhance his sense of security and peace, and evoke a desire to provide help and support to other people. Numerous psychological studies show that a child’s communication with close adults is the main and decisive condition for the development of all his mental abilities and qualities: thinking, speech, self-esteem, emotional sphere, imagination, etc.

D.B. Elkonin writes: “In the process of joint activity, adults gradually transmit socially developed ways of consuming objects. In joint activities, adults organize the child’s activities, and then carry out the functions of encouraging and monitoring the progress of the formation of these actions...” In the process of close relationships with his family, the structure of his personality is formed in a child from the first days of life. He enters the world of his relatives and adopts their norms of behavior. Therefore, parents play a responsible role in the life of a child.

Communication with adults is of exceptional importance for a child at all stages of childhood. But it is especially important in the first seven years of his life, when all the foundations of the personality and activity of a growing person are laid.

Preschool age is the subject of close attention of scientists and practitioners as an important and responsible period in a person’s life, as the moment of birth of the individual. During this period, there is an accelerated development of mental processes and personality traits, and the little person actively masters a wide range of different types of activities. At the stage of preschool childhood, self-awareness develops, self-esteem is formed, a hierarchy of motives is built, and their subordination takes place. And it is during this period that the most important is the influence of the family on the development of the child’s personality, the influence of the existing system of intra-family, as well as child-parent relations.

The first experimental studies in the field of parent-child relationships began in 1899; a questionnaire was developed to identify parents' opinions on the punishment of children. The 1930s saw a rapid increase in research on parental attitudes. To date, more than 800 studies on the topic of parent-child relationships have been published in foreign psychology.

In domestic psychology, statistics are more modest, so there is a certain lack of information on this issue. As A.G. rightly points out. Leaders, O.A. Karabanova, A.S. Spivakovskaya and many other psychologists involved in the study of family psychological services, and today there remains a certain need for methods for diagnosing child-parent relationships on the part of both parents and children.

The interest of many modern researchers in the field of parent-child relationships is explained by the importance of the role of an adult for child development, because the family is the source and mediating link in the transmission of socio-historical experience and emotional and business relationships between people to the child. Taking this into account, the family has always been, is and will be the most important institution for the upbringing and socialization of a child.

In older preschool age, a new need develops - the need for respect from an adult. It is no longer enough for a child to just have attention and play together. He needs a serious, respectful attitude towards him, his questions, interests and actions. At the age of 5-7 years, the need for respect and recognition by adults becomes the child’s basic need. In the behavior of children, this is expressed in the fact that they begin to be offended when an adult negatively evaluates their actions, scolds them, and often makes comments. It is important for them that their parents not only notice, but also praise their actions.

For the child, the parent is no longer an abstract source of attention and goodwill, not only a play partner, but a specific person with certain qualities (his position in society, age, profession, etc.). All these qualities are very important for an older preschooler.

Preschool age, as noted by A.A. Krylov, is the initial stage in the formation of a subject of cognitive and practical activity. This period of life is extremely important from the point of view of the genesis and formation of social forms of the psyche and moral behavior. By the end of preschool age, there is a transition from an emotional direct relationship with the world around us to relationships that are built on the basis of the assimilation of moral assessments, rules and norms of behavior. Thus, in communication with adults, a child often assimilates moral concepts in a categorical form, gradually clarifying and filling them with specific content, which accelerates the process of their formation and at the same time creates the danger of their formal assimilation. Therefore, it is important that the child learns to apply them in life in relation to himself and others. This is of significant importance, first of all, for the formation of his personal properties. Family environment is a combination of the personal characteristics of the parents, the conditions in which the family lives, parenting style, etc. The style of organization of life that prevails in the family has a significant influence on the formation of a child’s personality. In the studies of Ya. L. Kolominsky, intrafamily relationships are considered as interpersonal relationships in the process of communication. It is in the process of communicating with adults that the child perceives the family’s lifestyle for its subsequent reproduction, and communication is one of the socio-psychological mechanisms of personality formation. The content and emotional and moral content of such relationships in each family are unique, as they depend on the individual characteristics and level of psychological culture of each family member. The living example of parents is a specific form of transferring the social and moral experience of older generations to the younger. However, the influence of parental models is not mechanical in nature, but is gradually absorbed and processed by the child. This is why children cannot absolutely copy their parents and be their mirror image.

It is very important to understand how a child and an adult imagine themselves in the system of child-parent relationships. In the person of an adult, a child finds not so much a bearer of some personal experience, but rather an exponent of the universal human principle, an authorized representative of culture. An adult is an intermediary between the child and culture and transfers to him for development the practical wealth that humanity has developed in the course of its history. Social norms and cultural patterns existing in society set certain standards of ideas about what a husband and wife, father and mother should be in relation to children, a son and daughter in relation to elderly parents. .

Smirnova E. O., Bykova M. V. note nine options for parental behavior: strict, explanatory, autonomous, compromising, facilitating, sympathetic, indulgent, situational, dependent and are of the opinion that in real life there is a variety of situations in which one finds oneself parents and children, excludes the possibility of implementing one style and involves the implementation of various options for parental behavior.

In modern psychology, family parenting styles are conventionally divided into three main groups: permissive (liberal), authoritarian and democratic. The first of them manifests itself in the family as the absence of all relationships: detachment and alienation of the members of the family union from each other, complete indifference to the affairs and feelings of the other. The other two – authoritarian and democratic – form a kind of scale. At one pole of the scale, strict authoritarianism reigns: the peremptory and unceremonious attitude of family members, their cruelty, aggression, dictatorship, callousness and coldness towards each other, and at the other - collegial democracy, presupposing cooperation, mutual assistance, a developed culture of feelings and emotions, and also true and complete equality of all participants in the family process.

Furmanov I. A., Aladin A. A., Furmanova N. V. unfavorable styles of family education include pandering hyperprotection, dominant hyperprotection, emotional rejection, increased moral responsibility, hyperprotection, as well as the “parent-boss” and “parent-boss” types. comrade." The authors note that none of these roles allows parents to create an atmosphere of trust in the family.

Zakharov A.I. highlights such significant aspects of parental behavior as overprotection, inconsistency and contradictory education, characterized by a gap between the requirements for the child and control over him, inconsistency of pedagogical actions that disorient the child, as well as the inflexibility of parents in relationships with children, affectivity, anxiety and authoritarianism of family education.

An analysis of modern society and the modern family shows that parents are often unable to create favorable conditions for the effective socialization of the child, which leads to the aggravation of various social problems. Mistakes and miscalculations made by parents in the process of raising and developing a child may turn out to be irreparable and manifest themselves later in the child’s antisocial behavior, in the difficulties of his adaptation to life in society, in various deviations of mental and personal development.

Many social problems are often a consequence of raising children by parents with a low level of psychological and pedagogical culture, which manifests itself in an irresponsible attitude to the performance of their educational functions, strong motivational limitations in solving problems of family education, unpreparedness and reluctance to change existing stereotypes of education.

The modern rhythm of life, the increase in the number of single-parent, conflict families, the employment of parents, along with the low level of their psychological and pedagogical culture, significantly distort the nature of parent-child relationships. This is manifested in the unification and formalization of contacts between parents and the child, the disappearance of joint forms of activity, in a lack of warmth and attentive attitude towards each other, which often leads to the formation in the child of inadequate self-esteem, lack of self-confidence, negative forms of self-affirmation, and in extreme cases is expressed in pedagogical neglect and mental retardation.

However, at present there is no unified system for the formation of the psychological culture of parents. There is no clear idea of ​​the phenomenology of the psychological culture of parents, the forms and methods of its formation in modern conditions.

To characterize the psychological culture of parents, the following two parameters were identified:

1) methods and techniques of communication between parents and children during educational influence: methods of verbal influence (inducement, persuasion, exhortation, coercion), methods of control, visual demonstration, encouragement, punishment.

2) a style of interaction with a child, which synthesizes the entire nature of the parents’ competence in matters of upbringing and development of children and gives an integral characteristic to a certain level of psychological culture of parents.

The criterion for a high level of psychological culture of a family is intrafamily relationships, primarily in relation to the parents to the child. It was found that parents with a low level are characterized by the following features. In relation to the child, such parents perceive him as unlucky, unlucky, bad; feel annoyed, angry, irritated towards him. Such parents are not able to step into the child’s shoes and see the world through their child’s eyes. They have virtually no knowledge about the laws of the child’s mental and personal development and often do not want to rebuild the system of relationships with the child in order to overcome negative manifestations in age-related crises. Such parents have little understanding of the strengths and weaknesses of their child, and sometimes their ideas are extremely inadequate to reality, so their requirements for the child are at odds with his real capabilities. Often they have no idea about the ways and methods of organizing a child’s activities, leaving him to develop on his own. When interacting with a child, parents with a low level of psychological culture rarely praise him, more often evaluate his activities negatively, and show an inadequate reaction to the child’s success or complete indifference. Very often, such parents, interacting with the child, show their rejection of his individual characteristics, combining them with harsh forms of punishment, authoritarianism, or they can pointedly ignore the child, giving him a feeling of uselessness and aggression.

Parents with an average level of psychological culture constantly feel worried about the child, try to protect him from the difficulties and troubles of life, the child always seems weak and defenseless to them. Such parents are characterized by a desire for constant self-control, they are quite responsible, often internally tense, and they are characterized by a predominance of fatigue and preoccupation. Their knowledge of the patterns of mental development and age-related crises is rather vague. Parents do not always have objective ideas about the strengths and weaknesses of their child’s personality or see only the strengths or weaknesses of his personality, experience difficulties in predicting the further development of the child’s personality, and do not know how to organize the child’s activities for his full development. Parents in this category either underestimate or overestimate the real capabilities of the child. Some of them are calm, others are indifferent, others show excessive excitement and anxiety for the success or failure of the child. When interacting with a child, they can follow a liberal style, giving the child freedom of choice, weakly controlling his activities, or, on the contrary, they strive to hold on, tie the child to themselves, and deprive him of independence.

Parents with a high level of psychological culture like the child for who he is, they do not actively seek to “remake” him, respect his individuality, try to spend as much time as possible with the child, are interested in his affairs and plans, and highly value the child’s intellectual and creative abilities , are well aware of them. Parents trust the child and encourage his independence. They are confident in themselves, reflect well on their own motives, systematically implement their intentions, they have a developed sense of internal duty, activity and independence. Parents in this category predict well the further development of all aspects of the child’s personality in accordance with his real capabilities and abilities. When interacting with a child, such parents often use positive assessment, praise, approval of the child’s activities, and are consistent in their demands on him.

The criteria listed above are elements of the psychological culture of parents; they are formed in the form of prohibitions, advice and instructions. Each person has his own idea about the development and upbringing of a child, and also implements one or another psychological concept. An analysis of the processes taking place in a modern family indicates the dominance of one or another concept in relation to the child.

Thus, the nature of the family initially contains the contradictory nature of parental orientations towards the child in the family. The difference between these orientations is revealed in the nature and content of the child’s parenting style, which is one of the most significant indicators of the psychological culture of parents.

The basic elements of the psychological culture of parents can differently determine the emotional well-being of the child, as well as his ideas about the variety of those psychological techniques that will later help him cope with various unfavorable factors of the surrounding microenvironment. Thus, adults, by their own example, must teach the child to be psychologically cultured and have a certain level of psychological knowledge and psychological activity.

The style of his relationship with his parents and the emotional tone of family relationships have a direct impact on the development of a child’s personality. Communication between parents and children is a process of constant interaction. The totality of a child’s psychological knowledge forms his psychological preformation. This kind of everyday knowledge allows children to build their own line of behavior and relationships with peers in the future.

Research by domestic psychologists Alekseeva L. S., Bueva L. P., Zhiznevsky B. P., Kolominsky Ya. L., Panko E. A., Furmanova I. A. in the field of relationships between preschool children and parents showed that the overwhelming Most children whose family relationships are built on the basis of cooperation show a willingness to cooperate in a group of their peers. The psychological environment in such a family turns out to be more humane and positively emotional.

A family where parents use inadequate elements of spontaneous education, for example, emotional, physical or verbal influence on the child, becomes a traumatic factor for the child.

Thus, the psychological culture of parents is a personal education that is expressed in their value-goal orientation towards the full upbringing and development of the child, the ability to reflect, self-control, regulate their behavior, in the creative mastery of psychological and pedagogical technologies, knowledge, and a humanistic style of interaction with baby. N.K. spoke well about the important condition for a full-fledged education. Krupskaya: “If family members are responsive, sensitive people, if they have broad public interests, if work unites the family into a friendly union, the family will have a good influence on the child.”

So, in the first seven years of life, the main types of the child’s needs in the child’s communication with other people consistently arise: the need for attention, cooperation, respect, empathy and mutual understanding. Not only their relationship with the child, but also the success of the child’s development depends on how and how fully parents satisfy these needs, i.e. timely formation of his abilities and personal qualities.

conclusions

In the course of this work, a study of children's psychological subculture was carried out. The study of children's subculture - games and favorite entertainment, jokes, pranks, etiquette and ways for children to resolve conflicts in various situations - makes it possible to most effectively carry out a holistic pedagogical process, and is also of great importance for the development of the consciousness and personality of the child, the children's community, and peer groups.

Children's subculture is a product of social interaction and collective creativity of children in free communication, games of cognitive activity in informal groups. At the same time, one of the most important functions of the children's subculture is to regulate the relationships between members of the children's play community and relations with the surrounding natural world and the world of adults. It is transmitted from child to child in direct communication and is characterized by the following features:

1. It is part or a subsystem of the culture of the society to which the children belong, but always retains relative autonomy and independence.

2. The children's subculture is distinguished by conservatism and has unique “Censorship filters” that do not allow its foundations to be undermined. At the same time, she reacts flexibly to events in the surrounding world and assimilates new information, introducing it into traditional children's cultural structures.

The general psychological culture of an individual is an integral part of the basic culture of the individual, allowing him to effectively self-determinate and self-realize in life, contributing to successful social adaptation, self-development and life satisfaction.

The task of adults in the family, school, and society is to help the child master the means of understanding himself, self-acceptance and self-development in the context of humanistic interaction with the people around him and in the cultural, social, economic and environmental realities of the world around him. Psychological illiteracy, low psychological culture of society, lack of a culture of relationships in the living space in which many children live, create conditions under which a child often, from the moment of birth, falls into the “risk zone” - the risk of not becoming human.

Children must be prepared to understand how to behave humanly in society, how to understand what is happening in this society, etc. Psychological education seems necessary and natural for the normal development of a modern growing person. Psychological culture not only manifests itself in the interaction of people, but serves as a regulator of this interaction, presupposes and implements live communication, conditioned by the mutual respect of the interlocutors. Psychological culture excludes the manipulation of people's consciousness, feelings, and relationships. Mastery of culture begins from the moment a person is born. Remember, A.M. Gorky’s story “The Birth of Man” contains piercing lines: “A new inhabitant of the Russian land, a man of unknown fate, lying in my arms, sniffled gravely.” And this fate is largely determined by the cultural environment that surrounds the child from the moment of birth. Everyone learns to be human, and this learning occurs in the context of culture and education.

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Extracurricular event (lesson) on multicultural education. Abstract

Topic: We are different - this is our wealth, we are together - this is our strength.

Goloborodko Elena Evgenievna, 4th year student of Institute of Education and Science of the North Caucasus Federal University

Target: the formation of a comprehensive and harmoniously developed personality, capable of creative self-development and realizing ethnocultural and civil self-determination on the basis of national and family traditions, cultural values; creating conditions for the development of tolerant consciousness of students.
Tasks:
1. Master the basics of national culture and introduce students to the history of different nations, whose representatives are studying in the class.
2. To instill in students an understanding of the uniqueness of the culture of peoples, respect for national values, and ethnic characteristics.
3. Show students that they are completely different and dissimilar from each other, but each of them is an individual; to promote the student’s awareness of his uniqueness.
4. Give each student the opportunity to think about his behavior in the classroom, in the family, among friends and evaluate the behavior of others; Help students understand that discrimination in any form contributes to exclusion.
5. Broaden the horizons of students.
Planned results:
Personal:
1. Positive attitude towards the culture of all peoples.
2. The desire to acquire new multicultural knowledge and skills, and improve existing ones.
3. Be aware of your difficulties and strive to overcome them by mastering new types of multicultural activities.
Metasubject:
Regulatory UUD
1. Independently determine the goal of extracurricular activities, correlate your actions with the goal.
2. Draw up a plan for completing extracurricular activities under the guidance of a teacher.
3. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of the action at a certain stage.
4. Make a choice of literature for a specific purpose.
5. Evaluate your own success in completing tasks.
Cognitive UUD:
1. Independently assume what additional information will be needed to study unfamiliar material; select the necessary sources of information within the framework of project activities.
2. Retrieve information presented in different forms.
3. Present the results of work, including using ICT.
4. Actively participate in the discussion of tasks, propose different ways to complete tasks, justify the choice of the most effective method of action.
Communication UUD:
1. Observe the norms of speech etiquette and the rules of oral communication in everyday life.
2. Read aloud and silently the texts of fiction and popular science books, understand what you read, ask questions, clarifying what is not clear.
3. Participate in dialogue, listen and understand others, express your point of view, understand the need to argue your opinion.
4. Participate in the work of the group during project activities, distribute roles, negotiate with each other, taking into account the final goal.
5. Provide mutual assistance and mutual control when working in a group.
Equipment: multimedia projector, PowerPoint presentations; music of the represented peoples, costumes, cards with the names of the countries, a candle.
Participants: primary school students (grades 4-7), teachers and parents.
Epigraph
(Written on the board or poster)

“Our school is our common home,
Our common happiness
We are looking forward to meeting her,
To get together,
Sons of different nations -
Here we are like one family.
We are different, but equal,
Whether it's you or me..."
Progress of the event:
I. Organizational moment
Student activities: To the music, children enter the hall and sit on pre-set chairs in front of the projector, greeting the guests who came to the event.
Greetings:
Teacher: Hello, dear guests and dear friends! We welcome our guests gathered at our open event.
Video - (what is tolerance, how is this word translated, what does it mean; how to become tolerant)
Introductory word:
- We are all different, and yet we have a lot in common. At school, as everywhere else, there are small, large, thin, overweight, disabled people, foreigners, gypsies, girls, boys. We are all different. Why do we sometimes reject some people and make fun of them? Because we are afraid of them, we don’t want to share with them, or we are not confident in ourselves. Of course, we don't have to love everyone! However, all people, even if they are poor, old or sick, have the same right to live with dignity on our planet and not suffer contempt or insults. Despite our differences, we all belong to the human race, and each of us, whether man, woman or child, is unique and significant.
People of different nationalities live on our planet. There are some similarities between them, but there are also differences. Today, on the eve of the Day of Tolerance, we will talk on the topic: “We are different - this is our wealth, we are together - this is our strength.”
Exercise “The most important person”.
Teacher: I invite you to meet the most important person, whose portrait is in the “magic chest”.
(Children look into the boxes and see their reflection in the mirror.)
Conclusion - the most important person on earth is themselves.
Teacher: Who you are?
Children: Son, daughter, brother, sister, resident of Russia, grandson, granddaughter, student (tsa)…
Next, the teacher asks questions: Guys,...
1. Raise your hands - who was born in winter..., spring, etc.
2. Stand up, those who have blue..., brown..., green... eyes.
3. Stand in a line by height (from shortest to tallest), by hair color (from darkest to lightest).
Teacher: You see how different you all are. What unites you?
Students:- we learn in the same class
- We live in the same city
- equal in age, etc.
Teacher: You are united by a team, certain rules that operate in society.
1. Greeting exercise.
Target:
assist in establishing contact between group members and the mood to work in the group.
get to know the greetings of different nations.
Teacher: distributes cards with the names of countries and students greet each other using greeting rituals accepted in different cultures (there is a choice of country sheets with the names of countries)
- hug and three kisses alternately on both cheeks (Russia);
- slight bow with arms crossed on the chest (China);
- handshake and kiss on both cheeks (France);
- slight bow, palms folded in front of the forehead (India);
- slight bow, arms and palms extended to the sides (Japan);
- kiss on the cheeks, palms resting on the partner’s forearms (Spain);
- a simple handshake and a look in the eyes (Germany);
- soft handshake with both hands, touching only with fingertips (Malaysia);
- rub noses against each other (Eskimo tradition).
Now you have become a little closer to each other, you have felt the energy of another person, support, and this is sometimes so necessary in our lives.”

2.Teacher: Our country is very huge and multinational, rich and amazing. Different religions and different nationalities coexist in it. They live, are friends, help each other for many centuries.
Guys, name the nationalities you know living on the planet.
Students name the nationalities known to them
Teacher: look at the board (presentation about people of different nationalities - pictures of people in national costumes and music). How do nationalities differ from each other?
Students name the differences.

3.Teacher: And now I will read you a poem by A. Usachev, and you imagine the main character.
There was an amazing house by the river,
There lived an amazing gnome in the house,
His beard grew to the floor,
And in that beard lived a Star.
This Dwarf knew neither worries nor worries.
The star illuminated the whole house
And she lit the stove and cooked porridge,
And I told him fairy tales before bed...
And the Dwarf scratched his beard with admiration,
Which was, of course, pleasing to the Star.
She ate only crumbs of bread,
And at night she flew into the sky for a walk.
So the years and centuries passed slowly...
But one day the flour in the house ran out.
And the Dwarf, saying goodbye to the hatched stove,
At dawn I went to the city beyond the river.
And in that city they didn’t wear beards.
“Ha-ha, hee-hee-hee,” the people began to laugh.
“Here is a scarecrow,” everyone told him.
And the Dwarf got scared and shaved off his beard.
And his beard fell to the floor,
And then the Star rolled over him.
The river now has an ordinary house,
An ordinary Dwarf lives in this house.
His beard has grown again,
But the Star never returned to him.

Teacher: Why did people treat him this way and not otherwise?
What would you do in such a situation?
The teacher listens to the students' answers and draws conclusions, which the children write down in a notebook: every person is one and only, every person is an individual who has rights and responsibilities to himself and other people.
4.Teacher: Guys, now let's think about the Golden Rule - “Do unto other people as you would have them do unto you.”

Can you answer why people should follow this rule and care about others?
Students:- this is how parents and teachers advise you to behave. If you behave differently, you can get into trouble.
- if you care about others, they will most likely care about you.
- if you are a kind and honest person, others will think well of you.
- other answers are possible.
Teacher: Let's say that you represent a society where cruelty and oppression already reign, your own behavior must comply with the established rules. Does this mean that you should behave badly towards others?
Students: No, people have the right to be treated with respect. Other people have the same rights as you.
This conclusion is written down in a notebook.
5.Teacher: Let's all try to guess the riddles of different peoples of the world together.

Mysteries of the peoples of the world
Nobody offends her, but everyone pushes her (Kazakh). - door
Flying all day long
Everyone gets bored
The night will come
Then it will stop (Belarusian). - fly
Four guys wear one hat (head) - table
A wooden neck, an iron beak, shouts: “Knock-knock-knock!” (nan.) – hammer
Teacher: People of different nationalities live on our planet. Each nation glorifies and honors its traditions, customs, holidays, each nation has its own national costumes, dishes, folk poets and artists, each nationality has its own native language and even a president, coat of arms, flag and anthem. There are some similarities between them, but there are also differences. You and I live in a large, large territory, which is correctly called the Russian Federation, in which many people of different nationalities live. Our class is also multinational and today the guys have prepared interesting information for you about their peoples.
Next, the students of the class speak, each talking about their nationality. (People's music sounds in the background)
Teacher: Now let's play.
6. Game “What makes us different?”
Target: awareness of the individuality of people around you
If there are few guys, you can all work together, if there are more than 15 people, you can divide them into two teams and hold a competition between them.
Tasks:
line up using the first letter of your name (to check the completion of the task, we ask the children to say their full name);
build according to hair color: from the lightest, blondes, to the darkest, brunettes;
build according to eye color: from light blue to dark brown (this task usually evokes strong emotions, because, having studied together for ten years, many do not know what color his classmate’s eyes are).
Variations of tasks are possible at the discretion of the teacher and students; you can invite the children to come up with tasks of this type.
Conclusion: What makes us different? (guys' answers):
Height
Hair and eye color
Cloth
Knowledge
Name
Nationality
Figure
Age
Character
Culture...
We are all so different: blondes and brunettes, kind and evil, plump and thin, bald and with pigtails, sad and cheerful...
What unites us is that we are all human.
We live in the same country, on the same planet
We live in the same city, republic
We study in the same school, in the same class.
We are doing one thing and so on.
The poem “World Round Dance” by S. Ya Marshak is read by children.

1 student:
Poems for children of all nations and countries:
For the Abyssinians and the English,
For Spanish children and for Russians,
Swedish, Turkish, German, French.
2nd student:
Blacks, whose homeland is the African coast;
For the redskins of both Americas.
For the yellow skinned ones who get up
It is necessary when we go to bed.
3rd student:
For the Eskimos, in the cold and snow
They climb into a fur bag for the night.
From tropical countries, where in the trees
There are countless monkeys;
4 student:
For children dressed and naked.
Those who live in cities and villages.
All this noisy, perky people
Let them gather in one round dance.
Let the north of the planet meet the south,
West - with the East,
And the children are with each other.
Teacher: What is this poem about?
Children: Children of different skin colors should be friends with each other
Teacher: Why should they live together?
Children: So that there is no war.
7. Exercise “Tree of qualities of our class”

Goal: awareness of the value and uniqueness of one’s own personality and the personality of other people and the presence of a unifying principle despite all differences.
So, we are talking about the fact that each person is unique, but at the same time there is something that can unite us, who are so different. Now each of you will receive two small leaves of different colors - green and orange. Let's explain the meaning of each color:
green – “like everyone else”;
orange – “like no one else.”
Each student is asked to make a note about himself, about his own properties and traits, on pieces of paper of the appropriate color. Wherein
on the piece of paper “like everyone else” there should be written down a quality that is really inherent in this person and unites him (as it seems to him) with all the other members of the group.
on a piece of paper “like no one else” write your unique character traits, which are either not characteristic of others at all, or are much more strongly expressed in you.
Using a marker, draw a trunk on a magnetic board. The tree can be called
“Qualities of our class” After all participants have filled out the sheets of paper, we ask everyone to stick two sheets of paper on the tree and voice both qualities. As a result, the board produces a tree with a lush crown, consisting of multi-colored foliage: green leaves (similarities), of which there are as many as orange leaves (differences).
Conclusion: everyone was able to make sure that in the class there are people with similar characteristics, on the one hand, and that these properties are not inherent in everyone, on the other.
The exercise is quite lyrical and sincere. It allows participants to see themselves as some kind of “unity of dissimilars”, helps everyone find support and at the same time emphasize their individuality.
9. Exercise “Let’s dream up...”
Imagine that the time will come when all people on Earth will become exactly the same (height, hair and eye color, clothing, amount of knowledge, etc.)
1. What will this world be like? How will people live in it?
2. Is it good or bad that we are all different?
3. How to live in a world where there are so many different people?
The presenter concludes: Differences complement and enrich society. To live in peace, people need to learn to live by solving problems and tasks through cooperation.
Don't evaluate people, but appreciate them!

Reflection. "The problem is in the palm of your hand."
A candle, a symbol of the hearth, is passed around in a circle. Everyone talks about what they learned and understood in class.
Final words from the teacher: Antoine de Saint-Exupery once said: “If I am not like you in some way, I do not insult you at all, but, on the contrary, I reward you.” His words are not only a lesson to us living in the 21st century, but also a confirmation that the world, like nature, is diverse and that is what makes it beautiful. Its beauty is that peoples and nations live on Earth, unique in their culture, traditions and customs. And the continuation of this beauty is that we are the people of this planet. Each of us must remember - “We are different - this is our wealth, we are together - this is our strength”!!! “The key word in this phrase is “we”, it is what unites us, such different Russians who live together!
Social video - We are all different.

One of the main tasks of reforming the education system is the targeted development of the personality of students in accordance with their interests, needs and individual characteristics, as well as the requirements of society. To solve this problem, it is necessary to ensure the successful socialization of students, create a favorable moral and psychological climate in the team and conditions for the manifestation of an active life position, initiative, independence, and the formation of healthy lifestyle skills.

A student is a representative of a specific social category of people preparing for professional work, highly qualified performance of the functions of a specialist in a particular field of activity.

The complexity, uncertainty and inconsistency of modern socio-cultural life causes significant mental, personal and interpersonal tension, especially in the sphere of communication and joint activities of people. In these conditions, psychological culture plays a special role, stimulating subjective readiness to use the opportunities available to the individual and social community to improve themselves, their living and professional environment, their lifestyle and professional activity.

Psychological culture as a subject of applied and theoretical research has been problematized relatively recently, although the term “psychological culture” has been found relatively often and for a long time in the specialized literature. To date, there are various conceptual models of psychological culture. Psychological culture is considered both as the individual’s readiness to effectively solve a wide range of everyday tasks and perform a wide range of social roles, regardless of the type and characteristics of the activity (L.S. Kolmogorova), and as an updated cultural and psychological potential together with the appropriate technology for its implementation (O. I. Motkov), and as a set of specific psychological means, methods and norms of personal development and interaction of people with each other and with the environment (E.V. Burmistrova).

The formal scientific approach is quite widely represented in the specialized literature, within the framework of which the authors interpret psychological culture, relying on scientific definitions of the psyche, consciousness, self-awareness, personality and activity.

The formation of a student’s psychological culture occurs through several categories, such as: socialization, education, values. I want to consider how psychological culture is formed through these categories.

Socialization.

Socialization is the main component in personality development. It plays a big role in the individual’s assimilation of social experience, connections and values.

Modern research quite often notes that higher education is an integral part of a modern state striving to preserve independence, social gene pool, competitive economy, and culture. So, according to P.S. Fedorova, the mission of a modern university is to carry out consistent and effective innovations in the world around us through fundamental educational training and successful socialization of young people. In the context of this approach, we believe that the main goals of the university are the formation of professional and general cultural competencies and the development of a socially oriented personality.

Currently, the state sets the following tasks for education:

fulfillment of the needs of every person in the educational sphere;

constant increase in the educational level of the country's population;

bringing the system of education and training of the population in accordance with the educational needs of the individual, society and the state, the norms of domestic and international law;

preparing students for life in modern society;

the formation of a well-rounded personality capable of successfully interacting with the surrounding society.

Consequently, in our opinion, one of the main tasks of the university, along with the professional training of the future specialist, is to ensure the optimal process of student socialization. The concept of "socialization" comes from the Latin word socialis– public. The term “socialization” appeared at the end of the 19th century, when in the book “The Theory of Socialization” (1887) the American sociologist F.G. Giddings used it in the following meaning - “the development of the social nature or character of the individual”, “the preparation of human material for social life”

At a university, a person gets acquainted with his future profession, acquires certain professional skills, learns to interact and communicate with a wide range of people of various status orientations. Against this background, self-awareness and self-understanding deepen, and the self-identification of a person belonging to a certain culture and society occurs.

The process of a student’s “entry” into society is influenced by various factors. During the study, we identified the following main factors that influence the characteristics of students’ socialization:

educational institution;

cultural, political, economic aspects of the environment;

the organization in which the student undergoes practical training;

personal characteristics of students.

Thus, educational institutions are one of the main factors that influence the process of socialization and the formation of the psychological culture of the personality of a modern student. As we noted above, the period of study at the university is a very important stage in the socialization of a young person. It is the student age that is sensitive for the process of active formation of a person’s social maturity.

Education.

Psychological culture includes both education (training and upbringing) in the field of psychology and the basic parameters of personality development. This corresponds to the original understanding of the term “culture”, adopted back in Ancient Greece

Psychological knowledge as a result of the process of people knowing themselves, others and as a result of the development of science, expressed in ideas, concepts, theories, can be both scientific and everyday, everyday, both practical and theoretical.

Meanings are a cultural means of connecting to the world through signs. Meanings are expressed in images, conventional signs, gestures and words, clothing, etc.

Thus, one of the central problems of the content of general secondary psychological education, which in turn is included in human science, is the determination of what, when, in what volume and at what level of complexity to present for mastering at different age periods from the huge “baggage” accumulated psychology during its existence, as well as psychological experience accumulated by world practice and presented in fiction and folklore.

The procedural-activity aspect of the analysis of psychological culture is determined by the range and content of the tasks that the student must learn to solve, and the organization of activities to master it. We have determined (approximately for now) a list of typical tasks, techniques and methods of activity that should be formed at each age stage in the “Human Studies” course.

The procedural-activity aspect of the analysis involves resolving the issue of the content of the activity that underlies the development of culture. Introducing a child into the world of psychological, like other, culture is possible in two ways: through the reproduction of experience known to mankind and through creativity, the “discovery” of truths, comprehension of mental phenomena, laws, mastering actions in personal experience, through “insights”, in specially organized and situations close to real life. Using both ways in our work, we give priority to the second. Based on the achievements of the activity theory of learning, we organize the process of mastering fundamental knowledge about man. At the same time, the activity of cultural appropriation has the features of an educational process, which is organized within a wide range of activities (homework and assignments, joint activities of children with the involvement of family members, holidays, trainings, etc.), the core and organizing principle of which are human studies classes.

Despite the fundamental differences in the organization and content of these two paths, at their starting and ending points they necessarily involve reflection on the activity performed, the successes achieved, difficulties, relationships, and oneself as a subject of the activity.

In the subjective-personal aspect of the analysis, those components that are objectively represented in culture are characterized as having become the property of the individual, appropriated by the subject of culture. In this regard, the culture of communication, speech, behavior, feelings, thinking, etc. can be identified and analyzed.

Numerous studies are devoted to the study of individual listed components of personal culture, but without connection with the characteristics of the pedagogical process.

It should be noted that the formation of these components of individual culture is the effect of the entire system of influences, and it is extremely difficult to determine what impact the introduction of such a component of education as human knowledge will have. At the same time, we believe that with the development and introduction of special training courses, it is necessary to develop and specifically fill in the content of such concepts as parameters, criteria, levels, stages of mastering and developing the basic psychological culture of the individual.

Despite the widespread use of the concepts “communicative culture”, “culture of behavior”, “culture of thinking”, an analysis of the definitions shows that there is no unity in their understanding; these and similar concepts are not always disclosed sufficiently fully. So, for example, in the work of V.V. Sokolova offers the following definition: “... communicative culture, defined as a set of skills that ensure friendly interaction between people and the effective solution of all kinds of communication problems, is presented as an important means of education and as a result of personal development” (20, P.76 ).

Without dwelling further on the analysis of the content put into these concepts by various authors, we note that we have identified the following components of the psychological culture of the individual, which can be the subject of consideration, diagnosis, as well as parameters that determine the goals and objectives of education:

1. Psychological literacy.

2. Psychological competence.

3. Value-semantic component.

4. Reflection.

5. Cultural creativity.

Psychological literacy represents the “basics” of psychological culture, from which its development begins, taking into account age, individual, national and other characteristics. Psychological literacy means mastering psychological knowledge (facts, ideas, concepts, laws, etc.), skills, symbols, rules and regulations in the field of communication, behavior, mental activity, etc.

Psychological literacy can manifest itself in outlook, erudition, awareness of various mental phenomena both from the point of view of scientific knowledge and from the point of view of everyday experience drawn from traditions, customs, direct communication of a person with other people, gleaned from the media, etc. .d. Psychological literacy presupposes mastery of a system of signs and their meanings, methods of activity, in particular, methods of psychological cognition.

Our idea of ​​psychological literacy is generally consistent with the characteristics given by E.A. Klimov: “The minimum required level of development of psychological culture is psychological literacy.”

In characterizing psychological competence, we adhere to the definition of competence given in the work of M.A. Kholodny: “Competence is a special type of organization of subject-specific knowledge that allows you to make effective decisions in the relevant field of activity.”

The works of psychologists examine individual aspects of competence: competence in communication (L.A. Petrovskaya, Yu.N. Emelyanov), intellectual competence (M.A. Kholodnaya), etc.

The main difference between psychological literacy and competence is, in our opinion, that a literate person knows and understands (for example, how to behave, how to communicate in a given situation), and a competent person can actually and effectively use knowledge in solving certain problems. other problems. The task of developing competence is not just to know a person more and better, but to include this knowledge in the “psychological practice” of life.

The value-semantic component of an individual’s psychological culture is a set of personally significant and personally valuable aspirations, ideals, beliefs, views, positions, relationships, beliefs in the field of the human psyche, his activities, relationships with others, etc. Value, in contrast to a norm, presupposes choice, and therefore it is in situations of choice that the characteristics related to the value-semantic component of human culture are most clearly manifested.

Reflection is tracking the goals, process and results of one’s activities in appropriating psychological culture, as well as awareness of one’s own internal changes that are occurring.

Cultural creativity means that a person, already in childhood, is not only a creation of culture, but also its creator. The object of psychological creativity can be images and goals, symbols and concepts, actions and relationships, values ​​and beliefs. In the process of creative search, the child makes discoveries for himself, albeit small ones, in the field of human knowledge.

In our opinion, the identified components of a person’s psychological culture are universal and can be classified as moral, valeological, environmental and other components of general culture. The identified components of psychological culture do not exist in isolation from each other. They formed the basis for the construction of an experimental program for the integrated course “Human Studies”, as well as a diagnostic system for studying the process of formation of a person’s basic psychological culture.

Values.

Value orientations, being one of the central personal formations, express a person’s conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. The system of value orientations determines the content side of a person’s orientation and constitutes

the basis of her views on the world around her, towards other people, towards herself, the basis of her worldview, the core of motivation and the “philosophy of life”. Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

The orientation of the individual expresses one of its most essential characteristics, which determines the social and moral value of the individual. The content of the orientation is, first of all, the dominant, socially conditioned relationship of the individual to the surrounding reality. It is through the orientation of the individual that its value orientations find their real expression in the active activity of a person, that is, they must become stable motives for activity and turn into beliefs.

In the work of a curator, the most important role should be given to the formation of a system of professional values ​​for junior students. Distinctive characteristics of the value orientations of junior year students are the following: students often idealize their future, their capabilities and strive for independence and self-affirmation; They consider it important to have their own views, beliefs, and positions. In the process of studying in a “non-prestigious” specialty, they do not connect their future with the profession they are receiving and do not strive to reach the heights of professional excellence. They believe that health is the most valuable thing, but at the same time many do nothing to preserve it; are more interested in a carefree, idle life and to a lesser extent - its difficulties; They put their personal desires above public ones. Junior year students are more focused on a horizontal career than a vertical one (vertical career – career growth, horizontal career – improving skills in the profession). For them, when choosing a future job, the values ​​of professional growth and professional self-realization are not a priority. The desire for material well-being and comfortable working conditions is one of the determining factors in choosing a future job. The pedagogical conditions for the formation of value orientations of students are: development and implementation of a pedagogical model for the formation of value orientations of students; the use of forms and methods of forming value orientations of students in the educational process; implementation of extracurricular activities to form value orientations of students.

The methodological recommendations describe the system of work to develop the psychological culture of students. The work system is built on personality-oriented and age-psychological approaches. The work presents approximate work planning, basic forms and methods of work. The recommendations are intended for psychologists and social educators in secondary schools.

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“Formation of psychological culture of students”

Compiled by

Lazarenko N.N., educational psychologist

	Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 1.	Theoretical foundations for the formation of psychological culture among students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	The concept of psychological culture. . . . . . . . . . . . . . . . . . . . . . .
	Psychological diagnostics at school. . . . . . . . . . . . . . . . . . . . .
	Education of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Psychological counseling for students. . . . . . . . . . . . . . .
Chapter 2.	Formation of psychological culture of students. . . . . . . . .
	System of work on the formation of psychological culture of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Diagnostic direction: forms, methods and techniques of activity of a psychologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Educational direction: forms, methods and techniques of activity of a psychologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Results of the formation of psychological culture of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Annex 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Appendix 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Appendix 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explanatory note

Psychological services in education, and psychological centers in general, psychologists-consultants, appeared in Russia relatively recently. As a result, there are a number of difficulties in organizing the activities of psychological services.

One of the serious problems, which is closely related to the relative youth of psychology and psychological services, is the lack of psychological culture. A psychologist is often confused with a psychiatrist; they do not know the list of services he provides, the categories of people with whom he can work, etc. In addition, many do not see the benefit of receiving psychological advice (“if I go to a psychologist, will anything change”, “what can she do”, “my problem is not related to psychology at all”).

For psychological services in education, this problem is often key. A psychologist’s work with a client begins with a request. And low psychological culture gives rise to the absence of such. Thus, the psychologist begins to search for other people’s problems himself. This raises the question of the effectiveness of its activities without a client request?

Therefore, an important point in the implementation of psychological and pedagogical support is the formation of psychological culture. In the conditions of modernization of education, the object of psychological and pedagogical support is the educational process (teaching and educational process), the subject of activity is the situation of the child’s development as a system of relationships of the child: with the world, with others (adults and peers), with himself). Psychological and pedagogical support for a child is considered as support for relationships: their development, correction, restoration. Thus, the child, with psychological and pedagogical support, acts as a subject. The student can occupy this position only if he is an active participant in the activity. And, therefore, the formation of the student’s need for psychological support, psychological and pedagogical support is of great importance.

The methodological recommendations for psychological and pedagogical support of students in the educational process in the context of modernization of education emphasize that psychological and pedagogical support is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving problems of development, training, education, socialization. Therefore, the development of technologies and support programs that would make it possible to realize the goals and objectives of psychological and pedagogical support at the present stage is becoming relevant.

This work is presented as methodological recommendations for the formation of psychological culture of students.

Main goal is the formation of the psychological culture of students. Realization of this goal implies a number of tasks:

The main areas of work that will solve these problems are: diagnostics and education. They are implemented through a variety of methods and techniques.

Chapter 1. Theoretical foundations for the formation of psychological culture among students

1. Characteristics of basic concepts

I.A. Sakhovsky believes that the process of development of the human psyche is a process of “cultivation”, “humanization” of his mental processes and activities. The term “mental culture” or “culture of mental activity” corresponds, in his opinion, to the process of “cultivation” described by L.S. Vygotsky in his cultural-historical theory of the development of higher mental functions. In his theory, the culture of society acts as the most important condition, means and factor in the development of the human psyche.

Culture is a person’s way of living in the world, a way of interacting with nature, and also a way of people interacting with each other. The totality of all knowledge, all forms of thinking and the entire sphere of worldview includes spiritual culture.

Analyzing the content of cultural and psychological literature, Kolmagorova L.S. defines a person’s psychological culture as an integral part of basic culture as a systemic characteristic of a person that allows him to effectively self-determinate in society and self-realize in life, promoting self-development, successful social adaptation and life satisfaction.

Self-determination is a conscious act of identifying and asserting one’s own position in problematic situations.

Self-actualization is a person’s desire to identify and develop his personal capabilities as fully as possible.

Social adaptation is a constant process of an individual’s active adaptation to the conditions of the social environment and the result of this process.

Psychological culture includes literacy and competence in the psychological aspect of understanding human essence, the inner world of man and himself, human relationships and behavior, a humanistically oriented semantic sphere (aspirations, interests, worldview, value orientations), developed reflection, as well as creativity in the psychological aspect of human knowledge and your own life.

Socio-psychological competence is the ability of an individual to effectively interact with the people around him in the system of interpersonal relationships. Social and psychological competence includes the ability to navigate social situations, correctly determine the personal characteristics and emotional states of other people, choose adequate ways to deal with them and implement these methods in the process of interaction.

Sakhovsky I.A. believes that psychological culture should be considered as an educational guideline for adolescents’ readiness for career planning and personal self-determination.

Psychological culture presupposes possession of basic psychological knowledge and skills, their use, the ability to record and analyze one’s actions, one’s state (reflection). A person with a high level of psychological culture has formed a value-based attitude towards people, self-development, creativity and cognition.

Zabrodin Yu.M., Popova M.V. They believe that a student’s mastery of culture and the formation of appropriate norms in him is of great value, but it is also important to teach the student at each new stage of his life to solve his problems better than before. Then psychological knowledge will give the child greater stability in adulthood. Therefore, the tasks and teachers of psychology are somewhat different. He must, firstly, teach how to live in a system of human relationships, and secondly, organize psychological assistance for the student during classes in such a way that he himself can influence the process of development of his personality as he masters the structure of knowledge. If the psychologist is not a simple transmitter of knowledge, but an organizer of a joint search, the audience will perceive learning activities in the classroom as a natural part of life.

Zabrodin Yu.M., Popova M.V. seeing the meaning of developing psychological knowledge in students in the fact that it makes it possible to overcome the limitations of life experience. The individual experience of each person is limited, as is the experience of solving life's problems, like his whole life. Therefore, the desire to master psychology as a sum of knowledge of life, expanding the graduate’s ability to solve his problems with greater efficiency.

An analysis of psychological literature shows that the psychological culture of schoolchildren is formed through almost all the variety of activities of a psychologist. But first of all through counseling and education.

1. Psychological diagnostics at school

Psychodiagnostics is the process of identifying various qualities, mental and psychophysiological characteristics, personality traits through methods of psychodiagnostic tools.

Any psychodiagnostic study has its stages. J. Shvantsara divides the process of psychodiagnostics into the following stages.

1. Formulation of the problem based on the study of all information about the individual (history, special medical reports, information about the individual from the point of view of his academic performance at the educational institution, etc.).
2. Formulation of hypotheses and selection of diagnostic methods.
3. Conducting testing; analysis of the obtained data.
4. Formulation of conclusions (for example, about the level of mental development).
5. Answers to the questions posed at the first stage.
6. Formulation of activities that are desirable based on psychological conclusions.

At the stage of preliminary work with the customer, the psychologist’s ethics requires a clear definition of the goals and objectives of psychodiagnostics, that is, placing an order. A clear definition of what the customer wants is necessary in order not to provide unnecessary information about the person (that does not answer the customer’s questions). It is best to answer the customer’s questions in the form of a conversation, which should be previously thought out by a psychologist. If the customer requires a response from a psychologist in the form of a psychological conclusion, then the latter must meet certain requirements.

Requirements for a psychological report

1. The psychological conclusion must correspond to the purpose of the order, as well as the level of preparation of the customer to receive this type of information.
2. The content of the conclusion should follow from the diagnostic purposes.
3. The content of the conclusion should include specific recommendations depending on the nature of the data obtained, if required by the customer.
4. The conclusion should include a brief description of the psychodiagnostic process, that is, the methods used, the data obtained with their help, the interpretation of the data, and conclusions.
5. In conclusion, it is necessary to indicate the presence of situational variables during the study, such as:

• respondent's condition;
• the nature of the subject’s contact with the psychologist;
• non-standard testing conditions, etc.

The stated psychodiagnostic problems can be solved in several ways.

1. Long-term observation of the subject under real conditions. This requires setting the purpose of the study, as well as knowledge about the property that is being observed.
2. The psychologist creates situations in which the respondent would manifest himself in accordance with the purpose of the study.
3. Application of psychodiagnostic methods (tests, self-reports, projective techniques, etc.).

When conducting a psychodiagnostic examination by a psychologist, a number of basic ethical principles associated with this type of activity must be followed:

1. Principle of responsibility
2. Principle of competence
3. The principle of taking into account moral and legal standards
4. Principle of confidentiality
5. The principle of objectivity.

The content of the diagnostic activity of a psychologist in an educational institution is to identify individual characteristics, level of development, determine the causes of disorders leading to a decrease in results in training, upbringing, development and socialization through the psychological, medical and pedagogical study of the child throughout the entire period of preschool and school childhood.

M.R. Bityanova points out that the diagnostic work of a psychologist at school solves problems such as:

• drawing up a socio-psychological portrait of a schoolchild;
• identifying ways and forms of providing assistance to children experiencing difficulties in learning, communication and mental well-being;
• selection of means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication.

Various reference books for psychologists working in schools indicate a diagnostic minimum. This is the scope of diagnostics that a psychologist carries out as planned. The data obtained allows the psychologist to differentiate students according to the characteristics being studied.

The indicators being studied include school adaptation (grades 1, 5, 10), monitoring of cognitive functions, intellectual abilities throughout school, the study of personal characteristics (self-esteem, temperament, character traits, learning motives), sociometric status, emotional state, condition comfort at school. Diagnostics related to pre-profile and specialized training are highlighted separately. It includes not only the study of students’ mental abilities and personal characteristics, but also professional inclinations, interests, etc.

1. Education of students

Education – the formation of psychological culture, attitudes towards a healthy lifestyle among teachers, parents, students (pupils).

Psychological education is the formation in students and their parents (legal representatives), teaching staff and managers of the need for psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of students at each age stage, as well as timely prevention of possible violations in the formation of personality and development of intelligence.

Bityanova M.R. calls education the safest type of psychological work in school both for the specialist himself and for his audience. Enlightenment gives listeners a passive position, and in this situation new knowledge, if it comes into conflict with a person’s existing ideas or suggests their change, can easily be rejected and forgotten.

Bityanova M.R. raises the question of the effectiveness of education. From the point of view of support tasks, the inclusion of psychological education in the process of subject teaching is not effective. Because the result of M.R.’s enlightenment Bityanova believes that schoolchildren acquire psychological knowledge and skills that would help them successfully learn and develop in various areas of school life. And in order for the acquired knowledge to be actively used by schoolchildren, it must be alive and active. That is, the socio-psychological knowledge a child receives should not become a dead weight in his intellectual piggy bank, as happens with most of the subject knowledge acquired at school. However, if they are presented in approximately the same form, a similar and even worse fate awaits them, since teaching psychology does not involve strict forms of reporting - tests, exams, tests, etc.

In order for the knowledge transferred to schoolchildren to be actively involved in the process of personal development, to act as a kind of catalyst for internal processes, it is necessary to take a very serious approach to both the selection of content and the choice of forms of work. When selecting content, it is important to take into account not only the age needs and values ​​of schoolchildren, the level of their real development, readiness to master certain knowledge, but also the real group situation in a particular class or parallel, existing current problems.

Educational work can be organized in response to a current request from schoolchildren for certain knowledge. For example, such a request regarding the psychological requirements for certain professions may come from high school students. For adolescents, socio-psychological knowledge can become extremely relevant after a severe intragroup conflict. The psychologist must be ready in such situations to offer students real scientific information that allows them to look at the situation differently.

According to M.R. Bityanova, this approach to psychological education contributes to the formation in adolescents and high school students of the need for socio-psychological knowledge and a culture of consumption of certain scientific information. At the same time, she points out that a psychologist can not only use current requests for psychological knowledge, but also specially formulate them.

The main principle of effective educational work with schoolchildren, according to M.R. Bityanova, is the inclusion of the situation of mastering socio-psychological knowledge in forms of activity that are attractive and relevant for schoolchildren of a given age or a given subculture. These can be traditional forms of school work - KVNs, Olympiads, theme evenings and meetings like “What? Where? When?”, there may be specially developed scenarios such as “School Color Day”.

Thus, Bityanova M.R. draws the following conclusions. Psychological education of schoolchildren is focused on creating conditions for the active appropriation and use of socio-psychological knowledge by schoolchildren in the learning process. Communication and personal development. Its effectiveness is determined by how significant the proposed knowledge is at the moment, relevant for an individual student or student group and how attractive and familiar the form of knowledge transfer chosen by the psychologist is for them.

One of the forms of psychological education of schoolchildren is the leadership of a circle or elective in psychology. A lesson in psychology combines both an informational part and a training part, etc. Istratova O.N., Exacousto T.V. They believe that the relevance of this kind of work with students is due to the increased interest of society in issues of psychology, in improving the psychological culture of the population - on the one hand, and the age characteristics of adolescents and young men (development of reflection, self-awareness, increased desire for self-knowledge) - on the other.

Psychological education at school in the psychological literature is considered together with psychological counseling, since the latter area of ​​​​the work of a psychologist also solves the problem of developing psychological competence and contributes to the formation of psychological knowledge.

1. Psychological counseling at school

Counseling is the process of providing targeted psychological assistance to a client in solving psychological problems.

The consulting process is difficult to fit into the framework of any model or algorithm. R. Kociunas believes that the identification of its stages is always conditional, since in practical work some stages overlap with others and their interdependence is more complex than can be imagined in the diagram.

Aleshina Yu.E. Quite conventionally, a conversation between a consultant and a client can be divided into four stages: 1) getting to know the client and starting the conversation; 2) questioning the client, formulating and testing advisory hypotheses; 3) corrective action; 4) ending the conversation.

The duration of the appointment, during which the conversation actually takes place, varies significantly depending on the goals and objectives of the consultation, the organizational forms within which it is carried out, as well as the theoretical orientation of the consultant. But still, in most cases, the appointment time is about an hour.

During any psychological counseling, the psychologist implements a number of principles that ensure the effectiveness of the consultation. These include a friendly and non-judgmental attitude towards the client, focus on the client’s norms and values, confidentiality, separation of personal and professional relationships, client involvement in the counseling process, client acceptance of responsibility for the course of counseling, a ban on “ready-made” advice and recommendations.

Advisory activity is the provision of assistance to students, their parents (legal representatives), teaching staff and other participants in the educational process in matters of development, education and training through psychological counseling.

A peculiarity of the counseling work of a psychologist in a school is that often the direct “recipient” of psychological help (client) is not its final addressee - a child, but an adult (parent, teacher) who has sought consultation. However, in contrast to a similar situation in elementary school, a teenager or a high school student himself can seek psychological help in high school. In this regard, a school psychologist in his practice must be able to organically combine various types of counseling (family, developmental psychological, etc.).

In his advisory practice, a school psychologist can implement the principles of counseling from a variety of psychological directions (diagnostic, existential, humanistic, behavioral and other approaches). However, when working with children whose personality and overall psyche are still at the stage of their formation, taking into account age characteristics is an indispensable condition for the advisory work of a psychologist in school.

In addition, N.V. Samukina points out principles specific to school counseling. This is the principle of neutrality and openness. When preparing for a planned consultation and collecting socio-psychological information about his client at school, the psychologist must develop a neutral, open attitude towards him. The participants in the consultation (student, parents, teachers) must resolve the difficulties themselves, come to an agreement among themselves, and understand each other. The psychologist is only the organizer of this process. Also the principle of personification, according to which the forms and methods of consultation depend on the client. The importance of this principle lies in the fact that a school psychologist deals with various categories of both people (students of different ages, parents, teachers) and problems (learning difficulties, parent-child relationships, etc.).

Counseling adolescents and young men has its own specifics. The number of cases of seeking psychological help at this age increases sharply. At the same time, the range of customer requests also increases sharply. What makes this period of a child’s life even more special from the point of view of the peculiarities of psychological counseling is that now, unlike primary schoolchildren and 4th-5th graders, the teenager himself for the first time becomes a client - a subject of seeking psychological counseling, asking, and sometimes not asking, inform your parents about this. Counseling of schoolchildren can be carried out at the request of the student himself, or at the request of a teacher or parent.

Consulting can have different contents, relating to both the problems of a student’s personal or professional self-determination, and various aspects of his relationships with people around him.

Bityanova M.R. considers counseling as a multifunctional type of individual work of a psychologist with schoolchildren, within the framework of which the following tasks can be solved:

• providing assistance to adolescents and high school students experiencing difficulties in learning, communication and mental well-being;
• teaching teenagers and high school students the skills of self-knowledge, self-discovery and self-analysis, using their psychological characteristics and capabilities for successful learning and development;
• providing psychological assistance and support to schoolchildren who are in a state of current stress, conflict, or strong emotional distress.

Chapter 2. Formation of psychological culture of students

2.1 System of work on the formation of psychological culture of students

The system of work to develop the psychological culture of students involves the implementation of a number of tasks:

1. To form psychological ideas and knowledge among students.
2. Formation of knowledge and skills in students that contribute to social adaptation and personal growth.
3. Develop reflection in students and promote expansion of self-awareness.
4. Promote the development of the emotional sphere and self-regulation skills.

Achieving these tasks is carried out through the diagnostic and educational activities of a psychologist. Moreover, diagnostics and education have common ground.

The work system is built in accordance with the goals and objectives of psychological and pedagogical support for students in the educational process.

Each age stage has its own tasks and corresponding content blocks. In general, their content is similar. Thus, work is systematically carried out to form ideas and knowledge about the cognitive, emotional spheres, human personality, and communication characteristics. But at each stage, level of learning, this knowledge expands and deepens. The content for each section is selected according to the age needs of students. And also taking into account leading educational activities, sensitivity of a certain age, and neoplasms.

Thus, content of psychological knowledge and skillsselected according to the following principles:

1. Taking into account age needs.
2. Taking into account age characteristics, crises, neoplasms.
3. The principle of leading activity.

Those. an age-psychological approach is being implemented.

Junior school age– adaptation to school, leading activity – educational. The younger student masters general academic skills and knowledge. The most important new developments of the 7-year crisis are conceptual thinking, reflection, and arbitrariness. The main need is knowledge. The emotions of younger schoolchildren are unstable, but, as a rule, positive ones predominate. Relationships in the class are also still unstable (especially in grades 1-2), communication is of a business nature.

The interests of younger schoolchildren related to psychology are as follows:

• Listen to an interesting psychological conversation.
• Play interesting psychological games.
• Get emotional support.

2. Introduction to cognitive functions.

3. Development of the emotional sphere: getting to know emotions, ways of expressing them, learning basic techniques for relieving stress (especially school-related).

4. Introduction to the concept of “communication”.

5. Formation of attitudes towards a healthy lifestyle (psychological aspect).

Adolescencedetermined by the period of a person’s life from 11-12 to 14-15 years. This is one of the most critical age periods, associated with the rapid development of all leading components of personality and physiological changes caused by puberty. Adolescence is traditionally divided into two phases: negative (actually critical), and positive - older adolescence (13-15 years).

According to external signs, the social situation of development in adolescence is no different from that in childhood. The teenager's social status remains the same. All teenagers continue to study at school and are dependent on their parents or the state. The differences are reflected in the internal content. The emphasis is placed differently: family, school and peers acquire new meanings and meanings.

New formations: voluntariness, awareness and intellectualization of all cognitive functions, their internal mediation; the emergence of a “sense of adulthood”, the formation of the “I-concept”.

Characteristic features: Leading activity is communication (intimate and personal). The reference group is peers. The emotional sphere is characterized by increased sensitivity, emotions are extremely unstable. The experience of loneliness is typical. Reflection develops, the content of self-esteem changes. Interests are developing. They are still unstable and diverse. The desire for new sensations.

Basic needs: physiological need that gives impetus to the physical and sexual activity of adolescents; the need for security that adolescents find in belonging to a group; the need for independence and emancipation from the family; need for affection; the need for success, to test one’s capabilities; the need for self-realization and development of one's own self.

1. Creating favorable conditions for adaptation.

2. Formation of knowledge about the features of communication.

3. Formation of knowledge about the emotional sphere.

4. Formation of ideas about a person’s personality.

5. Formation of more in-depth knowledge about the cognitive sphere.

6. Formation of ideas about a healthy lifestyle (psychological aspect), about psychological health (stress).

1. Help in self-knowledge. Development of self-image.

2. Formation of knowledge about personality (Self-concept).

3. Formation of knowledge about the features of communication.

4. Deepening knowledge about the cognitive sphere.

5. Acquaintance with the world of professions and the requirements for them.

6. Deepening knowledge about the emotional sphere.

7. Formation of knowledge and skills of a healthy lifestyle.

Adolescencethe period of life from adolescence to adulthood. Early adolescence has its own developmental situation. First of all, this is a serious task of choosing a future path in life. Characterized by a focus on the future. There is a special interest in communicating with adults. The development of cognitive processes reaches the level of an adult. General and special abilities continue to develop. Emotions are characterized by high selectivity. The mood is more stable and conscious.

Basic needs: the need for professional self-determination, the need to choose life values, the need for self-knowledge and self-determination, the need for affection.

1. Formation of a holistic understanding of the human psyche.

2. Help in professional and personal self-determination.

4. Formation of goal-setting and planning skills.

5. Deepening knowledge and skills of a healthy lifestyle.

The appendix presents approximate planning of the activities of a psychologist as part of the work on the formation of psychological culture. It includes the specific content of knowledge and skills that students should acquire. As well as approximate topics, forms and methods of work. This planning is exemplary, since the psychologist himself chooses the forms and methods of work through which he will present knowledge and skills.

The system of work on the formation of psychological culture is also built on the basis of a person-oriented approach. A student-oriented approach is the teacher’s consistent attitude towards the student as an individual, as a conscious, responsible subject of educational interaction. It is implemented by taking into account the characteristics and interests of specific students. The content of the presentation in planning is a mandatory minimum. It can be adjusted depending on the characteristics of the class, as well as on incoming student requests.

The frequency of diagnostic events is at least 1-2 times a year, educational events are 1-2 times a quarter in parallel. Approximate work planning is presented in Appendix 1.

2.2 Diagnostic direction: forms, methods and techniques of activity of a psychologist

The diagnostic direction in the work of a psychologist involves identifying individual characteristics, the level of development, determining the causes of violations that lead to a decrease in results in training, education, development and socialization. Psychological diagnostics in the work of a school psychologist is more a means than an end in itself.

As part of the formation of the psychological culture of students, diagnostics has two main goals:

1. Attracting students' interest in their own personality and the work of a psychologist.
2. Development of self-awareness, reflection, the need to know oneself.

Diagnostics also performs an auxiliary function. Based on the results obtained, one can judge the effectiveness of the psychologist’s work in the formation of psychological culture.

The first goal is achieved through the fact that the psychologist, regardless of the goals of the diagnosis he conducts, invites students of any age to familiarize themselves with its results individually if they wish. Thus, the psychologist makes the diagnostic results available to the subjects themselves.

Basically, this task is implemented through the use of such a form of organizing diagnostic work as a comprehensive psychological and pedagogical examination of all schoolchildren of a certain parallel (“frontal”, planned). This form represents a primary diagnosis, the results of which make it possible to identify “prosperous” and “disadvantaged” children in relation to the measured characteristics. This form is planned and is carried out in accordance with the psychologist’s work schedule. Through this form of diagnostics in the system of work on the formation of psychological culture in students, a diagnostic minimum is implemented.

Consultation on diagnostic results with each applicant is carried out individually. The client is informed in an accessible and understandable form. As the results are reported, the psychologist asks questions about them and notes any identified problems or difficulties. If any problems are identified, a short conversation is held or you are invited to come again for advice. When organizing a consultation based on diagnostic results, it is important to follow the client’s lead. That is, at the request of the person being consulted, it can be simply a message of the results, or it can be a message with elements of consultation.

In addition, students are advised that they can seek diagnosis themselves. In this case, the order is formulated by the client himself. Such diagnostics are carried out both individually and in a group (depending on the number of applicants). Its tasks and content are determined by the client’s order. Through diagnostics ordered by the student, the second goal is realized, because here the client consciously and purposefully shows interest in his personality and gets to know himself. In addition, the client learns to formulate an order and specify his expectations from working with a psychologist.

The diagnostic direction can be implemented through such methods of psychodiagnostics as objective tests (there are correct answers), standardized self-reports (questionnaire tests, open questionnaires; scale techniques; individually oriented techniques such as role repertoire grids), projective techniques, dialogic techniques (conversations, interviews, dialogical games). The choice of methods depends on the tasks that the psychologist is guided by, or on the student’s order.

Diagnostics is a passive method of cognition, since often the client answers questionnaire questions or performs a drawing test, and during the consultation on the diagnostic results, he passively listens to them. Self-knowledge will be more active through consultations at the client’s request (for any problem or question) or training. Starting with diagnosis, seeing interest, a psychologist can offer these forms of work.

Thus, diagnostics contributes to the development of interest in psychology, self-knowledge, the development of self-awareness and reflection.

Diagnosis for the purpose of self-knowledge becomes most relevant in adolescence. But this does not mean that this work should be carried out only with this category. It is effective to start forming an interest in one’s personality from primary school age, especially since reflection is a new development of the 7-year-old crisis. In elementary school, the study of cognitive processes comes to the fore in diagnostic work. At this stage, the psychologist often, on his own initiative, informs students of the test results. In middle and high school, the main areas of focus are the study of character traits, interpersonal relationships, abilities, interests, etc.

Diagnostics are carried out taking into account the diagnostic minimum of psychological and pedagogical support recommended by the Municipal Educational Institution of Further Professional Education "NMC" in Kemerovo.

2.3 Educational direction: forms, methods and techniques of activity of a psychologist

The most important condition for the educational work of a psychologist in order to form the psychological culture of students is the motivational readiness of students. Motivational readiness here means students’ interest in psychological knowledge and skills, the desire to use them in their lives, as well as a value-based attitude to this knowledge and skills and to a person’s personality in general. Motivational readiness is formed through the fact that the psychologist systematically, when conducting various types of psychological and pedagogical support, and especially education, informs students of the goals and objectives of the educational work being carried out, as well as the practical significance of the psychological knowledge and skills that they will receive. At the same time, it is important that those around the student also see the value of psychological knowledge and skills. Therefore, it is important to inform teachers and parents about the knowledge and skills that students receive, and to form their psychological culture.

In the work on the formation of psychological knowledge, it is effective to use a variety of forms, methods and techniques of work.

The educational direction of the psychologist's activities in the formation of the psychological culture of students is mainly carried out through classes, trainings, seminars, and big games. The use of forms depends on the creativity of the psychologist himself. These can be thematic days, weeks, conferences, KVN, various competitions, etc. This may also include the design of stands, jointly with students, the publication of a newspaper, etc.

Educational activities are also carried out by a psychologist as planned and upon request of students. In the latter case, possible forms may include individual and group consultations, trainings and classes, etc.

The forms and methods of work specified in the planning are not mandatory. The psychologist himself can choose those through which, in his opinion, the tasks and content will be most effectively implemented. The main requirement for the choice of forms and methods of educational work is the student’s active position in mastering psychological knowledge and skills. Since the effectiveness of this type of activity of a psychologist depends on this. The student’s activity allows him to update his experience and expand it.

Also, the choice of forms and methods depends on the age of the students. In the lower grades, activities using games and travel activities will be more effective. For middle and older adults, training and psychological exercises are more productive. In addition, for older people, group consultations related to professional self-determination are of interest.

Nevertheless, the main forms of psychological education for the purpose of forming the psychological culture of students are classes and training. The priority of these forms lies in their versatility. They allow you to solve various problems, not only education, but also development, self-knowledge, etc.

Let us consider the features of the structure of educational classes. Their main content consists of a theoretical block, games and psychotechnical exercises aimed at consolidating knowledge, its application, and developing skills. The theoretical block includes a list of knowledge that students must learn. Theoretical information is not communicated to students in a ready-made form. Active methods are also used here: conversation, discussion, problem situations, etc.

The training is a psychological impact based on active methods of group work. This is a form of specially organized communication, during which issues of personality development, the formation of communication skills, and the provision of psychological assistance and support are resolved. In addition, training can pursue such goals as:

• increasing the socio-psychological competence of participants, developing their ability to effectively interact with others;
• formation of an active social position of schoolchildren;
• increasing the level of psychological culture.

The main methods of training work are:

• Group discussion
• Game methods
• Methods aimed at developing social perception
• Methods of body-oriented psychotherapy
• Meditative techniques.

A group discussion in psychological training is a joint discussion of a controversial issue, which makes it possible to clarify (possibly change) the opinions, positions and attitudes of group participants in the process of direct communication. The use of training for educational purposes involves the use of thematic discussions.

Game methods include situational role-playing, didactic, creative, organizational and activity-based, simulation, and business games.

The next block of basic methods includes methods aimed at developing social perception. Group members develop the ability to perceive, understand and evaluate other people, themselves, and their group. During the training sessions, using specially designed exercises, participants receive verbal and non-verbal information about how other people perceive them and how accurate their own self-perception is. They acquire the skills of deep reflection, semantic and evaluative interpretation of the object of perception.

The methods of body-oriented psychotherapy, the founder of which is W. Reich, stand somewhat apart. There are three main subgroups of techniques: work on the structure of the body (Alexander technique, Feldenkrais method), sensory awareness and neuromuscular relaxation, oriental methods (Hatha yoga, tai chi, aikido).

Meditative techniques, according to Vachkov I., should also be classified as training methods, since the usefulness and effectiveness of their use in the process of group work is high. Most often, these techniques are used to teach physical and sensory relaxation, the ability to get rid of excessive mental tension, stressful conditions and, as a result, come down to developing autosuggestion skills and consolidating methods of self-regulation.

The last three groups of methods become especially relevant for adolescence, as they contribute to the realization of their basic needs.

2.4 Results of the formation of psychological culture of students

The result of the formation of psychological culture is the following:

1. Interest in psychology.
2. The need for psychological support and professional help.
3. The desire for self-knowledge, self-realization.
4. Formation of basic psychological ideas and knowledge, socio-psychological skills.
5. Favorable emotional state, well-developed self-regulation skills.
6. Development of skills of reflection, goal setting, planning.
7. Positive self-perception.

The frequency of students turning to a psychologist for various types of help was chosen as a parameter that determines the effectiveness of work on developing the psychological culture of students.

So, in the first year of my work at school No. 4, 24 students contacted the school’s psychological service, and 26 events were held. In the second year of work, I began to actively implement diagnostic and educational areas of work, based on the above-mentioned approaches and principles. In the 2005-2006 academic year, the number of calls to the psychological service increased significantly (45 people, 53 events). In the 2006-2007 academic year, the number of applicants was 47 people, and the number of events was 75. In the first half of the current academic year (2007-2008 academic year), 26 people have already applied, and 47 events have been held.

Diagram 1. General data on students’ requests for psychological help

Diagram 1 shows an increase in both the number of students who applied and the number of events held. Data for comparison are presented in quantitative terms, and not as percentages, because The number of children in school decreases every year.

Analysis of the diagram shows that the number of repeated requests from students for psychological help and support is increasing. So, if in the first year there is practically no difference between the number of people and the number of events, then in 2006-2007 it is already noticeable (equal to 23). Thus, the psychological service has regular clients.

We also note that this year, in two quarters, slightly more people have applied than in 2004-2005. And almost twice as many events were held.

Thus, students feel the need to receive psychological help and support, are interested in psychological knowledge, etc.

The types of work that were carried out at the request of students were also analyzed. In general, growth is observed in all types of activities. The analysis shows that initially students sought diagnostics and consultation based on the results of diagnostics (carried out both on request and as planned). In 2006-2007 and the current academic year, there has been an increase in developmental activities carried out. Over the past four years, there has been a gradual increase in requests for consultations on problems. However, what students are most interested in is diagnostics and counseling based on its results.

Diagram 2. Data of events carried out at the request of students

Thus, the statistics of the psychological service show the productivity of the psychologist’s system of work in the formation of psychological culture.

Conclusion

A person’s psychological culture is an integral part of basic culture as a systemic characteristic of a person, allowing him to effectively self-determinate in society and self-realize in life, promoting self-development, successful social adaptation and life satisfaction.

Psychological culture includes literacy and competence in the psychological aspect of understanding human essence, the inner world of man and himself, human relationships and behavior, a humanistically oriented semantic sphere (aspirations, interests, worldview, value orientations), developed reflection, as well as creativity in the psychological aspect of human knowledge and your own life

The formation of a psychological culture helps a student expand his life experience and learn to solve life problems.

The formation of psychological culture is carried out through the diagnostic and educational direction of the work of a psychologist. It is built on personality-oriented and individual-age approaches. Its effectiveness will depend on the extent to which the psychologist is able to organize an active process of teaching psychological knowledge and skills.

Compliance with certain principles and conditions when carrying out diagnostic and educational work allows students to develop an interest in psychological knowledge, the need for psychological help and support, and the need for self-knowledge and self-development.

Bibliography

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ANNEX 1

Approximate planning of the content of a psychologist’s work on the formation of psychological culture

Class	Goals and objectives	(knowledge, skills)	Forms of work, topics	Methods and techniques
Class		Generalization of knowledge of first-graders about the status of a student, about the features of the organization of life at school.	Classes "I am a pupil" "School Rules"	Conversation, introduction of a fairy-tale character, games, exercises, competitions
	2. Introduction to cognitive functions	An elementary idea of ​​attention, memory, thinking. Give a basic idea of ​​sensations, perceptions, and imagination.	Classes “My assistants: attention, memory, thinking”	Conversation Games Exercises Drawing
	3. Getting to know the emotional sphere	Acquaintance with the names of basic emotions, means of expressing emotions. Techniques for relieving stress through drawing	Classes "The World of My Emotions" "How I Deal with Anxiety"	Conversation Games Exercises Art therapy techniques
	4. Introduction to the concept of “communication”	A basic understanding of communication.	Training "I am among others"	Exercises for getting to know each other and interacting.
	5. Formation of attitudes towards a healthy lifestyle	Getting to know the main routine aspects of a school student	Class "Daily regime"
2nd grade		Deepening knowledge about memory, thinking: concept, types, operations. Acquaintance with methods of memory development using some mnemonics.	Classes “The Gift of Mnemosyne: ways to remember effectively” “Thinking: ways to develop logical thinking”	Conversation Games Exercises Mnemonics
		Consolidating knowledge about basic emotions. Mood. Emotions and feelings. Fear. Anxiety. Anger. Ways to deal with them.	"The World of My Emotions" "Lords of Emotions"	Games Exercises Big game "Emotions. Color. Movement" Art therapy techniques
		Consolidation of the concept of “communication”. Familiarity with means of communication.	Training "How I Communicate"	Games Exercises “I-statement” technique
		Effective organization of homework. Performance and fatigue	Diagnostics session "How to do homework"	Conversation Diagnostics "Tapping test"
3rd grade	1. Introduction to cognitive functions	Consolidating knowledge about memory and thinking, their relationship, methods of development The concept of imagination: types, ways of creating something new	Diagnostic classes "Memory and Thinking" "Imagination. Fantasy world"	Diagnostics of memory and thinking Conversation Exercises
	2. Getting to know the emotional sphere	Deepening knowledge about emotions: mood, shades of emotions. Connection of emotions with color. Emotions and feelings. Joy and sadness. How to improve your mood The ability to use the “I-statement”, talk about your feelings	Classes with training elements “Emotional palette. Feelings" “My mood: how to manage it”	Conversation Exercises Games Art therapy techniques
	3. Introduction to the concept of “communication”	Introduction of the concept of interaction. Strengthening the ability to express your feelings.	Training "Solve problems together"	Discussion Games Exercises
	4. Formation of attitudes towards a healthy lifestyle	The connection between emotions and health. Stress Relief Techniques	Class "Emotions and Health"	Relaxation. Visualization.
4th grade	1. Introduction to cognitive functions	The concept of speech. The connection between speech and thinking. Speech development.	"Thinking and Speech"	Speech diagnostics Conversation Exercises
	2. Getting to know the emotional sphere	Consolidating knowledge about emotions and feelings. Introduction of the concept of "empathy"	KVN “Experts of Emotions and Feelings”	Games
	3. Introduction to the concept of “communication”	Introduction to the concept of communication. Types of communicative communication. Verbal means of communication. Communication barriers	Trainings "Verbal Communication" "Hear and Listen"	Discussion Conversation Games Exercises
5th grade	1. Creating favorable conditions for adaptation	Reflection on the changes that have occurred during the transition from primary to secondary level. Requirements for a fifth grader.	Big game (or competition, training, etc.) "First time in fifth grade"	Games Conversation Exercises
	2. Formation of knowledge about the features of communication	Deepening the concept of communication Types of communication. Friendship.	Training "My classmates are my friends"	Games Exercises
	3. Formation of ideas about a person’s personality	Introduction of the concepts of temperament and character. Types of temperament.	Classes "Temperament" "Character" Diagnosis of temperament type.	Conversation Games Exercises Eysenck's technique.
	4. Formation of knowledge about the emotional sphere	The connection between emotions and intelligence.	Class "Emotions and Intelligence"	Conversation Exercises
	5. Formation of more in-depth knowledge about the cognitive sphere	The concept of intelligence. Intelligence and thinking. Intellectualization of cognitive functions.	Class "Intelligence" Diagnostics	Conversation Raven's Progressive Matrices
	6. Formation of ideas about a healthy lifestyle and mental health	Introduction of the concept of “stress”. Ways to overcome	"Stress"	Exercises and techniques of body-oriented therapy. Relaxation. Visualization.
6th grade		Nonverbal means of communication Conflicts. Methods for resolving conflicts	Training "Nonverbal language of communication" Training "Conflict - good or bad"	Techniques of body-oriented therapy. Conversation Games Exercises
		Deepening knowledge about character. Accentuations.	Training “My character” Diagnostics	Games Exercises Leonhard Questionnaire
		Generalization of knowledge about the emotional sphere. The meaning of emotions. Features of the emotional state of adolescents Methods of self-regulation.	Conference "Emotions as value" Class "I am in control"	Conversation Performances Wall newspaper design Conversation Self-regulation techniques
		Memorization patterns Properties of perception	Classes "Secrets of Memory" "The Magic of Perception"	Conversation Exercises Problem situations
	5. Formation of ideas about a healthy lifestyle and mental health	Ways to relieve emotional and muscle tension	Classes	Exercises and techniques of body-oriented therapy. Relaxation. Visualization.
7th grade	1. Formation of knowledge about the features of communication	Consolidating ways to resolve conflicts. Team interaction. Algorithm for effective interaction.	Trainings "Negotiation" Big game "Desert Island"	Conversation Games Exercises Methods for resolving conflicts
	2. Formation of ideas about personality	Formation of the idea of ​​self-concept. Self-esteem.	Trainings "What am I like" "Confidence" Diagnostics	Games Exercises SAN technique
	3. Formation of knowledge about the emotional sphere	Feeling lonely in adolescence. Depression concept. Ways to deal with it.	Trainings "Tree in the Desert" "If the world is black..."	Conversation Discussion Meditation techniques Fairytale therapy techniques
	4. Formation of more in-depth knowledge about the cognitive sphere	Cognition process	Round table "How I experience the world"	Discussion Problem situations
8th grade		Deepening knowledge about “I-concept” Formation of reflection.	Personal growth training “My light, mirror, tell me”	Games Exercises
		Forming an idea of ​​the motivational sphere of the individual: motives, interests, values Introduction of the concept of abilities. Creativity	Classes "Motives, interests, values." "I can"	Conversation Exercises
		The concept of social perception. Effects of social perception	Class "How I Perceive Others"	Discussion Exercises
		Classifications of professions	"World of Professions"	Lecture Conversation Games
			Training “I feel, I feel, I think”
9th grade	1. Help in self-knowledge. Development of self-image	Expanding knowledge about abilities and creativity.	Training “Seeing the unusual in the ordinary”	Discussion Games Exercises
	2. Formation of knowledge about personality	Introduction of the concepts of consciousness and self-awareness. Deepening knowledge about “I-concept”	Personal growth training	Conversations Games Exercises
	3. Formation of knowledge about the features of communication	Deepening the concept of social perception	Conference	Performances Stand design
	4. Introduction to the world of professions	Requirements for various professions	Class	Conversations Games Exercises
	5. Deepening your knowledge of emotions	Positive and negative emotions. Feelings, emotions, thoughts.	Training Harmonious personality	Techniques of body-oriented therapy.
	6. Formation of a healthy lifestyle		Class "If there's an exam tomorrow"	Mini-lectures Exercises Conversation
Grade 10		Introduction to the concept of psyche. Evolution of the psyche. Introduction of the concepts individual, personality, individuality.	Classes "Psyche as a property of the brain" “Personality. Individual. Individuality"	Conversations Games Exercises Problem situations
		Expanding your ideas and knowledge about yourself. World of professions. Guidelines for choosing professions Deepening the concept of “values”	Group consultations Psychological action “Sociological survey”	Activating questionnaires Games Mini-lectures
	3. Development of self-presentation skills, formation and deepening of knowledge about social perception.	Introduction to the concept of self-presentation. Ways and techniques of self-presentation.	Training "Self-presentation"	Games Mini-lectures Problem situations
		How to achieve success	Trainings "How to achieve success"	NLP Techniques
Grade 11	1. Formation of a holistic understanding of the human psyche and personality	Personality as an integrative system. The connection between the cognitive sphere, emotional, and individual typological properties.	Class "Multifaceted personality"	Mini-lectures Problem situations
	2. Help in professional and personal self-determination	Deepening knowledge about professions	Group consultations	Activating questionnaires Games Mini-lectures
	3. Development of self-presentation skills, formation and deepening of knowledge about social perception.	Deepening knowledge about social perception. The concept of attraction. Effects of social perception.	Training	Games Mini-lectures Problem situations
	4. Formation of goal-setting and planning skills	Concepts of goal setting and planning. Ways to achieve the goal	"How to start a business"	Discussion Games Exercises
	5. Formation of a healthy lifestyle	Prevention of fatigue and mental stress before exams	Class "If there's an exam tomorrow"	Mini-lectures Exercises Conversation

APPENDIX 2

Development of a lesson for 1st grade on the topic “My Helpers”

Target:introduce cognitive functions (attention, memory, thinking).

Tasks:

1. Form an idea of ​​attention, memory, thinking.
2. Explain the significance of these functions for educational activities.
3. Develop attention, memory and thinking.

Equipment:little men with the names of cognitive functions, riddles, pictures “Elimination of the superfluous”, pictures for memorization.

Progress of the lesson

1. Communicating the topic and objectives of the lesson

Guys, you came to school to study not long ago. What have you learned so far?

What helps you study?

Today I will talk about your assistants. And they are called attention, memory, thinking (little men hang out).

2. Main part

What is attention? This is concentration on an object or activity. Why do you need attention in class? How does it help?

Now we will play games and see who is the most attentive.

Game "Four Elements"

Purpose of the game: development of attention associated with the coordination of the auditory and motor analyzers.

Game procedure:

Children sit on chairs in a circle. At the leader's command, the children perform a certain movement with their hands.

Team	Hand movement
"Earth"	Children put their hands down
"Water"	Children stretch their arms forward
"Air"	Children raise their hands up
"Fire"	Children rotate their arms at the elbow and wrist joints

The next assistant is memory. What is it? This is memorization, storage and recall of information. Why do you need memory in class?

To make your memory better, you need to train it. Now we will play games that train memory.

Game "Remember the movement"

Purpose of the game: development of motor-auditory memory.

Game procedure:

The presenter shows the children movements consisting of 3-4 actions. Children must repeat these actions, first in the order in which the leader showed them, and then in the reverse order.

Movement 1. Sit down, stand up, raise your arms, lower your arms.

Movement 2. Raise your hands with your palms up (“collecting the rain”), turn your palms down - lower your arms along your body, raise your arms at your sides in different directions.

Movement 3. Move your right leg to the right, move your right leg, move your left leg, move your left leg.

Movement 4. Sit down, stand up, turn your head to the right, turn your head straight.

Game "Remember the sequence"

Children are shown a sequence of seven figures for 15 seconds. Then they draw from memory. After which the correct execution is checked.

And finally, another helper is thinking. What is it? This is the ability to think, analyze, compare, generalize, and solve problems.

Several tasks are completed to develop thinking.

1. Children are shown pictures; they need to name in a general word what is depicted on them.
2. Guessing riddles on a school theme.

3. Final part

What helpers did you meet today? Why do you need them?

APPENDIX 3

Development of a lesson for the second grade on the topic “Thinking”

Target:expanding knowledge about thinking.

Tasks:

1. Reinforce the concept of “thinking”.
2. Consider types of thinking.
3. Develop mental operations.

Progress of the lesson

1. Communicating the topic and goals of the lesson

Last year you became acquainted with cognitive functions, your assistants. Today we will continue to study them and look at thinking. Thinking helps you learn, reflect. And you will find out today how this happens.

2. Main part

Practical work

Now we will do a little practical work that will allow you to determine the characteristics of your thinking.

Listen to the Arnheim problem you need to solve:

“It’s 3:40 a.m.; What time will it be in half an hour?”

Students answer the question in the problem.

Now tell me, in what way did you solve the problem?

Those who imagined a watch dial and mentally moved the hands used visual-figurative thinking, which is the most developed for them.

For those who used arithmetic operations to solve the problem, i.e. added half an hour to 3 hours 40 minutes, verbal and logical thinking is characteristic.

Very often people with a visual-figurative type of thinking are said to be “artists” - people who have abilities related to art. And people with a conceptual type of thinking are “thinkers”, logicians.

The problem could be solved in another way. Which one? Take a watch and move the hands on it half an hour forward, and see how much it will be. What kind of thinking is this? Visually effective.

So, there are such types of thinking as visual-effective, visual-figurative and verbal-logical.

How do we solve problems?

Mental operations are mental actions with the help of which the thinking process is carried out.

The following mental operations are distinguished:

Analysis

Synthesis

Comparison

Generalization

Classification

Systematization

Abstraction

Specification

Analysis is the process of dividing a whole into parts, isolating individual features and aspects of the whole.

Practical task.How many triangles are there in this figure?

The mental operation opposite to analysis is synthesis.Synthesis is the process of combining individual elements, parts into a single whole, which were identified during the analysis.

Practical task.Make up sentences with these words:

• wind, cabbage, aspen;
• vase, cup, bread, sun;
• glasses, lemon, book, call, warmth.

Mental operations analysis and synthesis always accompany each other. There is no such mental activity that was carried out only through synthesis or only through analysis. For example, describe how you perceive the painting. So, first we perceive the picture as a whole - the synthesis operation, then we consider: what details the artist drew, what colors he used, etc. – operation analysis. But we are not left with the impression of the picture as a series of details, objects, colors, and, therefore, in our consciousness it again becomes a single, holistic image - the operation of synthesis.

Now I will show you the painting “Moscow Courtyard” by Polenov. Describe it (3-4 students answer). Each of you described the picture differently, but some of you paid more attention to details, individual strokes, while others described it in general. This speaks about the peculiarities of mental activity.

For some, a single analytical-synthetic activity is characterized by the dominance of analysis, which is manifested in detailed descriptions and narratives, in the highlighting of details. This is an analytical type of thinking.

For others, synthesis predominates in a single analytical-synthetic activity, which is expressed in a more specific construction of generalized conclusions and provisions. This is a synthesizing type of thinking.

For others, mental work is most often carried out in a harmonious unity of analysis and synthesis, while a coordinated construction of narratives and generalizations, descriptions and conclusions is observed. This is an analytical-synthetic type of thinking.

The next thinking operation is comparison.Comparison is a comparison of things, phenomena, their properties, in order to identify identity (similarity) and difference.

Practical task.

Compare pairs of words, finding as many similarities and differences as possible.

What was easier to highlight similarities or differences? Why?

What determines the productivity of comparison? (From the ability to analyze).

The next mental operation is generalization. This is the process of combining objects or phenomena according to their essential features and properties, as well as a form of reflection of the general features and qualities of the phenomena of reality.

Practical task.

Call it in one, general word.

1. Lion, crocodile, bull.
2. Lily of the valley, snowdrop, rose.
3. Raspberry, Victoria, blackberry.
4. Snow, rain, hail.
5. Sweet, bitter, spicy.

The generalization operation is based on analysis, synthesis and comparison. Features of objects and phenomena are identified, analyzed, compared, significant ones are selected, and combined. The result is a generalization.

4. Final part

- Tell me guys, how and where do you use mental operations?

- What new things have you learned for yourself?