Basic education of a preschooler according to Erickson. Psychological view (PsyVision) - quizzes, educational materials, directory of psychologists

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Having considered the periodization of personality development, created in the framework of classical psychoanalysis, we will focus on periodization Eric Homburger Erickson (1902-1994) - psychoanalyst representing the development of the child in a wider system of social relations.

This periodization traces the development not of a separate side of the personality (as, for example, psychosexual development in 3. Freud), but of fundamental personal formations in which the attitude to the world (other people and business) and oneself is expressed.

E. Erickson's periodization covers the full life cycle of human development - from birth to old age. It includes eight stages, among which the fourth is called, after 3. Freud, latent or school age. Before describing this period, let us clarify E. Erickson's ideas about the personality, factors and patterns of its development.

Features of the formation of personality depend on the economic and cultural level of development of the society in which the child grows up, on what historical stage he stopped this development. A child living in New York in the middle of the 20th century develops differently than a small Indian from a reservation, where the old cultural traditions have been preserved in their entirety and time, figuratively speaking, has stopped.

The values ​​and norms of society are passed on to children in the process of education. Children who belong to communities of almost the same level of socio-economic development develop different personality traits due to different historical cultural traditions and adopted parenting styles.

Foreign experience

In Indian reservations, E. Erickson observed two tribes - the Sioux, former buffalo hunters, and the Yurok, fishermen and gatherers. In the Sioux tribe, children are not swaddled tight, they are fed for a long time breast milk, do not strictly monitor neatness and generally limit their freedom of action a little. Children are guided by the historically established ideal of their tribe - a strong and courageous hunter on the endless prairies - and acquire such traits as initiative, determination, courage, generosity in relations with fellow tribesmen and cruelty towards enemies. In the Yurok tribe, children, on the contrary, are tightly swaddled, weaned early, taught to be tidy early, and restrained in dealing with them. They grow up silent, suspicious, stingy, prone to hoarding.

Personal development in its content is determined by what society expects from a person, what values ​​and ideals it offers, what tasks it sets for him at different age stages. The sequence of stages in the development of a child also depends on the biological principle. At each age stage, a special psycho-physiological system matures, which determines the new capabilities of the child and makes him sensitive (from lat. sensus- feeling, feeling) to a certain kind of social influences. "In the sequence of acquiring the most significant personal experience healthy child, having received a certain upbringing, will obey the internal laws of development, which set the order for the deployment of potentialities for interaction with those people who care about him, are responsible for him, and those social institutions that are waiting for him ".

Developing, the child necessarily goes through a series of successive stages. At each stage, it acquires a certain quality (personal neoplasm ), which is fixed in the structure of the personality and persists in subsequent periods of life.

It should be noted that E. Erickson considers his theory of personality development to be an epigenetic concept. In accordance with principle of epigenesis neoplasms are formed sequentially, and each neoplasm becomes the center of mental life and behavior at a certain, “own” stage of development. A neoformation, which is clearly manifested in its “own” time, exists in some form at previous stages, and entering the personality structure as an “element”, turns out to be associated with other neoplasms. Nevertheless, these ideas make it possible to judge the development of a personality, according to the concept of E. Erickson, as a discontinuous process of the formation of new qualities.

The central concept in the theory of E. Erickson is the identity of the individual. A personality develops through inclusion in various social communities (nation, social class, professional group, etc.) and experiencing its inextricable connection with them.

Personal identity- psychosocial identity - allows the individual to accept himself in all the richness of his relations with the outside world and determines his system of values, ideals, life plans, needs, social roles with appropriate forms of behavior.

Identity is a condition of mental health: if it does not develop, a person does not find himself, his place in society, turns out to be "lost".

Identity is formed in adolescence, it is a characteristic of a fairly mature personality. Until that time, the child must go through a series of identifications - identifying himself with his parents, representatives of a certain profession, etc. This process is determined by the upbringing of the child, since from his very birth, the parents, and then the wider social environment, introduce him to their community, group, convey to the child their own worldview.

Another important moment for the development of personality is crisis. Crises are inherent in all age stages, these are "turning points", moments of choice between progress and regression. "The word "crisis" is used here in the context of ideas about development in order to highlight not the threat of a catastrophe, but the moment of change, a critical period of increased vulnerability and increased potentialities and, as a result, an ontogenetic source of the possible formation of good or bad adaptability" . Each personal quality that manifests itself at a certain age contains a person's deep attitude to the world and to himself. And this attitude can be positive, associated with the progressive development of the personality, or negative, causing negative shifts in development, its regression. A child (and then an adult) at each stage of development has to choose one of two polar attitudes - trust or distrust in the world, initiative or passivity, competence or inferiority, etc.

In this regard, E. Erickson, describing the stages of personality development, dwells on two options - progressive development and regression; indicates those positive and negative personality neoplasms that can form at each age stage (Table 1.3).

Table 1.3

The development of the personality of a child and a teenager according to E. Erickson

Based on a certain discontinuity in personal development arising from the epigenetic theory, from the fact that development at a previous stage does not directly prepare development at a subsequent age stage, we will consider only primary school age (school age according to E. Erickson), regardless of preschool childhood.

School age is a socially decisive stage, and this determines its significance in child development. The development of the personality at this time is no longer determined only by the family (as it was in the three previous stages), but also by the school. Education with its social significance, the possibility of immersion in the process and effectiveness (success) is becoming the main factor in development.

E. Erikson emphasizes the universality of the learning factor at this age stage: it can be traced in societies with different levels of socio-economic development. "Life must first be a school life, whether learning takes place in the field, the jungle, or the classroom." Of course, training in these cases has a spacing of content.

In a modern economically developed society, the child is sought to be given a broad basic education that will ensure in the future the mastery of one of the a large number existing professions. A child, before "entering into life", must become literate, educated. AND modern school, with a wide range subjects and the organization of the child's activities alongside and together with others, turns out to be a unique social institution. "Apparently, the school is a completely separate, separate culture with its own goals and boundaries, its own achievements and disappointments."

Included in school life, the child acquires knowledge and skills, realizes the technological it with (from the Greek G | 0os - custom, disposition, character; stable features) of culture, acquires a sense of its connection with representatives of certain professions, so that the period of initial schooling becomes the source of professional identification. The student learns to achieve the recognition of others by doing important, useful work. Diligence, developing industriousness provide him with the success of the tasks, and he enjoys the completion of the work. With such a progressive development, the child develops the main personal neoformation of school age - a sense of competence.

But, as at any other stage of development, regression is possible at this time. If a child does not master the basics of labor and social experience at school, if his achievements are small, he is acutely aware of his ineptitude, failure, disadvantageous position among his peers and feels doomed to be mediocrity. Instead of a sense of competence, a feeling of inferiority develops, alienation from oneself and one's tasks develops.

E. Erickson notes the possibility of creating conditions at school that are unfavorable for the development of the personality of children, provoking regression. In particular, he points to "the danger that threatens the individual and society in those cases when the student begins to feel that the color of the skin, the origin of the parents or the style of his clothes, and not his desire and will to learn, will determine his value as a student"

A child at each stage of his age development requires a special approach to himself. The task of the education system and all adults raising a child is to promote its full development at each age stage of ontogenesis. If a failure occurs at one of the age levels, the normal conditions for the development of the child are violated, V subsequent periods, the main attention and efforts of adults will be forced to focus on the correction of this development, which is difficult not only for adults, but above all for the child. Therefore, spare no effort and means to create in a timely manner favorable for the mental and spiritual development children's conditions economically beneficial and morally justified. To do this, you need to know the characteristics of each age.

In general, pr the problem of age periodization mental development one of the most difficult problems in human psychology. Changes in the processes of the mental life of a child (and a person in general) do not occur independently of each other, but are internally connected with each other. Separate processes (perception, memory, thinking, etc.) are not independent lines in mental development. Each of the mental processes in its actual course and development depends on the personality as a whole, on the general development of the personality: orientation, character, abilities, emotional experiences. Hence the selective nature of perception, memorization and forgetting, etc.

Any periodization of the life cycle always correlates with the norms of culture and has a value-normative characteristic.

Age categories always ambiguous, because they reflect the conventionality of age boundaries. This is reflected in the terminology of developmental psychology: children childhood, adolescence, youth, adulthood, maturity, old age - age limits these periods of human life are fickle, largely dependent on the level of cultural, economic, social development of society.

The higher this level, the more diversified in various fields science and practice, people who enter independent labor activity should be more creatively developed, and this requires longer preparation and increases the age limits of childhood and adolescence; secondly, the longer the period of maturity of the individual persists, pushing old age to later years of life, etc.

The allocation of stages of mental development is based on the internal laws of this development itself and constitutes a psychological age periodization. First of all, it is necessary to define the basic concepts - this is age and development.

individual development.

Distinguish 2 concepts of age: Chronological and psychological.

Chronological characterizes the individual from the moment of birth, psychological characterizes the patterns of development of the body, living conditions, training and education.

Development May be biological, psychological and personal. Biological is the maturation of anatomical and physiological structures. Mental is a regular change in mental processes, which is expressed in quantitative and qualitative transformations. Personal - the formation of personality as a result of socialization and education.

There are many attempts to periodize the life path of the individual. They are based on different theoretical positions of the authors.

L.S. Vygotsky He divided all attempts to periodize childhood into three groups: according to an external criterion, according to any one sign of child development, according to a system of essential features of child development itself.

Vygotsky Lev Semenovich (1896-1934) - Russian psychologist. Developed a cultural-historical theory of the development of the psyche in the process of mastering values ​​by an individual human culture and civilization. He distinguished between “natural” (given by nature) mental functions and “cultural” functions (acquired as a result of internalization, that is, the process of mastering cultural values ​​by an individual).

1. neonatal crisis- the brightest and undoubted crisis in the development of the child, because there is a change of environment, a transition from the uterine environment to the external environment.

2. Infant age(2 months-1 year).

3. One year crisis- has a positive content: here the negative symptoms are obviously and directly related to the positive acquisitions that the child makes when he gets on his feet and masters speech.

4. Early childhood(1 year–3 years).

5. Crisis 3 years- also called the phase of obstinacy or stubbornness. During this period, limited to a short period of time, the child's personality undergoes drastic and sudden changes. The child shows obstinacy, stubbornness, negativism, capriciousness, self-will. Positive meaning: there are new characteristic features of the child's personality.

6. preschool age(3-7 years).

7. Crisis 7 years– was discovered and described before other crises. Negative aspects: mental imbalance, instability of will, mood, etc. Positive aspects: the independence of the child increases, his attitude towards other children changes.

8. School age(7-10 years).

9. Crisis 13 years- the negative phase of the age of puberty: a drop in academic performance, a decrease in working capacity, disharmony in the internal structure of the personality, the curtailment and withering away of the previously established system of interests, the productivity of students' mental work. This is due to the fact that here there is a change in attitude from visibility to understanding. The transition to the highest form of intellectual activity is accompanied by a temporary decrease in efficiency.

10. puberty(10(12)-14(16) years).

11. Crisis 17 years.

Lev Semyonovich Vygotsky

(1896 – 1934)

Elkonin Daniil Borisovich - Soviet psychologist, creator of the concept of periodization of mental development in ontogenesis, based on the concept of "leading activity". Developed the psychological problems of the game, the formation of the personality of the child.

Periodization:

1 period - infancy(from birth to 1 year). The leading activity is direct emotional communication, personal communication with an adult within which the child learns objective actions.

2 period - early childhood(from 1 year to 3 years).

The leading activity is object-manipulative, within which the child cooperates with the adult in mastering new activities.

3rd period - preschool childhood(from 3 to 6 years).

Leading activity - role-playing game, within which the child is oriented in the most general sense human activity such as family and professional.

4 period - primary school age(from 7 to 10 years).

The leading activity is education. Children learn the rules and methods of learning activities. In the process of assimilation, motives for cognitive activity also develop.

5 period - adolescence(from 10 to 15 years).

Leading activity - communication with peers. Reproducing the interpersonal relationships that exist in the world of adults, adolescents accept or reject them.

6 period - early youth(from 15 to 17 years).

The leading activity is educational and professional. During this period, the development of professional skills and abilities takes place.

Daniel Borisovich

Elkonin

(1904 - 1984)

Age periodization E. Erickson

Erickson, Eric Gomburger- American psychologist and psychotherapist, one of the founders of ego psychology, the author of one of the first psychological theories of the life cycle, the creator of the psychohistorical model of social cognition.

The entire life path, according to Erickson, includes eight stages, each of which has its own specific tasks and can be favorably or unfavorably resolved for future development. A person during his life goes through several stages universal for all mankind. A fully functioning personality is formed only by passing successively all stages in its development. Each psychosocial stage is accompanied by a crisis - turning point in the life of an individual, which arises as a result of reaching a certain level of psychological maturity and social requirements. Every crisis contains both a positive and a negative component. If the conflict is resolved satisfactorily (i.e., at the previous stage, the ego was enriched with new positive qualities), then now the ego absorbs a new positive component - this guarantees a healthy development of the personality in the future. If the conflict remains unresolved, then harm is done and a negative component is built in. The task is that a person adequately resolve each crisis, and then he will have the opportunity to approach the next stage with a more adaptive and mature personality. All 8 stages in Erickson's psychological theory are presented in the following table:

Periods:

1. Birth - 1 year Trust - distrust of the world.

2. Years 1-3 Autonomy – shame and doubt.

3. 3-6 years Initiative - guilt.

4. 6-12 years old Diligence is inferiority.

5. 12-19 years The formation of individuality (identity) - role mixing.

6. 20-25 years Intimacy - loneliness.

7. 26-64 years Productivity - stagnation.

8. 65 years - death Appeasement - despair.

1. Trust - distrust of the world. The degree to which a child develops a sense of trust in other people and the world depends on the quality of the mother's care he receives.

The feeling of trust is associated with the ability of the mother to convey to the child a sense of recognition, constancy and identity of experiences. The cause of the crisis is the insecurity, failure and rejection of the child by her. This contributes to the emergence in the child of a psychosocial attitude of fear, suspiciousness, fears for their well-being. Also, the feeling of distrust, according to Erickson, can increase when the child ceases to be the main center of attention for the mother, when she returns to the activities that she left during pregnancy (for example, resumes an interrupted career, gives birth to the next child). As a result of the positive resolution of the conflict, hope is acquired.

2. Autonomy - shame and doubt. Acquiring a sense of basic trust sets the stage for achieving a certain autonomy and self-control, avoiding feelings of shame, doubt and humiliation. Satisfactory resolution of psychosocial conflict at this stage depends on the willingness of parents to gradually give children the freedom to exercise control over their own actions. At the same time, parents, according to Erickson, should unobtrusively but clearly restrict the child in those areas of life that are potentially dangerous both for the children themselves and for those around them. Shame can arise if parents impatiently, irritably and persistently do something for their children that they can do for themselves; or, conversely, when parents expect their children to do what they themselves are not yet able to do. As a result, such traits as self-doubt, humiliation and weak will are formed.

3. Initiative - guilt. At this time, the child's social world requires him to be active, solve new problems and acquire new skills; praise is the reward for success. Children also have additional responsibility for themselves and for what makes up their world (toys, pets, and possibly siblings). This is the age when children begin to feel that they are accepted as people and considered with them and that their life has a purpose for them. Children whose independent actions are encouraged feel support for their initiative. Further manifestation of the initiative is facilitated by the recognition by parents of the child's right to curiosity and creativity, when they do not hinder the child's imagination. Erickson points out that children at this stage begin to identify with people whose work and character they are able to understand and appreciate, become more goal-oriented. They learn vigorously and begin to make plans. Guilt in children is caused by parents who do not allow them to act independently. Guilt is also fueled by parents who over-punish their children in response to their need to love and receive love from parents of the opposite sex. Such children are afraid to stand up for themselves, they are usually led in a peer group and are overly dependent on adults. They lack the determination to set realistic goals and achieve them.

4. Diligence - inferiority. Children develop a sense of industriousness as they learn the technology of their culture in school. The danger of this stage lies in the possibility of feelings of inferiority or incompetence. For example, if children doubt their abilities or status among their peers, this may discourage them from learning further (i.e., attitudes toward teachers and learning are acquired). For Erickson, industriousness includes a sense of interpersonal competence—the belief that, in seeking important individual and social goals, an individual can provide positive influence on society. Thus, the psychosocial power of competence is the basis for effective participation in social, economic and political life.

5. The formation of individuality (identity) - role mixing. The task that adolescents face is to bring together all the knowledge that they have about themselves by this time (what kind of sons or daughters they are, musicians, students, athletes) and collect these numerous images of themselves into a personal identity that represents awareness as past, and

the future that logically follows from it. There are three elements in Erickson's definition of identity. First: the individual must form an image of himself, formed in the past and connected with the future. Second, people need confidence that the inner integrity they have developed before will be accepted by other people who are significant to them. Third, people must achieve "increased confidence" that the inner and outer planes of this wholeness are consistent with each other. Their perception should be confirmed by the experience of interpersonal communication through feedback. Role confusion is characterized by an inability to choose a career or continue education.

Many teenagers experience feelings of worthlessness, mental discord and aimlessness.

Erickson emphasized that life is a constant change. The successful resolution of problems in one life stage does not guarantee that they will not reappear in subsequent stages, or that new solutions to old problems will not be found. positive quality associated with a successful exit from the crisis of adolescence is fidelity. It represents the ability of young people to accept and adhere to the morality, ethics and ideology of society.

6. Intimacy - loneliness. This stage marks the formal beginning of adulthood. In general, this is a period of courtship, early marriage, the beginning of family life. During this time, young people are usually oriented towards getting a profession and “settlement”. Erickson understands “intimacy” to mean, first of all, the innermost feeling that we have for spouses, friends, parents and other close people. But in order to be in a truly intimate relationship with another person, it is necessary that by this time he had a certain awareness of who he is and what he is. The main danger at this stage is self-absorption or avoidance. interpersonal relationships. The inability to establish calm and trusting personal relationships leads to a feeling of loneliness, a social vacuum. Self-absorbed people can enter into quite formal personal interactions (employer-employee) and make superficial contacts (health clubs). Erickson views love as the ability to commit oneself to another person and remain faithful to this relationship, even if they require concessions or self-denial. This type of love is manifested in a relationship of mutual care, respect and responsibility for another person.

7. Productivity - stagnation. Every adult, Erickson argued, should either reject or accept the idea of ​​their responsibility to renew and improve everything that could help preserve and improve our culture. Thus, productivity acts as the concern of the older generation for those who will replace them. The main theme of the psychosocial development of the individual is concern for the future well-being of mankind. Those adults who fail to become productive gradually move into a state of self-absorption. These people do not care about anyone or anything, they only indulge their desires.

8. Appeasement - despair. The last stage ends a person's life. This is the time when people look back and reconsider their life decisions, remember their achievements and failures. According to Erickson, this last phase of maturity is characterized not so much by a new psychosocial crisis as by the summation, integration and evaluation of all past stages of its development. Peace comes from the ability of a person to look around the whole past life(marriage, children, grandchildren, career, social relations) and humbly but firmly say "I am satisfied." The inevitability of death no longer frightens, since such people see the continuation of themselves either in descendants or in creative achievements. At the opposite pole are people who treat their lives as a series of unrealized opportunities and mistakes. At the end of their lives, they realize that it is too late to start over and look for some new ways. Erickson distinguishes two prevailing types of mood in indignant and irritated older people: regret that life cannot be lived again and denial of one's own shortcomings and defects by projecting them onto the outside world.

Erickson, Eric Gomburger

(1902 – 1994)

Age periodization

The problem of age-related periodization of mental development is extremely difficult and important both for science and for pedagogical practice. In modern psychology, periodizations of mental development are popular, revealing the patterns of the formation of the intellect, and the other - the personality of the child. At each age interval, estates occur, both physiological and mental and personal. The brightest age stages are Jr. school age, teenager and youth.

Junior school age- 6-10 years. Change of activity - from play to study. Change of leader: the teacher becomes an authority for the child, the role of parents is reduced. They fulfill the requirements of the teacher, do not enter into disputes with him, trustfully perceive the assessments and teachings of the teacher. uneven adaptation to school life. On the basis of the already gained experience of educational, gaming and labor activities, prerequisites are formed for the formation of motivation for achieving success. Increased susceptibility. Imitation lies in the fact that the students repeat the reasoning of the teacher, comrades.

Psychological development and personality formation adolescence– 10-12 years old – 14-16 years old. In girls, it comes earlier. The reasons for a stable and complete lack of interest often lie in the absence of bright interests in the adults around the teenager.

Needs: in communication with peers, the need for self-affirmation, the need to be and be considered an adult. Conflicts and difficulties of a teenager in communicating with adults. A shift in the development of self-awareness: the position of an adult begins to form in a teenager,

During this period, stereotypes of behavior associated with the awareness of one's gender are intensively assimilated. Low self-esteem.

An unstable self-concept is a developing system of a person's ideas about himself, including awareness of his physical, intellectual, characterological, social and other properties; self-esteem.