Neoplasms of adolescence. Psychology of early adolescence Early adolescence
A. suggestive learning.
B. problem-based learning.
IN. reproductive training.
D. leveled training.
40. The pedagogical process reveals the features of teaching
A. ruled.
B. concentrates.
B. stepwise,
G. systematically.
41. Education is
A. the concept of learning theory.
B. the result of development and adaptation.
D. mechanism of socialization and education.
42. The system of higher pedagogical education includes the following blocks:
A. general cultural block, psychological and pedagogical block, subject block.
B. general cultural block and subject block.
B. philosophical, psychological-pedagogical, general cultural blocks G. bachelor's and master's degrees.
43. Teaching methods are
A. a means of managing the cognitive activity of students, an element of culture and
morality.
B. ways, methods of creating favorable conditions for organizing the educational, educational process.
B. mechanisms of socialization and education.
44. Control is
A. checking the results of self-study.
B. This is feedback from the teacher to the student in the teaching-learning process, providing analysis of the acquisition of knowledge, abilities, skills and stimulating the activities of both parties (both teacher and student) to optimize all parts of the educational process.
A. occupation.
G. hour of communication.
52. A non-standard lesson is different from a standard one.
A. duration
B. shape
G. developed model
IN. Homework
D. independent work
60. Pedagogical technology is
A. conditions for optimizing the educational process.
B. a project of a specific pedagogical system implemented in practice.
B. the basic tenet of learning theory.
D. the result of interaction between teacher and student.
Option 1.
1. The subject of developmental psychology is:
A) the process of development of mental functions and personality throughout a person’s life;
b) the process of development of psychological science;
c) features of individual development of people;
d) features of the development of pedagogical skills and abilities.
2. Age period is:
a) progress of development;
b) development cycle;
c) chronological period;
d) life period.
a) Sigmund Freud;
b) Aristotle;
V) Lev Semenovich Vygotsky;
d) Avicenna.
4. The construction of a periodization of development based on one internal criterion is typical:
a) for periodization by William Stern;
b) for the periodization of Pavel Petrovich Blonsky;
c) for the periodization of Daniil Borisovich Elkonin;
d) for the periodization of Lev Semenovich Vygotsky.
5. The main mechanism of personality development is:
A) reflection;
b) causal attribution;
c) overcoming external and internal conflicts;
d) empathy.
6. The concept of sensitivity has been particularly actively developed:
A) in the 20th century;
b) in the 18th century;
c) in the 3rd century BC;
d) in the 10th century.
7. Personality development in extreme conditions and in conditions of deprivation occurs:
a) the same as under normal conditions;
b) faster than under normal conditions;
V) differently than under normal conditions;
d) slower than under normal conditions.
8. Auditory perception in an infant:
a) much better than that of an adult;
b) much worse than in an adult;
V) it’s difficult to say anything definite;
d) like an adult.
9. Progressive types of baby movement include:
A) crawl;
b) finger sucking;
c) feeling the hands;
d) rocking on all fours.
10. Mental retardation as a deviation in mental development:
A) can be overcome with proper training and education;
b) cannot be completely overcome under any circumstances;
c) may go away on its own with age;
11. Situational understanding of the speech of others develops:
a) by 3 years;
b) by the end of 1 year;
c) by 6 years of age;
d) by 6 months.
12. The manifestation of mental deprivation at an early age can be:
a) lack of a revitalization complex;
b) isolation;
c) fears;
G) fear of safe objects.
13. Psychological characteristics of preschool age are given taking into account the level of development:
A) imagination;
b) role-playing game;
c) logical thinking;
d) drawing.
14. The logic of game actions is easily violated:
A) at the first level of game development;
b) at the second level of game development;
c) at the third level of game development;
d) at the fourth level of game development.
15. The speech of a preschooler, which consists of questions, exclamations, answers, is called:
a) contextual speech;
b) situational speech;
c) explanatory speech;
d) autonomous speech.
16. Normal self-esteem of preschoolers:
a) underestimated;
b) overestimated;
c) adequate;
17. Giftedness as a deviation in mental development:
a) hinders the development of intelligence;
b) complicates the development of volitional qualities of the individual;
V) creates difficulties in training and education;
d) it’s difficult to say something definite.
18. The psychological characteristics of a teenager are determined by:
A) manifestation of character accentuations;
c) features of gaming activity;
d) features of manipulative activity.
19. The main feature of a teenager’s personal development is:
a) personal stability;
b) moral stability;
c) moral instability;
G) personal instability.
20. The character accentuated in adolescence then:
A) smoothed out;
b) worsens even more;
c) maintains its manifestations at the same level;
d) it is difficult to say something definite.
21. The leading activities in adolescence are:
b) intimate and personal communication;
c) educational and professional activities;
d) gaming activity.
22. The psychology of early adolescence covers the period:
a) from 11 to 15 years;
b) from 15 to 17 years old;
c) from 17 to 23 years old;
d) from 23 to 30 years old.
23. The central neoplasm of early adolescence is:
A) self-determination;
b) self-awareness;
c) reflection;
d) the emergence of an inner world.
24. The style of student life that turns a university into a country club is:
a) professional subculture;
1. Physical and mental development in adolescence.
2. Development of the youth’s personality.
1. Physical and mental development in adolescence
Chronological framework (age boundaries). 15-18 years old is early adolescence, 18-23 years old is youth.
Physical development. As a rule, it is completed (weight increases, muscle strength grows very quickly, most boys and girls have already reached puberty, a lot of internal work is underway to complete the maturation of various body systems, to eliminate imbalances in their development). At this age, children develop Organic laziness(since intensive physical growth is underway, the body tends to save energy on everything else). There is also a phenomenon acceleration– acceleration of somatic development and physiological maturation of children and adolescents, manifested in an increase in their weight and body size, as well as in earlier stages of puberty.
Social situation. There is a dependence on adults and, above all, on parents, and in this regard the young man is still a child. The individual’s needs related to how to be and who to be are actualized (tasks of self-determination).
Leading activity -educational and professional activities– an activity during which, in addition to the acquisition of knowledge, the tasks of career guidance and professional self-determination are solved.
Mental development. Arbitrary predominates attention. The young man knows how to switch attention, the ability to independently and correctly organize his attention. The development of attention contributes to the formation of observation, which becomes purposeful and sustainable.
In adolescence memory becomes voluntary, controllable, masters memorization techniques, can highlight the essential in the material, systematize it, formulate what is remembered, the volume of meaningful memorization increases significantly.
Development thinking allows a young man to identify what is essential in a subject and come to an understanding of the causes of a particular phenomenon. Thinking is characterized by greater systematicity. The young man can accurately classify more specific and more general concepts.
Imagination characterized by greater development of self-control; fantasy, which previously uncontrollably led the child away from reality, is critically comprehended at this age. The young man also fantasizes quite often, and this is especially evident in dreams about the future.
Speech young men are richer in vocabulary, more flexible in intonation, sometimes written language is better developed than oral, mediates thinking and the development of self-awareness.
2. Development of the youth’s personality
Personal development. There is a formation of stable self-awareness and a stable image of “I”. Discovery of one's inner world, its emancipation from adults.
In adolescence, the time factor consciously enters self-awareness for the first time. There is an expansion of the time perspective, which also means a rapprochement of personal and historical time. Focus on the future (the desire to make life plans, to comprehend the construction of a life perspective).
As you grow older, as you gain experience in real activities and communication, a more realistic assessment of your own personality develops and independence from the opinions of parents and teachers increases.
The desire to know oneself leads to self-reflection, to in-depth introspection. Value orientations are developed, a worldview is formed, a conscious “generalized, final attitude towards life” is formed (S. L. Rubinstein), which allows one to approach the problem of the meaning of life. The characteristics of the motives for educational activities deserve serious attention. An active life position is being formed. A system of knowledge, experience and a system of beliefs appears. Meaningful problems in life are solved.
The attitude towards the world has a personal touch. Young men constantly evaluate themselves and others on a moral and ethical plane.
Worldview search includes the social orientation of the individual, awareness of oneself as an element of a social community, the choice of social position and ways to achieve it.
Youth is characterized by increased emotional excitability and reactivity. Ways of expressing emotions become more flexible and varied, and the duration of emotional reactions increases. In adolescence, the formation of mechanisms of internal emotional inhibition and the ability to selectively respond to external influences ends.
Communication. The circle of personally significant relationships, which are always emotionally charged, is expanding. A peer is a very important channel for obtaining specific information. Assimilation of new roles and statuses, development of communication skills and communication styles, awareness of group membership, autonomy, emotional well-being and stability. Friendship reaches a new level. The theme of love and specific relationships with peers appears. Establishing relationships with people of the opposite sex. The need for informal, confidential communication with adults.
Neoplasms. Worldview (a system of moral views and beliefs that leads to changes in aspirations); system of value orientations and social attitudes; formation of stable self-awareness and a stable image of “I”; professional and personal self-determination.
Crisis 17 years resembles crises of 1 year (speech regulation of behavior) and 7 years (normative regulation) occurs value-semantic self-regulation of behavior. If a person learns to explain, and therefore regulate, his actions, then the need to explain his behavior willy-nilly leads to the subordination of these actions to new legislative schemes.
A philosophical intoxication of consciousness is observed, the young man finds himself plunged into doubts and thoughts that interfere with his active position. Sometimes the state turns into value relativism (the relativity of all values). Separation from parental roots, which manifests itself in the collapse of life plans, in disappointment in the correct choice of specialty, in diverging ideas about the conditions and content of activity and its actual course.
Tasks for independent work
Provide answers to the following questions:
1. What do you understand by “personal” and “professional” of high school students?
2. Determine the similarities and differences in the social situation of development in adolescence and young adulthood.
3. What is the specificity of theoretical consciousness in adolescence?
4. Make a list of current research on developmental problems in adolescence.
- Rice F. Psychology of adolescence and youth. – St. Petersburg, 2000.
- Sapogova E.E. Psychology of human development: Textbook. – M., 2001.
- Erickson E. Identity: youth and crisis. - M., 1996.
- Kulagina I.Yu., Kolyutsky V.N. "Age-related psychology. Full life cycle of development." - M., 1998.
- Darvish O.B. Age-related psychology. - M., 2003.
- Obukhova L.F. Child (age) psychology. Textbook. - M., Russian Pedagogical Agency, 1996.
- Shapavalenko I.V. Developmental psychology. - M., 2004.
Topic structure:
Distinguishing between early and late adolescence. The influence of historical and sociocultural factors on solving developmental problems in adolescence.
2. Social situation of development of early adolescence. The existence of dependence on parents and the actualization of tasks of professional and personal determination as the basis of the social situation of development in early adolescence.
The leading activity in early adolescence is educational and professional activity. The conditionality of educational and professional activities by 2 groups of motives: educational and professional. Choosing a profession as the most important task of early adolescence. Conditions for choosing the right profession. Mistakes in choosing a profession. Professional guidance. Professional consultation.
The main new formations of personality in early adolescence (professional and personal self-determination, worldview, system of value orientations and social attitudes).
5 . Personality and cognitive development in early adolescence. The development of self-awareness as the basis for a person to build his life plans and self-education programs. The influence of building models and plans for the future on subsequent achievements of the individual. Features of communication and emotional life in adolescence. The desire for autonomy and relationships with parents. Peculiarities in relationships with peers. Friendship and love in early adolescence.
Brief description of the topic.
1. Age limits and general characteristics of youth. Youth is a certain stage of human maturation and development lying between childhood and adulthood. The transition from childhood to adulthood is usually divided into two stages: adolescence (adolescence) and adolescence (early and late). However, the chronological boundaries of these ages are often defined in completely different ways. For example, in Russian psychiatry the age from 14 to 18 years is called adolescence, while in psychology 16-18 year olds are considered young men. The word “youth” denotes the phase of transition from dependent childhood to independent and responsible adulthood, which presupposes, on the one hand, the completion of physical, in particular puberty, and, on the other, the achievement of social maturity.
Solving developmental problems in adolescence is influenced by historical and sociocultural factors. The higher the pace of historical development, the more socially significant changes are carried out per unit of time, the more noticeable the differences between generations, the more complex the mechanisms of cultural transmission from elders to the younger, and the more selective the attitude of the younger to their social and cultural heritage.
Although the psychology of adolescence is one of the oldest branches of developmental psychology, L.S. Vygotsky rightly noted in the late 1920s that there are much more general approaches and theories in it than firmly established facts.
This idea of L.S. Vygotsky is relevant to this day, as indicated by the existing various approaches to the problem of personality formation in early youth.
There are three main approaches to youth, each of which has many variations.
Biogenetic theories of development pay main attention to the biological determinants of development, with which socio-psychological properties are correlated. The development process itself is interpreted mainly as maturation, the stages of which are universal. Types of development and variations in age-related processes are derived from genetically determined constitutional types.
The representative of this trend, Stanley Hall, believed that the main law of developmental psychology is the biogenetic “law of recapitulation,” according to which individual development—ontogenesis—repeats the main stages of phylogenesis. If adolescence corresponds to savagery and the beginning of civilization, then adolescence covers the period from the onset of puberty (12-13) to adulthood (22-25), equivalent to the era of romanticism. This is a period of “storm and stress”, internal conflicts, during which a person develops a “sense of individuality”. Although Hall brought together a large amount of factual material, his theory was immediately criticized by psychologists who pointed out that external similarity does not mean the psychological identity of their behavior. Superficial analogies on which the “law of recapitulation” is based make it difficult to understand specific patterns of mental development and underestimate the role of social factors.
Sociogenetic theories try to explain the properties of youth based on the structure of society and methods of socialization. Sociogenetic orientation in the study of adolescence is associated with the influence of social psychology. The representative of this direction is the German psychologist Lewin Kurt with his “field theory”.
He proceeds from the fact that human behavior is a function, on the one hand, of the individual, and on the other, of his environment. However, personality properties and environmental properties are interrelated. Just as a child does not exist outside the family, school, etc., so social institutions do not have an existence separate from the individuals interacting with them and thanks to them. Levin calls the unity and interaction of all personal and environmental components life or psychological space.
For example, he considers the most important processes of youth to be the expansion of the individual’s life world, his circle of contacts, etc. The behavior of a young man is determined, first of all, by the marginality (intermediateness) of his behavior. Moving from the child's world to the adult, the young man does not completely belong to either one or the other. This feature of his social situation and life world is manifested in his psyche, which is characterized by internal contradictions, uncertainty of the level of claims, etc. This tension is greater the sharper the differences between the world of childhood and the world of adulthood and the more important the boundaries separating them.
The advantage of Lewin's concept is that he considers adolescence as a socio-psychological phenomenon, linking the mental development of an individual with changes in his social behavior. However, this concept is too abstract. By making the child's life world dependent on his immediate environment, Lewin's microenvironment leaves in the shadow its general social determinants, such as social origin, occupation, and general conditions of development. In addition, he does not specify the age boundaries of the period of marginality, in particular the differences between a teenager and a young man, and its individual typological variations.
A common feature of the bio- and sociogenetic approach to youth is that they see the sources and driving forces of development mainly in extrapsychic factors. Those. if in the first case the emphasis is on the biological processes occurring in the body, in the second - on the social processes in which the individual participates or is exposed.
Psychogenetic theories bring to the fore the development of mental processes themselves.
The psychodynamic direction explains behavior mainly in emotions and drives. A representative of this direction, E. Erikson, believes that human development consists of three interconnected, although autonomous processes: somatic development, studied by biology; the development of the conscious self, studied by psychology, and social development, studied by the social sciences. The basic law of development lies in the “epigenetic principle”, according to which at each new stage of development new phenomena and properties arise that were not present at the previous stages of the process. Erickson divides the life cycle into phases, each of which has its own specific tasks. Youth is the fifth phase in the life cycle. It is characterized by the emergence of a sense of uniqueness and individuality. And a typical feature of this phase is the range of roles performed; it expands, but the young man does not assimilate these roles seriously and completely, but rather tries them on, trying them on for himself. Erickson analyzes in detail the mechanisms of formation of self-awareness and psychosexual interests. Although Erikson pays much attention to the socio-historical aspects of personality formation, this is not done specifically enough. In particular, developmental crises appear to be a consequence of contradictions between the child’s maturing internal properties and the environment, and he formulates the age-related neoplasms themselves in an excessively rigid and normative manner.
Russian psychology is based on the principle of a comprehensive study of youth, which were formulated by L.S. Vygotsky. According to his theory of the development of higher mental functions about the social essence of man, “every function in the cultural development of a child appears on the scene twice, on two levels, first social, then psychological, first between people, as an interpsychic category, then within the child, as an intrapsychic category "
The problem of youth must be studied taking into account socio-psychological factors and internal patterns of development, i.e. comprehensively.
Adolescence is a significant period in a person’s life. It is at this age that physical development ends. Features of physical development influence the development of certain qualities of young men and determine the possibilities of his future life activities. Issues of physical development of young men are important for two reasons:
1) this means the choice of profession, depending on the characteristics of the individual physical organization of boys and girls;
2) there is mutual attraction between the sexes.
Adolescence is a period of relatively calm physical development. There are no disproportions in individual parts of the body, as is observed in a teenager. The muscles especially develop, the volume of the chest increases, the ossification of the skeleton, tubular bones, the formation and functioning of tissues and organs ends, and the rhythmic functioning of the endocrine glands is established. Changes in the development of the nervous system and brain are determined. The ability to abstract and generalize events develops, which is an indicator of the complication of analytical and synthetic mental activity. Physical maturity is the reason for the maturity of children.
2. The social situation of the development of adolescence. The young man occupies an intermediate position between a child and an adult. The social status of youth is heterogeneous. Youth is the final stage of primary socialization. The child’s position is characterized by his dependence on adults, who determine the main content and direction of his life. The roles played by young men are qualitatively different from the roles of adults, and both sides are clearly aware of this. As a young man’s life becomes more complex, there is not only a quantitative expansion of the range of social roles and interests, but also a qualitative change in them; more and more adult roles appear with the ensuing measure of independence and responsibility. The young man begins to think about choosing a future profession. The choice of profession inevitably differentiates the life paths of boys and girls, with all the ensuing socio-psychological consequences. Along with elements of adult status, the young man still retains features of dependence that bring his position closer to that of a child. Financially, he is still dependent on his parents. At school, on the one hand, they constantly remind him that he is an adult, senior, and on the other hand, they constantly demand obedience from him. This is also observed outside of school. The uncertainty of the position and the demands made is refracted in its own way in youth psychology.
The intermittent social status and status of youth also determines some features of their psyche. Young men are still acutely concerned about problems inherited from the teenage stage - their own age specificity, the right to autonomy from their elders, etc. Social and personal self-determination presupposes not so much autonomy from adults, but a clear orientation and determination of one’s place in the adult world.
In early adolescence, needs related to how to be and who to be become actualized. These are the most important tasks of professional and personal determination at this age. The young man is on the verge of entering an independent life. L.I. Bozovic emphasizes that a completely new social development situation is being created.
Professional definition includes determining the scope of one’s professional aspirations and choosing a profession, cognitive interests and the development of general and special abilities
Personal definition is characterized by the development of self-awareness, the influence of significant adults and the formation of a system of views, beliefs, and the construction of a model of one’s future. .
3. Leading activities in early adolescence. The young man is faced with the task of self-determination, choosing his life path as a task of paramount vital importance.
The choice of profession becomes the psychological center of a young man’s development situation, creating in him a unique internal position. This uniqueness lies in the fact that high school students are people facing the future, and the whole present appears for them in the light of this basic orientation of the individual.
Studying in early youth is considered not as mastering the fundamentals of science, but as familiarity with possible areas of professional activity. Accordingly, there is a division of educational interests, a more in-depth study of one subject compared to another. The leading activity is educational and professional activity, which has its own characteristics:
1) wider creation of learning situations with a pronounced focus on the future;
2) purposeful and systematic involvement of students in the independent transformation of educational tasks.
An increase in interest in learning in early adolescence is due to the fact that a new motivational structure for learning is taking shape. High school students themselves primarily point to such motives as further continuation of education, conviction in the need for learning for their development, i.e. the leading place is occupied by motives associated with self-determination and preparation for independent life. These motives acquire personal meaning and become effective.
A high place in the motivational structure is occupied by such broad social motives as the desire to benefit society and the belief in the practical significance of science for society. The motives underlying the learning activity itself, as well as their interest in the content and process of learning, retain their strength.
The change in leading activity that occurs in early adolescence is radical: communication with peers is replaced by the stage of professional self-determination, which requires such a level of mental, spiritual and civic maturity, without which a person cannot become a full-fledged member of society and its public institutions.
High school students already have a firm determination when choosing a profession, although there are also hesitations. This happens when several professions are liked at the same time, there is a conflict between inclinations and abilities, between the ideal in choosing professions and real prospects. A student wants to enter a university, but his academic performance is low, or if the student is interested in one thing, his parents advise him to do something else, or his friends advise him to do something else.
The process of choosing a profession involves high activity of the individual. Since the situation of choosing a profession is characterized by multidimensionality, in order to correctly (adequately) choose a profession, a young man has to do a lot of internal work. He needs to analyze his resources, the requirements of his chosen profession, realize potential inconsistencies and assess the possibility or impossibility of correcting these inconsistencies.
Professional orientation plays an important role in choosing a profession. E.I. Golovakha believes that the professional orientation of students should be organically linked to their life prospects and value orientations. It should not be limited directly to the professional sphere, but always focus on the most important life goals of young people.
Vocational guidance is a complex psychological problem. It includes knowledge of the personality characteristics and, above all, the abilities of a young man who is guided in choosing a profession. The formation of abilities must be carried out taking into account the individual uniqueness of the person, i.e. internal conditions of development, along with taking into account external conditions (subject and micro social environment).
To form a coherent and realistic life perspective, it is necessary to acquaint boys and girls with specific examples of successful and unsuccessful life paths associated with the choice of a particular profession. Particularly important is knowledge of future working conditions, which occupy one of the leading positions in the system of youth requirements for their future profession. In career guidance work, it is important to take into account not only the rational aspects associated with determining life goals and plans, but also the emotional characteristics of the individual. In early adolescence, in order to organize successful self-determination, it is necessary to acquaint students with the psychological characteristics of professions, i.e. with the requirements that apply to attention, observation, thinking, will, character and other psychological characteristics of a person in a particular profession. It is important to acquaint them with what aspects of personality are formed in a particular activity.
In choosing a profession, professional consultation is very important - this is part of the vocational guidance system, aimed at studying a person’s abilities, giving him recommendations regarding the choice of profession and corrective formation of required, but insufficiently developed abilities. There are three stages in professional consultation: preparatory, final and clarifying. Preparatory professional consultation is conducted in the family and at school and has two goals: first, to study the dynamic functional structure of the student’s personality and his abilities; secondly, to form insufficiently developed personality traits, her interests, abilities and vocation as a whole.
The final professional consultation aims to help the young man choose a future path in life in accordance with his abilities.
Clarifying professional consultation goes beyond the scope of the tasks of a comprehensive school and is carried out in vocational schools.
4. Major neoplasms in early adolescence. Within the leading type of activity, the main new formations of early youth are formed - professional and personal self-determination, worldview, system of value orientations and social attitudes.
Professional self-determination in adolescence is a preliminary choice of profession. The different activities are sorted and oriented in terms of the youth's interests, then in terms of his abilities, and finally in terms of his value system.
Value aspects, both public (awareness of the social value of a particular profession) and personal (awareness of what the individual wants for himself), are more generalized and usually mature and are recognized later than interests and abilities. Interest in a subject stimulates a high school student to study it more, this develops his abilities, and identifying abilities, in turn, reinforces interest.
Early adolescence is a period of significant growth in social activity. Boys and girls are not just interested in events in domestic and international life, but they themselves want to be active participants. Social activity of high school students has its own psychological characteristics. The romanticism characteristic of this age encourages young people to take on big things.
In early adolescence, the formation of a complex system of social attitudes is completed, and it concerns all components of attitudes: cognitive, emotional and behavioral. But the period of early adolescence is characterized by great contradictions, internal inconsistency and variability of many social attitudes.
Early adolescence is a decisive age for the formation of a worldview. The first indicator of the development of a worldview is the growth of cognitive interest in the most general principles of the universe, the universal laws of nature and human existence.
The worldviews of early youth are usually very contradictory. Serious, deep judgments are strangely intertwined with naive, childish ones. A young man can, without noticing it, radically change his position during the same conversation, equally ardently and categorically defend directly opposite views that are incompatible with each other. But this is a normal property of early youth.
Worldview search includes the social orientation of the individual, i.e. awareness of oneself as an element of a social community, choice of one’s future social position and ways to achieve it.
The central place in the development of a worldview is occupied by the solution of fundamental social and moral problems, most often grouped around the question of the meaning of life. In fact, the young man is looking for an answer to how to fill his own life with socially significant content.
The formation of a worldview and value orientations, self-determination and self-education of a person presupposes his participation in serious socially and personally significant activities, ensuring not only the formation of moral norms, but also the formation of appropriate behavioral habits.
5. Development of personality and cognitive processes in early adolescence. In high school, the development of children's personality and cognitive processes reaches such a level that they are practically ready to perform all types of mental work of an adult, including the most complex. Speaking about the cognitive sphere in early adolescence, L.I. Bozhovich notes that “there is not a single intellectual operation in the cognitive activity of a senior schoolchild that a teenager does not have.” In fact, a young man, just like a teenager, thinks in concepts, uses various mental operations, reasons, and remembers logically, although there are shifts in this regard as well. In adolescence, thought is finally combined with the word, as a result of which inner speech is formed as the main means of organizing thinking and regulating other cognitive processes. Intelligence in its highest manifestations becomes verbal, and speech becomes intellectualized. Full-fledged theoretical thinking arises. Along with this, there is an active process of forming scientific concepts that contain the foundations of a person’s scientific worldview within the framework of the sciences that are studied at school. Mental actions and operations with concepts, based on the logic of reasoning and distinguishing verbal-logical, abstract thinking from visual-effective and visual-figurative, acquire their final forms. Is it possible to speed up all these processes, and if so, how to do this?
From the point of view of the psychological and pedagogical development capabilities that high school students have, from the standpoint of improving learning, this question should be answered in the affirmative.
The intellectual development of young men can be accelerated in 3 areas: conceptual structure of thinking, verbal intelligence and internal plan of action.
The breadth of intellectual interests is often combined in early youth with scatteredness, lack of system and method. Many young men tend to exaggerate the level of all knowledge and especially mental capabilities.
The volume of attention, the ability to maintain its intensity for a long time and switch it from one subject to another increases with age. At the same time, attention becomes more selective, depending on the direction of interests. Young men often complain about their inability to concentrate on one thing, absent-mindedness and chronic boredom. “Bad manners” of attention, the inability to concentrate, switch and be distracted from some stimuli and irritants is one of the main reasons for poor academic performance and some emotional problems in early adolescence.
The development of intelligence is closely related to the development of creative abilities, which involve not just the assimilation of information, but the manifestation of intellectual initiative and the creation of something new.
In early adolescence, important processes associated with memory restructuring occur. Logical memory begins to actively develop, and the productivity of indirect memorization increases.
Reading, monologue and written speech receive active development. Reading develops in the direction from the ability to read correctly, fluently and expressively to the ability to recite by heart. Monologue speech is transformed from the ability to retell a short work to the ability to independently prepare an oral presentation, reason, express thoughts and argue for them. Written speech improves in the direction from the ability to write in writing to independent composition on a given or arbitrary topic.
The young man is concerned with questions: Who am I? What am I? What am I aiming for? By answering them, the young man forms self-awareness. The development of self-awareness is a characteristic feature of personality in early adolescence. Self-awareness is a complex psychological structure, the formation of which occurs almost throughout a person’s life. It includes the following components:
1) awareness of one’s identity
2) consciousness of one’s own “I” as an active, active principle
3) awareness of one’s mental properties and qualities
4) a certain system of social and moral self-esteem.
All these elements are related to each other functionally and genetically. But they are not formed at the same time. The inclinations of consciousness of identity appear already in an infant when he begins to distinguish between sensations caused by external objects and sensations caused by his own body of consciousness “I” - from about 3 years old, when the child begins to correctly use personal pronouns. Awareness of one's mental qualities and self-esteem acquire the greatest importance in adolescence and young adulthood. But since all these components are interconnected, the enrichment of one of them inevitably modifies the entire system.
Self-awareness arises from the demands of life and activity. A new position in the team, new relationships with others force the young man to evaluate his capabilities, to realize the characteristics of his personality in terms of compliance or non-compliance with the requirements placed on him.
Self-awareness is a holistic idea of oneself, an emotional attitude towards oneself, self-esteem of one’s appearance, mental, moral, volitional qualities, awareness of one’s strengths and weaknesses, on the basis of which the possibilities of targeted self-improvement and self-education arise.
The formation of self-awareness and a stable image of one’s personality, one’s “I” is the most important psychological process of early adolescence. This happens in several directions:
1) opening your inner world. The young man begins to perceive his emotions not as derivatives of external events, but as a state of his “I”, a feeling of his own specialness, of being different from others appears, and sometimes a feeling of loneliness appears (“Other people don’t understand me, I’m lonely”).
2) there is an awareness of the irreversibility of time. This makes the young man seriously think about the meaning of life, his prospects, his future, his goals. Gradually, somewhat more or less realistic plans of activity begin to emerge from the dream, between which one has to choose. The life plan covers the entire sphere of personal self-determination: moral character, lifestyle, level of aspirations, choice of profession and place in life. Awareness of your goals, life aspirations, development of a life plan is an important stage of self-awareness.
3) a holistic idea of oneself is formed. Moreover, first a person realizes and evaluates the features of his body, appearance, attractiveness, and then his moral, psychological, intellectual, and volitional qualities. Youth self-esteem is often contradictory: “In my opinion, I am a genius + a nonentity.” Based on the analysis of the results achieved in various types of activities, taking into account other people’s opinions about themselves and self-observation, introspection of their qualities and abilities, the young man develops self-esteem - a generalized attitude towards himself.
In youth, due to the breakdown of the previous value system and a new awareness of one’s personal qualities, the idea of one’s own personality is subject to revision. Young men often tend to make inflated, unrealistic claims and overestimate their abilities. This groundless self-confidence often irritates adults and causes many conflicts and disappointments.
But as unpleasant as youthful self-confidence can be, low self-esteem is much more dangerous psychologically. It makes the self-image contradictory and unstable. Young men with low self-esteem often have difficulty communicating and tend to close themselves off from others.
Self-esteem is closely related to other personality qualities, including self-esteem. One of the most important tasks of educational work is the formation of adequate self-esteem. This is due to the fact that both extremes - both low and high self-esteem lead to serious internal conflicts. It is important for the development of adequate self-esteem and self-awareness to work together with peers and elders, constantly correcting a young person’s idea of himself and his capabilities.
A high level of self-awareness in early adolescence, in turn, leads to self-education.
Problems of self-determination in adolescence are solved in communication with parents, peers, and teachers.
In early adolescence, the tendency to restructure relationships with parents on the basis of equality continues, and the desire for autonomy grows.
In modern psychology, the question of the autonomy of young men is posed specifically. At the same time, behavioral autonomy is differentiated, which consists in the need and right of a young man to independently decide issues that concern him personally; emotional autonomy is the need and right to have his own attachments, chosen independently of his parents; moral and value autonomy is the need and right to his own views and the actual existence of such .
First of all, young men achieve behavioral autonomy in the sphere of leisure, of course, within certain limits. Young men often prefer to have peers as leisure partners than adults.
Emotional autonomy comes with great difficulties. This is due to the fact that young men feel that their parents underestimate the change that has taken place in them and do not take their experiences seriously. The slightest tactlessness is enough to change the inner peace of a high school student for a long time for parents. Early adolescence brings a maximum of emotional problems, often causing alienation from parents. Of course, this does not in any way mean a break in affection between them. It depends on the sensitivity and tact of the parents whether they will be able to maintain the mutual understanding that is so necessary for both parties.
In the sphere of moral attitudes and value relations, young men zealously defend their right to autonomy. Sometimes deliberately extreme views are expressed only to bolster this claim to originality. But in fact, the influence of parents remains predominant here. The authority of parents also prevails in solving such problems as worldview and choice of profession.
Early adolescence is the age when the most important thing for young men is to be accepted by their peers, to feel needed, and to have a certain prestige and authority among them. Low status in a team is correlated with high levels of anxiety.
The expansion of the range of communication and the complication of the life activities of a high school student lead to the fact that the number of groups and collectives to which he belongs or to which he is oriented and with which he correlates his value orientations increases significantly. These include organized school groups and informal groups and companies that develop in the process of interpersonal communication. This creates certain role conflicts and confronts the individual with the question of which affiliation is more important to him. In educational work, it is important to take into account the influence of spontaneous groups and companies. The negative consequences of spontaneity can be avoided by reviving the work of organized teams and making them more active.
Relationships with peers are divided into comradely and friendly. Boys and girls are recognized and respected by their peers who are their close friends. With the rest, only comradely and friendly relations are maintained. Particularly popular are those comrades who treat people kindly and attentively. Such peers are responsive, reserved, cheerful, good-natured, compliant, and have a good sense of humor. Those whose attention and interests are directed exclusively to themselves, who are rude, tactless and indifferent to other people are not respected.
Peer relationships are associated with future psychological well-being. Discord in peer relationships often leads to various forms of emotional and social isolation.
Young men consider friendship the most important of human relationships. The heightened emotionality of youthful friendship makes it partly illusory. A young man often idealizes not only himself in friendship, but also friendship in himself. His ideas about his friend are often closer to his ideal self than to his real self.
In early adolescence, along with friendship, many young people develop an even deeper feeling - love.
The emergence of feelings of love is associated with several circumstances. Firstly, this is puberty, which ends in early adolescence. Secondly, this is the desire to have a very close friend with whom one could talk about the most intimate, exciting topics. Thirdly, there is a natural human need for a strong personal emotional attachment, which is especially lacking when a person begins to experience a feeling of loneliness. It has been established that such a feeling first appears in a heightened form in early adolescence.
Friendship and love at this age are most often inseparable from each other and coexist in interpersonal relationships. Friendship can turn into love, and in place of companionship and friendly relations, courtship can arise. Boys and girls themselves are actively looking for interpersonal communication, intimate contacts with each other; they are no longer able to be alone for a long time.
In adolescence, the ideal of a lover arises and persists for a long period of life, including a person of a certain appearance, possessing a set of specific personal advantages.
A senior student is on the verge of entering an independent working life. He is faced with fundamental tasks of social and personal self-determination. A young man and a girl should be (are they?) concerned about many serious questions: how to find their place in life, choose a business in accordance with their capabilities and abilities, what is the meaning of life, how to become a real person, and many others.
Psychologists who study issues of personality formation at this stage of ontogenesis associate the transition from adolescence to adolescence with a sharp change in the internal position, which consists in the fact that aspiration to the future becomes the main orientation of the individual and the problem of choosing a profession, further life path is in the center of attention of interests, plans of high school students.
A young man (girl) strives to take the internal position of an adult, to recognize himself as a member of society, to define himself in the world, i.e. understand yourself and your capabilities along with understanding your place and purpose in life.
In practice, it has become generally accepted to consider personal self-determination as the main psychological new formation of early adolescence, since it is in self-determination that the most essential thing that appears in the circumstances of life of high school students lies, in the requirements for each of them. This largely characterizes the social situation of development in which personality formation occurs during this period.
Personal self-determination as a psychological problem
The strengthening of the personal approach in psychology has led to the enrichment of its language with concepts reflecting those aspects of the sphere of personality development that previously remained outside the scope of psychological analysis. Such concepts, in addition to the already discussed concept of “I-concept,” should include the concept of “personal self-determination” or “personal self-determination,” widespread today in psychological and pedagogical literature.
The term “self-determination” is used in the literature in a variety of meanings. This is how they talk about personal self-determination, social, life, professional, moral, family, religious. Moreover, even identical terms often mean different content. In order to come to a fairly clear definition of the concept, it is necessary from the very beginning to distinguish between two approaches to self-determination: sociological and psychological. This is all the more important because quite often there is a mixing of these approaches and the introduction of a specifically sociological approach into psychological research (and psychological theorizing), which leads to the loss of the actual psychological content.
From the point of view of the sociological approach to self-determination (see, for example, it refers to the generation as a whole; it characterizes its entry into social structures and spheres of life. Without considering here the interrelations and relationships of sociology and psychology, research methods, we will only point out that in relation to to self-determination, which in sociology is understood as the result of entering into a certain social structure and recording this result, the psychologist is primarily interested in the process, i.e., the psychological mechanisms that determine any entry of an individual into social structures. criterion, most of the available literature on self-determination refers to a sociological approach; the number of works that examine the actual psychological mechanisms of self-determination is extremely limited.
The methodological foundations of the psychological approach to the problem of self-determination were laid by S.L. Rubinstein. He considered the problem of self-determination in the context of the problem of determination, in the light of the principle he put forward - external causes act, refracted through internal conditions: “The thesis according to which external causes act through internal conditions so that the effect of influence depends on the internal properties of the object means, essentially “that any determination is necessary as determination by others, external, and as self-determination (determination of the internal properties of an object).” In this context, self-determination appears as self-determination, as opposed to external determination; the concept of self-determination thus expresses the active nature of “internal conditions.” In relation to the level of a person, the concept of self-determination for S.L. Rubinstein expresses the very essence, the meaning of the principle of determinism: “its meaning lies in emphasizing the role of the internal moment of self-determination, being true to oneself, and not unilaterally subordinating to the external.” Moreover, the very “specificity of human existence lies in the degree of correlation between self-determination and determination by others (conditions, circumstances), in the nature of self-determination in connection with the presence of consciousness and action in a person.”
Thus, at the level of a specific psychological theory, the problem of self-determination looks like this. For a person, “external causes”, “external determination” are social conditions and social determination. Self-determination, understood as self-determination, is, strictly speaking, a mechanism of social determination, which cannot act otherwise than by being actively refracted by the subject himself. The problem of self-determination, therefore, is a key problem of interaction between the individual and society, in which the main points of this interaction are highlighted: the social determination of individual consciousness (more broadly, the psyche) and the role of the subject’s own activity in this determination. At different levels, this interaction has its own specific characteristics, which are reflected in various psychological theories on the problem of self-determination.
So, at the level of interaction between a person and a group, this problem was analyzed in detail in the works of A.V. Petrovosky on collectivistic self-determination of personality (CSR). In these works, self-determination is viewed as a phenomenon of group interaction. CSR manifests itself in special, specially constructed situations of group pressure - situations of a kind of “strength test” - in which this pressure is carried out contrary to the values accepted by this group itself. It is “the individual’s way of responding to group pressure”; The ability of an individual to carry out an act of CSR is his ability to act in accordance with his internal values, which are also the values of the group.
The approach outlined by S.L. Rubinstein is developed in her works by K.A. Abulkhanova-Slavskaya, for whom the central point of self-determination is also self-determination, one’s own activity, a conscious desire to take a certain position. According to K.A. Abulkhanova-Slavskaya, self-determination is an individual’s awareness of his position, which is formed within the coordinates of the system of relations. At the same time, she emphasizes that the self-determination and social activity of the individual depends on how the system of relations develops (to the collective subject, to one’s place in the team and to its other members).
An attempt to build a general approach to individual self-determination in society was made by V.F. Safin and G.P. Nikov. In psychological terms, revealing the essence of personal self-determination, as the authors believe, cannot but rely on the subjective side of self-awareness - awareness of one’s “I”, which acts as an internal cause of social maturation. They proceed from the characteristics of a “self-determined personality,” which for the authors is synonymous with a “socially mature” personality. In psychological terms, a self-determined personality is “a subject who has realized what he wants (goals, life plans, ideals), what he can (his capabilities, inclinations, talents), what he is (his personal and physical properties), what he wants from him or the collective, society is waiting; a subject ready to function in the system of social relations. self-determination, therefore, is “a relatively independent stage of socialization, the essence of which is the formation in the individual of an awareness of the purpose and meaning of life, readiness for independent life based on the correlation of his desires, existing qualities, capabilities and demands placed on him from others and society " The main criteria for the boundaries and stages of self-determination “should be considered the level of a person’s understanding of the meaning of life, a change in the reproductive type of activity and the completeness of the level of correlation between “want” - “can” - “is” - “demand” in a particular individual.” The stages of self-determination identified by the authors actually represent the currently generally accepted stages of age-related periodization in Russian psychology, identified on the basis of a change in leading activity. As for the “factors and conditions” of self-determination and its particular forms, here the psychological content and psychological criteria are replaced by sociological ones. Thus, “the factors and conditions of self-determination are similar to the factors of socialization,” these are those socially determined events that are usually taken into account as criteria in sociological studies: admission to the Komsomol, completion of the eighth grade, obtaining a passport, a matriculation certificate, voting rights, the possibility of marriage. Private forms of self-determination are directly borrowed from sociological works: these are role, social self-determination and self-determination in the family and everyday sphere. Thus, the authors apply a more sociological rather than a psychological approach to the problem of personal self-determination.
Although A.V. Mudrik does not have a clear concept of self-determination, the mechanisms of self-determination (identification - isolation) considered by him are of interest. The author says that self-determination of a person presupposes both the assimilation of the experience accumulated by humanity, which in the psychological plane of the “I” proceeds as imitation and identification (assimilation), and the formation in an individual of unique properties inherent only to him, which proceeds as personification (isolation) . Identification, following imitation and conformity, is the leading principle, determining the personification of the individual. That is why identification and personification are a dual process and a mechanism of self-determination.
“The main new developments of adolescence are self-reflection, awareness of one’s own individuality, the emergence of life plans, readiness for self-determination, an attitude toward consciously building one’s own life, and gradual integration into various spheres of life.”
Simply put, adolescence is the time of choosing a life path, working in a chosen specialty (searching for it), studying at a university, starting a family, and for young men, serving in the army.
In youth, one begins to master a profession, has the opportunity to create one’s own family, choose one’s style and one’s place in life.
L. I. Bozhovich wrote: “Self-determination, both personal and professional, is a characteristic feature of youth. The choice of profession organizes and brings into a system of subordination all of his various motivational tendencies, coming both from his immediate interests and from other diverse motives generated by the situation of choice.”
This age is characterized by reflection and introspection.
Adolescence is characterized by increased emotional excitability (imbalance, sudden changes in mood, anxiety, etc.). At the same time, the older the young man, the more pronounced is the improvement in his general emotional state.
The development of emotionality in youth is closely related to a person’s individual and personal properties, his self-awareness, and self-esteem.
There is a formation of stable self-awareness and a stable image of “I” - the central psychological new formation of adolescence.
During this period, a system of ideas about oneself is formed, which, regardless of whether it is true or not, represents a psychological reality that influences behavior and gives rise to certain experiences. Self-awareness includes the time factor (the young man begins to live in the future).
All this is connected with the strengthening of personal control, self-government, with a new stage in the development of intelligence, with the discovery of one’s inner world.
The main acquisition of youth is the discovery of one’s inner world, its emancipation from adults. The outside world begins to be perceived through oneself. A tendency to introspection and a need to systematize and generalize one’s knowledge about oneself appear. Volitional regulation increases. There is a desire for self-affirmation.
Self-esteem of appearance also occurs. And one of the important psychological characteristics of youth is self-esteem (acceptance, approval of oneself or non-acceptance, dissatisfaction with oneself). There is a discrepancy between the ideal and real “I”.
The social situation of development is characterized primarily by the fact that a senior student is on the verge of entering an independent life. He will have to enter the path of work and determine his place in life (but these processes are very variable).
