Table of contents (expand)
- Developmental psychology as a science: subject and sections
- Problems and directions in the development of developmental psychology
- Sections of developmental psychology
- Relationship of developmental psychology with other sciences
- Developmental psychology research methods and their characteristics
- The concept of development in developmental psychology
- Periodization of human development
- The influence of society on the development of man and his psyche
- Periods of mental development of children
- The stage of child development and its composition
- Intrauterine development of the child and its features
- Development of sensory and motor skills in infancy. "Revitalization Complex" and its contents
- Child personality development (psychoanalysis, sociodynamic theory)
- Cognitive schema and its content
- Forms of communication during infancy. Criteria of M. I. Lisina
- Problems of prenatal psychology
- Life "acquisitions" of a child in early childhood
- Semantic function and its meaning for children
- Features of the reproductive activity of children
- Crisis of the 1st year of a child's life
- Stages of sensory development of children of the 1st year of life
- Syncretism and the mechanism of transition to thinking
- Egocentrism and its meaning
- Crisis 3 years
- Play and its role in the mental development of the child
- Leading activity of the child towards the end of early childhood
- Central neoplasms of early childhood
- Preschool age (3-7 years). Development of perception, thinking and speech of the child
- Preschool age (3-7 years). Development of attention, memory and imagination
- Crisis 6-7 years. The structure of psychological readiness for learning
- Imitation and its role in child development
- Activities specific to preschool childhood
- Neoplasms of the initial period of school life
- Junior school age. Development of speech, thinking, perception, memory, attention
- The specifics of the mental and physiological development of adolescents (boys, girls)
- Teen personality development
- Chronological boundaries of early adolescence
- Youthful friendship and love. Self-esteem of high school students
- Central neoplasm of adolescence
- Worldview and the leading activity of youth
- Personal development in youth. youth crisis
- Self-determination and acquisition of social status in youth
- Classification of periods of adult life
- The social position of the individual and its significance
- Family and its importance for socialization. Family types
- The content of human communication
- Maturity. Typology and characteristics of the period of maturity
- Crises of 40 years, adulthood, biographical crisis
- Features of psychological changes associated with retirement
- Reasons for deviant behavior
- Standard installation of an elderly person
- Clinical forms of mental disorders of mature and old age
- The theory of intentionality and its content
- Mental abilities and memory of the elderly. Retirement stress and its manifestations
- The problem of loneliness in old age
- Natural-scientific and theological views on death
15. FORMS OF COMMUNICATION DURING INFANTITY. CRITERIA M. I. LISINA
Communication, according to M. I. Lisina, is a communicative activity with its own structure:
1) communication - mutually directed communication, where each participant acts as a subject;
2) motivating motive - specific properties of a person (personal, business qualities);
3) the meaning of communication is to satisfy the need for knowledge of other people and ourselves through the evaluation of others and ourselves. Sufficiently wide and significant for the child
all interactions with adults. Communication, however, most often acts here only as part of it, since, in addition to communication, the child has other needs. Every day the child makes new discoveries for himself, he needs fresh vivid impressions, vigorous activity. Children need their aspirations to be understood and recognized, in a sense of support from an adult. The development of the communication process is closely related to all these needs of children, on the basis of which several categories can be distinguished, determined by the motives of communication, such as:
1) a cognitive category that arises when the child receives new vivid impressions;
2) a business category that arises in the process of active activity of the child;
3) a personal category that arises in the process of direct communication between the child and adults. M. I. Lisina presented the development of communication with adults as a change in several forms of communication. The time of occurrence, the content of the need that is being satisfied, the motives and means of communication were taken into account.
An adult is the main driver in the development of a child’s communication. Thanks to his presence, attention, and care, the communication process begins and goes through all stages of its development. In the first months of life, the child begins to react to the adult: he looks for him with his eyes, smiles in response to his smile. At four to six months the child develops a revival complex. Now he can look long enough and intently at an adult, smile, showing positive emotions. His motor abilities develop and vocalization appears.
The revival complex, according to M. I. Lisina, plays an important role in shaping the interaction of the child with adults. The emergence of situational-personal communication is an important stage in the formation of a child's personality. The child begins to feel on an emotional level. He shows positive emotions, he has a desire to attract the attention of an adult, a desire for common activities with him. Next comes situational business communication. Now the child is not enough with the attention of an adult, he needs to perform joint activities with him, as a result of which manipulative activity appears.
Author: Loshchenkova Z.B.
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