The character is more developed. How is the formation of character
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§ The development of self-awareness of the individual, for the relation to oneself which underlies it determines all kinds of other relations in which the character reveals itself. Therefore, the formation of self-awareness is the first brick from which the entire “building” of character is then built. I would like to draw special attention to this provision, since it is often believed that the foundations of character are laid in early childhood, it is almost impossible to change them at a later age. However, in early childhood, the character is not fully formed, since at this age the child has not yet formed self-awareness. Since the self-consciousness of the individual continues to take shape and develop at an older age, the process of character formation also goes on in parallel.
§ Moreover, the more self-consciousness of an individual is developed, the more he is capable of self-education, i.e. to change your character. That's why self-education, the participation of the person himself in the progressive development of his personality is an important condition for the formation of character. It is the person, whatever the objective circumstances, who himself participates in the development of his character. He puts the last point in it.
§ Interpersonal relationships in kindergarten, at school, in the family, in the labor collective are very important, since the attitude towards other people largely determines the character of a person. At an early age, a child develops such traits as kindness, compassion, and the ability to empathize. Their appearance is largely determined by the degree of humanity and goodwill of interpersonal relationships in which the child is brought up. He must feel safe and be sure that his parents and everyone who is close to him love him.
§ Communication and psychological impact from other people in their most diverse forms form certain character traits in a person. Moreover, with prolonged communication, the mutual influence of people on each other leaves a significant imprint on their characters. As a result of living together, people sometimes acquire common features, becoming in some respects similar to each other.
§ Creation of appropriate life situations and organization of necessary behaviors. This is due to the fact that each character trait is manifested and formed only in certain life situations, outside of which it is not possible to develop the necessary character traits.
§ When forming character traits, it is necessary to increase the level of generalization of the corresponding ways of behavior in a particular and single life situation. A necessary condition for this is expansion of the living (social) space of a given mode of behavior. For example, in order to generalize honesty as the most important moral quality of a person, it is necessary to translate it into all possible situations related to the need to be a decent, reliable and truthful person. Otherwise, there will be a fixation on a particular situation. And then honesty will not be able to grow into a character trait. Agree, it is difficult to call a person honest if the corresponding behavior applies only to any specific, single situation.
§ Usage positive motivation as a reward for all attempts and successes of the child in mastering a given way of behavior. As this or that character trait develops, the child begins to behave accordingly, not because of external coercion, but because of the attractiveness of the motive itself. This is possible only under the condition of the appearance of positive motivation, accompanied by positive emotions.
§ Peculiarities social environment: parents, educators, teachers, people from the immediate environment, the media (primarily television), writers, directors, etc. What is the social environment, such is its educational impact on the child who is in it. Any deviations in the social environment give rise to corresponding deformations of character.
The main condition formation and development of character is the social environment. The formation of character occurs in preschool age. Moreover, it is almost impossible to establish clear age limits for this process due to the fact that the character as a stable set of certain traits is “filled” with them gradually, as the child is included in social and business relations through group games, communication and study. At the same time, it is believed that the most intensive formation of character occurs in the period from two to ten years. This is the age of high susceptibility of the child to the words, actions, behavior of adults and their peers.
Of course, physiological conditions cannot be discounted. After all, the features of the functioning of the brain (the processes of excitation, inhibition, the degree of mobility of nervous processes) largely determine the differences in mental reactions to the same influences. It is these physiological conditions in the early stages of a child's life that significantly determine the formation of specific traits of his character.
As you know, temperament is also determined by physiological mechanisms. However, it is not a prerequisite, an unambiguous trajectory of character formation. Temperament only contributes (or hinders) the development of certain character traits in a given person. For example, persons with a choleric temperament may have different character traits.
At preschool age, primary character traits are formed. It is known that trust in others, openness to communication, kindness (or their antipodes) begin to form earlier than other traits under the influence of how adults treat a child, primarily parents. These features are reinforced by the elements of the system of rewards and punishments that the child constantly experiences.
The inclusion of a child in group games accelerates the formation and development of communicative and business character traits (sociability, diligence, perseverance, accuracy, etc.).
The conditions of instruction in the primary grades either destroy the existing primary character traits or reinforce them, depending on the influence of the environment.
This trend continues until graduation. In high school, the specifics of social influence depend on:
- the personal relationship of a teenager to a person, his relationship to himself, the degree of self-confidence, as well as the level of self-esteem;
- mass media (television, international computer networks such as INTERNET, etc.).
At the age of 7-15, the features that determine relationships with people are formed, the emotional-volitional sphere is formed.
By the age of 15-17, a person acquires a fairly high characterological stability, which persists throughout life. The character of man, however, is not preserved. The conditions of personal life make their changes. It is they who play an important role in shaping the worldview of the individual, his moral character and other psychological phenomena. In turn, these phenomena determine the direction of the process of self-education of a person. The results of self-education are especially visible in adolescence and youth. We can speak about the effectiveness of this process only with a clear understanding of its necessity and the corresponding strength of motivation. So, for example, a young man who dreams of becoming a pilot is unlikely to lightly smoke, abuse alcohol, etc.
Life, school, family, circle of acquaintances, communication, the specifics of professional activities - all this has a significant impact on the views, motives, attitudes and goals of the individual, forms its orientation, makes its behavior predictable in various situations. In other words, it builds character.
The general trend of characterological dynamics until the age of 25-30 is to weaken "childish" traits (childish capriciousness, teenage maximalism, general impulsiveness, etc.) and to strengthen rational traits (prudence, endurance, responsibility, etc.).
After the age of 30, the probability of characterological changes decreases sharply (unless it is caused by various kinds of mental ailments). Possible changes may be due to the orientation to the current and future plans of the life path. It is she who reinforces such traits as perseverance, purposefulness, perseverance, the desire for knowledge, a tendency to learn, etc.
At the age of 50, a person, according to Professor R. Nemov, passes the line where the past meets the future, parting with dreams and fantasies and trying to match the current circumstances. At a later age, “dreams about the past”, memories and health care take an increasing place in a person’s life. A person enters a phase of a peaceful, unhurried, measured life.
Thus, in the early stages of a person's life, the character“hones” mainly life itself. Gradually, the initiative more and more passes into the hands of the individual himself.
Character: concept, properties
3. Factors influencing the formation of character
As noted, character is a lifetime formation. This means that it is formed after the birth of a person. The origins of a person's character and the first signs of its manifestation should be sought at the very beginning of life. It can be stated that by about 2-3 years the child has its own character. However, the first manifestations of character are not yet convincing evidence that the character of the child is fully formed. Rather, they act only as the beginning of its formation. At preschool age, the foundations of character are only laid. The development of character continues for at least another 10-15 years after the signs of the first character traits began to really manifest themselves in the child's behavior.
There are several factors under the influence of which character traits are formed.
Very important for the formation of the character of the child is the style of communication of adults with each other, as well as the way adults treat the child himself. First of all, this refers to the treatment of parents, and especially mothers, with a child. The way the mother and father act towards the child, after many years, becomes the way he treats his children, when the child becomes an adult and acquires his own family.
Initially, the emerging character of the child is influenced by how adults treat him.
A sensitive period for the formation of character can be considered the age from two or three to nine or ten years, when children communicate a lot and actively both with surrounding adults and with peers. During this period, they are open to outside influences, they readily accept them, imitating everyone and in everything. Adults at this time enjoy the boundless trust of the child, have the opportunity to influence him by word, deed and action, which creates favorable conditions for consolidating the necessary forms of behavior.
If people caring for a child often communicate with him, communication is emotionally positive, and the basic needs of the child are constantly and completely satisfied, then positive character traits begin to form in him from early childhood, such as openness and trust in people. If adults who care for an infant do not pay proper attention to him, rarely communicate with him, do not show positive emotions, do not fully satisfy his basic needs, then the child may develop opposite character traits, such as isolation and distrust of people.
Before others, such traits as kindness, sociability, responsiveness, as well as their opposite qualities - selfishness, callousness, indifference to people, are laid in the character of a person. There is evidence that the beginning of the formation of these character traits goes deep into preschool childhood, to the first months of life and is determined by how the mother treats the child.
In the future, when the child masters speech and learns to determine exactly why he received this or that encouragement or punishment, approval or disapproval from the people around him, the system of rewards and punishments used in the process of education begins to have a decisive influence on the formation of character. Those character traits that are most clearly manifested in labor - diligence, accuracy, conscientiousness, responsibility, perseverance - are formed somewhat later, in early and preschool childhood. They are formed and fixed in the games of children and the types of domestic work available to them. Stimulation by adults adequate to the age and needs of the child has a strong influence on their development. In the character of the child, mainly such traits are preserved and fixed that constantly receive support (positive reinforcement from the adults around him). Those psychological qualities and properties for which the child is punished usually disappear soon after their first manifestation.
With age (in the primary grades of the school), character traits are formed that manifest themselves in relationships with people. This is facilitated by the expansion of the sphere of communication of the child with others due to the many new school friends, as well as teachers. If what a child as a person has acquired at home receives support at school, then the corresponding character traits are fixed in him and most often remain throughout his later life. If the newly gained experience of communicating with peers and teachers does not confirm as correct those forms of behavior that the child acquired at home, then a gradual breakdown of character begins, which is usually accompanied by pronounced internal and external conflicts. The resulting restructuring of character does not always lead to a positive result. Most often, there is a partial change in character traits and a compromise between what the child was taught at home and what the school requires of him.
In adolescence, strong-willed character traits are actively developed and consolidated, and in early youth, the basic moral, worldview foundations of the personality are formed. In addition to adults, the developing character of an older student is also influenced by the media: print, radio, television, and the Internet. By the end of school, a person’s character can be considered basically established, and what happens to him in the future almost never makes a person’s character unrecognizable to those who communicated with him during his school years.
It should be noted that the character is not a frozen formation, but is formed and transformed throughout the life of a person. As a certain way of life is formed, the person himself is also formed. An important role is played by social conditions and specific life circumstances in which a person's life path passes.
General factors influencing the character of a person determine the typical changes that can and do occur with age in the characters of all people without exception. Specific life circumstances, individual and peculiar for a given person, determine changes in character characteristic of him personally, which are not observed in most other people.
Character is not fatally predetermined. Although it is conditioned by the objective circumstances of a person's life path, these circumstances themselves change under the influence of a person's actions. Therefore, after graduating from an educational institution, the character of a person continues to form or change. At this stage, a person himself is the creator of his character, since the character is formed depending on the worldview, beliefs and habits of moral behavior that a person develops in himself, on the deeds and actions that he performs, on all his conscious activity. This process in modern psychological literature is considered as a process of self-education.
The most effective means of character formation is labor. Strong characters are people who set themselves great tasks in their work, persistently achieve their solution, overcome all the obstacles that stand in the way of achieving these goals, and exercise systematic control over the implementation of the planned. Therefore, we have the right to assert that character, like other personality traits, is formed in activity.
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The concept of character
Translated from Greek, “character” means “seal”, “chasing”. The expression "this is characteristic of him" means that certain actions and deeds of a person are typical and natural for him. Character is an individual combination of the main personality traits. However, not every individual feature of a person is classified as a character trait. For example, such individual characteristics as the presence or absence of an ear for music, the possession or absence of an eidetic visual memory are not character traits.
Therefore, character in psychology is understood as such a set of individual psychological properties which appears:
in typical ways of behavior for a given person in certain situations;
in a stable relationship, i.e. individual, selective connections of an individual with various aspects of his personality and the world around him. Please note: relationships can be stable and unstable. Relations that are part of the surface layers of the personality structure are continuously changing to one degree or another. The same relationships that are at the core of our personality are more static and subject to little change. It is these relationships that are the main ones for understanding the individual originality of character.
In psychology, four systems of character properties are distinguished , defined by different personality relationships:
properties that express the attitude of the individual to himself (self-love, self-respect, selfishness, ambition, vanity, pride);
properties that express attitudes towards people (kindness, altruism, exactingness, arrogance);
properties expressing attitude to work (industriousness, laziness, perseverance, conscientiousness, responsible or irresponsible attitude to work);
properties that express attitudes towards society, nature, the world.
These personal relationships are interconnected. The latter means that each relation arises and develops in unity with other relations: when one changes, all the others also change. This is what determines the interconnection of character properties and its integrity. So, for example, in the properties that express the attitude towards other people, the attitude of the individual towards himself is reflected. For example, self-confidence or self-doubt affects how we relate to others. Thus, a person's relationship to different aspects of reality and to himself does not exist on its own and independently of each other. Moreover, there is not a single property of character that would depend solely on a certain attitude of the individual. This shows, on the one hand, the integrity and consistency of the character itself, and on the other hand, its close relationship with all aspects of the personality. The character is not externally built on the personality, but acts as its important internal formation. Therefore, we will reveal more specifically the question of the relationship between personality and character.
Personality and character
Character, occupying a certain place in the overall structure of the personality, is interconnected with its other aspects: with temperament, abilities, will.
The place of character in the overall structure of personality is defined as follows:
character is only one of the substructures of the personality, and the substructure is subordinate: a developed mature personality has a good command of its character and is able to control its manifestations;
a person as a person cannot be reduced to character: the significance of a person is determined primarily by the social activity that he performs. A person can be an outstanding personality with a rather complex or quarrelsome character;
character and personality are closely related: the brighter the character, the more it leaves an imprint on the personality as a whole, the more it influences its behavior (for example, the demonstrative type of accentuation leaves its mark on the formation of the artistic type of personality).
Relationship of temperament and character is not unambiguous and simplified. The latter appears as follows:
temperament, on the one hand, determines the dynamic features of the character (for example, choleric temperament can underlie the dynamics of a hyperactive character);
however, with the same dynamic features of the psyche (i.e., the properties of temperament), various types of character are possible. So, for example, you can be quick-tempered both because of a choleric temperament and because of bad manners. Or - calmness and restraint are a manifestation of not only a phlegmatic temperament, but also the formation of a certain character in a person;
there are character traits that can be with any type of temperament: honesty, kindness, politeness or rudeness, deceit, greed, rudeness;
temperament does not unilaterally and definitively determine the path of character development; temperament itself, within certain limits, is transformed (disguised) under the influence of certain character traits.
The relationship of abilities and character found in the following:
the formation of such character traits as industriousness, initiative, determination, occurs in the same activity in which abilities are formed. (At the same time, for example, the ability to work and diligence as a character trait develop);
a high level of abilities is associated with such character traits as faith in one's strengths and capabilities, high demands on oneself and self-criticism;
the way a person realizes his abilities depends on his character: it is not uncommon for capable people to achieve nothing because of their character.
The connection between will and character manifests itself in the following:
will is the strength of character, it forms such traits as firmness, determination, perseverance, the ability and habit of consciously regulating one's behavior, overcoming obstacles on the way to the goal;
will is also the content of character traits: determination, perseverance, courage and self-control are valuable not in themselves, but in connection with a person’s attitude towards himself, other people, work, society as a whole, its material and spiritual values.
character structure
The structure of the character is determined by the properties that express its integral, systemic nature. The structural properties of a character do not exist outside of his system of relations. Let's open them.
Depth degree: deeper properties of character include those relationships that determine the main features of the personality, which occupy a central place in its structure. For some, these may be attitudes towards work, for others - attitudes towards themselves, for others - attitudes towards other people, etc. The deep properties of character attract to themselves, like a magnet, all its other properties, creating for it the quality of integrity.
Strength or activity of character It is determined by the extent to which character traits allow a person to maintain his independence, autonomy and integrity, despite adverse external circumstances and conditions. According to this indicator, a distinction is made between people with a strong or weak character.
The degree of stability and variability (plasticity) of character. Stability is necessary for a person in order to maintain his integrity despite the opposing living conditions. If the character does not have stability and the individual is forced to change it every time external conditions change, then he may ultimately not reveal himself as a person, not realize his abilities and talents, and ultimately lose interest in life.
However, a necessary condition for the development of personality is the plasticity of her character. Imagine a person who has a very stable character, not changing to such an extent that it causes various self-limitations and narrowness of interests and claims, and also creates problems in communicating with others.
We note the main thing: the degree of stability and plasticity always has an individual originality, revealing itself as a property of the character structure as a whole. So, speaking of stability, it is necessary to take into account what character traits are the main ones for a particular person, as well as how strong this individual is. There are many cases of very serious, sometimes radical restructuring of the existing character. But no matter what transformations the character undergoes in a person's life, it usually remains stable in its basic, most general features.
However, speaking of the structure of character, it is necessary to see its relative integrity. And this is due to the fact that the system of relations that make up the structure of character, in some cases, may be characterized by the quality of integrity (integral, harmonious character), in other cases - the quality of disharmony (accentuation).
Character accentuations
What is included in the concept of "accentuation of character"? Accentuations are disharmony in the development of character, manifested in an excessive strengthening of individual character traits that does not go beyond the norm, which makes it difficult for a person to adapt to certain life situations, making the person vulnerable to them.
Types of accentuation (we will highlight the pluses (+), minuses (-) and difficult situations for each type of character).
1. Hyperthymic (constant stay in high spirits, even in the absence of any external reasons, as well as high activity and desire for activity):
Sociability, energy, the predominance of positive emotions, initiative, friendliness;
- impulsiveness, thoughtlessness of behavior, optionality, frivolity, irritability, a tendency to overestimate self-esteem.
Difficult situations:
situations of submission to strict disciplinary rules;
situations that create obstacles to informal communication and free contact with others;
situations that do not allow to show initiative, especially in conditions of monotonous, monotonous activity.
2. dysthymic (the opposite of the hyperthymic character):
Seriousness, constancy of hobbies and interests, prudence, purposefulness;
- isolation and inability to capture the mood of others, even loved ones; unfriendly, lack of empathy, irritability; intense inner life, the desire not to reveal their thoughts and feelings to others;
- Concentration on the dark, sad aspects of life.
Difficult situations:
situations of changing stereotypes, attitudes, habits;
situations requiring informal communication;
situations that require active participation in the affairs of the team.
3. Labile (emotional instability, a sharp change of mood for minor reasons for others, internal impressionability and a tendency to deep feelings):
Goodwill, sociability, the ability to empathize and empathize during a period of high spirits;
- very frequent and sometimes unmotivated mood swings (several times a day);
- irritability, conflict in a period of depressed mood, poor control over one's actions and a violent manifestation of emotions.
Difficult situations:
situations in which self-esteem is impaired;
situations of criticism, strong competition;
situations of punishment or fear.
4. sensitive (high sensitivity and deep reactions in the field of subtle emotions):
Stable affection in friendship, deep excitability of emotions with a predominance of altruistic feelings, contributing to the understanding of other people, as well as the ability for emotional responsiveness and compassion, highly developed empathy, kindness;
- shyness, difficulty in self-affirmation in a new environment, the frequent occurrence of feelings of inferiority and suspiciousness, which interferes with the independent solution of life problems.
Difficult situations:
situations requiring an ambiguous solution;
situations of abrupt transitions from one case to another;
situations of deprivation of confidential communication and the possibility of self-disclosure to others.
5. Psychasthenic (increased anxiety about possible failures, constant anxiety that does not have objective reasons):
A tendency to introspection, self-criticism, prudence, an even mood, reliability in deeds and feelings;
- the presence of obsessions, indecision (always doubts very much the correctness of the chosen decision) and increased anxiety leads to an inability to occupy leadership positions that require the manifestation of one's own activity, originality and risk.
Difficult situations:
situations that require an independent solution in the presence of several options for their development;
situations requiring the performance of tasks in the absence of ready-made instructions and instructions;
situations of rapid transition from one task to another;
situations of fear, anxiety, mental stress.
6. Demonstrative (a pronounced need and a constant desire to impress, attract attention, be in the center of one's environment):
Sociability, speed and ease of establishing contacts with a wide range of people, resourcefulness and the ability to adapt to unexpected and non-standard situations, independence and initiative, the ability to exercise leadership, artistry, liveliness of imagination;
- egocentrism and an insatiable thirst for constant attention to one's personality and popularity, deceit, the ability to intrigue, the inability to look at oneself from the outside, boasting, big claims regarding one's status and the ability to achieve what one wants in the absence of authority and sympathy from comrades.
Difficult situations:
a) indifference and inattention on the part of others, underestimation of merit;
b) non-recognition and dislike, "overthrow from the pedestal";
c) situations of loneliness and limited social circle, as well as a monotonous life.
7. Excitable (increased irritability, extreme intolerance towards others, inadequate outbursts of anger and rage):
+ (outside of fits of anger) perseverance in achieving the goal; courage, determination, purposefulness, efficiency;
- aggressiveness, hostility towards others, the desire to suppress the personality of another, initiative in aggressive antics, the desire to start conflicts, sometimes accompanied by violent affective reactions and deviations in behavior;
- thinking is characterized by rigidity, stiffness, inability to flexibility and plasticity.
Difficult situations:
a) situations that limit the ability to exercise power and willfulness (oppression of others);
b) situations that require quick switching of thinking and making non-standard decisions.
8. Cycloid (periodic mood swings):
The manifestation during the period of emotional upsurge of cheerfulness, sociability, activity, increased efficiency;
- during the period of emotional decline - isolation, lethargy, imbalance, reduced performance, indifference, resentment and pickiness.
Difficult situations:
unexpected situations that require a change in life stereotypes, breaking established traditions;
situations of failure and emotional overload.
9. Schizoid (autistic, introverted):
Seriousness, constancy of interests and hobbies, ability to analyze, prudence, purposefulness;
- coldness of emotions, inability to communicate confidentially, isolation, intense inner life, poor communication skills (it is easy to do without friends), unfriendliness, lack of empathy, inability to capture the mood of others, indifference to the affairs and interests of others, irritability.
Difficult situations:
situations requiring informal communication, empathy;
situations of changing stereotypes, habits and traditions.
10. stuck (high stability of strong emotions, duration of emotional response and experiences, “stuck” on one’s thoughts and feelings):
The stability of emotional attachments, attitudes, the ability to maintain interpersonal connections and relationships for a long time;
- painful resentment, vindictiveness and vindictiveness, inability to forgive insult and infringement of personal interests and dignity.
Difficult situations:
unfair resentment, hurt pride, obstacles to achieving ambitious goals;
activities that give a feeling of dependence and the impossibility of expressing oneself.
Conditions for the formation of character
The development of self-awareness of the individual, for the relation to oneself which underlies it determines all kinds of other relations in which the character reveals itself. Therefore, the formation of self-awareness is the first brick from which the entire “building” of character is then built. I would like to draw special attention to this provision, since it is often believed that the foundations of character are laid in early childhood, it is almost impossible to change them at a later age. However, in early childhood, the character is not fully formed, since at this age the child has not yet formed self-awareness. Since the self-consciousness of the individual continues to take shape and develop at an older age, the process of character formation also goes on in parallel.
Moreover, the more self-consciousness of an individual is developed, the more he is capable of self-education, i.e. to change your character. That's why self-education, the participation of the person himself in the progressive development of his personality is an important condition for the formation of character. It is the person, whatever the objective circumstances, who himself participates in the development of his character. He puts the last point in it.
Interpersonal relationships in kindergarten, at school, in the family, in the labor collective are very important, since the attitude towards other people largely determines the character of a person. At an early age, a child develops such traits as kindness, compassion, and the ability to empathize. Their appearance is largely determined by the degree of humanity and goodwill of interpersonal relationships in which the child is brought up. He must feel safe and be sure that his parents and everyone who is close to him love him.
Communication and psychological impact from other people in their most diverse forms form certain character traits in a person. Moreover, with prolonged communication, the mutual influence of people on each other leaves a significant imprint on their characters. As a result of living together, people sometimes acquire common features, becoming in some respects similar to each other.
Creation of appropriate life situations and organization of necessary behaviors. This is due to the fact that each character trait is manifested and formed only in certain life situations, outside of which it is not possible to develop the necessary character traits.
When forming character traits, it is necessary to increase the level of generalization of the corresponding ways of behavior in a particular and single life situation. A necessary condition for this is expansion of the living (social) space of a given mode of behavior. For example, in order to generalize honesty as the most important moral quality of a person, it is necessary to translate it into all possible situations related to the need to be a decent, reliable and truthful person. Otherwise, there will be a fixation on a particular situation. And then honesty will not be able to grow into a character trait. Agree, it is difficult to call a person honest if the corresponding behavior applies only to any specific, single situation.
Usage positive motivation as a reward for all attempts and successes of the child in mastering a given way of behavior. As this or that character trait develops, the child begins to behave accordingly, not because of external coercion, but because of the attractiveness of the motive itself. This is possible only under the condition of the appearance of positive motivation, accompanied by positive emotions.
Peculiarities social environment: parents, educators, teachers, people from the immediate environment, the media (primarily television), writers, directors, etc. What is the social environment, such is its educational impact on the child who is in it. Any deviations in the social environment give rise to corresponding deformations of character.
The formation of character is the process of the formation of persistent psychological formations under the influence of objective and specially created conditions for this. When actions and deeds become habitual as a result of their repeated repetitions, they determine a typical model of human behavior.
The character of a person is formed in the process of his individual life under the influence of social conditions. Active activity plays a particularly important role in the education of character, and, above all, work as an environment of being, communication as a necessary condition for self-knowledge and self-realization of a person.
In the process of work, moral, intellectual, strong-willed and other qualities are manifested, which, being fixed under the influence of living conditions, acquire the value of character traits.
The transformation that is taking place in modern society, the emergence of new ideals and values due to the entry into the system of market relations, create the prerequisites for the formation of character traits of a new business person.
Among the factors that are of vital importance and influence the formation of character, a special role belongs to education.
Education organizes the circumstances of life and directs external influences in the right direction, reinforces them, creates an adequate attitude to the surrounding reality.
At the same time, upbringing inhibits negative influences, prevents the consolidation of undesirable skills and traits of his behavior.
At a high level of human development, the processes of self-education and self-regulation of one's character begin to operate. The needs, ideals, attitudes of the individual formed in the process of upbringing become the basis of its requirements both to the external conditions of life and to oneself. He himself begins to organize his life and, educating himself, is guided by both personal and socially valuable guidelines.
The possibility of self-education of character is fully manifested when a person acquires life experience, masters the principles of psychological culture, when a worldview is formed in him and the ideals are finally affirmed, in accordance with which he consciously plans his life and determines his place in it.
Differences in characters are already noticeable in children of primary preschool age. At this age, as the experience of education in kindergartens shows, such features are quite expressive: camaraderie, collectivism, tenderness, courage, shyness, isolation, accuracy, accuracy, patience or whimsicalness, stubbornness, sharpness, etc.
Manifestations of character traits at this age also relate to temperament.
A.S. Makarenko drew attention to the presence in children of such negative types of character: as “quiet”, “isusiki”, “hoarders”, “opportunists”, “ravens”, “coquettes”, “freeloaders”, “misanthropes”, “dreamers”, "Scribblers" whom we never notice, because they do not interfere with our life and work. But the same characters are often formed in harmful people.
A special place is acquiring the importance of character education in adolescence. A teenager is no longer a child, he shows a keen interest in the environment, he has a high activity, a desire for work - physical and mental. We need to learn how to organize this activity, teach teenagers to act together, engage in creative work, and work in an organized manner.
It must be borne in mind that ignoring the age characteristics of adolescents in the upbringing very often gives rise to negativism, bravado, disobedience, lack of restraint, and unmotivated actions. At the same time, teenagers are sensitive to the opinion of the collective. They value the assessment of the team, they are guided by it in their behavior, and this plays a significant role in shaping their character.
Boys and girls of senior school age are able to show fairly stable character traits in behavior, work and training: responsibility, discipline, purposefulness, perseverance, adherence to principles, independence.
Studies of character formation have shown that especially effective factors in this process are independence in work and training. At the same time, it is necessary to create conditions under which adolescents could show collectivism, courage, endurance, and diligence. But it will be a big mistake if education in a team levels the individual qualities of a person.
In a team, it is necessary to reveal and strengthen the best character traits of everyone, to form a bright individuality.
The successful formation of character traits requires the unity of educational activities of the family, school and social environment, the public.
