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
20. CRISIS OF THE 1st YEAR OF A CHILD'S LIFE
By the 1st year of life, the child becomes more independent. At this age, children are already getting up on their own, learning to walk. The ability to move without the help of an adult gives the child a sense of freedom and independence.
During this period, children are very active, they master what was not available to them before. The desire to be independent from an adult can also manifest itself in the child's negative behavior. Having felt freedom, children do not want to part with this feeling and obey adults.
Now the child himself chooses the type of activity. At the refusal of an adult, a child may show negativism: scream, cry, etc. Such manifestations are called the crisis of the 1st year of life, which was studied by S. Yu. Meshcheryakova.
Based on the results of a survey of parents, S. Yu. Meshcheryakova concluded that all these processes are temporary and transient. She divided them into 5 subgroups:
1) difficult to educate - the child is stubborn, does not want to obey the requirements of adults, shows perseverance and desire for constant parental attention;
2) the child has many forms of communication that were previously unusual for him. They can be positive and negative. The child violates regime moments, he develops new skills;
3) the child is very vulnerable and can show strong emotional reactions to the condemnation and punishment of adults;
4) the child, faced with difficulties, may contradict himself. If something does not work out, the child calls on an adult to help him, but immediately refuses the help offered to him;
5) the child can be very capricious. The crisis of the 1st year of life affects the life of the child as a whole. The areas affected by this period are the following: objective activity, the child's relationship with adults, the child's attitude towards himself. In objective activity, the child becomes more independent, he becomes more interested in various objects, he manipulates and plays with them. The child strives to be independent and independent, he wants to do everything himself, despite the fact that he lacks skills. In relation to adults, the child becomes more demanding, he may show aggression towards loved ones. Strangers cause him distrust, the child becomes selective in communication and may refuse contact with a stranger. The child's attitude towards himself also undergoes changes.
The child becomes more self-reliant and independent and wants adults to recognize this, allowing him to act in accordance with his own desires. The child is often offended and protests when parents demand submission from him, not wanting to fulfill his whims.
Author: Loshchenkova Z.B.
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