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
21. STAGES OF SENSOR DEVELOPMENT OF CHILDREN OF THE 1st YEAR OF LIFE
Infancy is characterized by a high intensity of the processes of development of sensory and motor functions, the creation of prerequisites for speech and social development in conditions of direct interaction between a child and an adult.
Of great importance is the environment, the participation of adults not only in the physical, but also in the mental development of the child. Mental development in infancy is characterized by the most pronounced intensity, not only in terms of pace, but also in the sense of new formations.
At first, the child has only organic needs. They are satisfied with the help of the mechanisms of unconditioned reflexes, on the basis of which the child's initial adaptation to the environment takes place. In the process of interaction with the outside world, the child gradually develops new needs: communication, movement, manipulation of objects, satisfaction of interest in the environment. Congenital unconditioned reflexes at this stage of development cannot satisfy these needs.
A contradiction arises, which is resolved by the formation of conditioned reflexes - flexible neural connections - as a mechanism for the child to acquire and consolidate life experience. Gradually becoming more complex orientation in the surrounding world leads to the development of sensations (primarily visual, which begin to play a leading role in the development of the child) and becomes the main means of cognition. At first, children can follow someone with their eyes only in a horizontal plane, later - vertically.
From 2 months old, babies can focus on an object. From now on, babies are most of all engaged in examining various objects that are in their field of vision. Children from 2 months are able to distinguish simple colors, and from 4 - the shape of an object.
From the 2nd month, the child begins to respond to adults. At 2-3 months, she responds with a smile to her mother's smile. On the 2nd month, the baby can concentrate, cooing and fading appear - this is a manifestation of the first elements in the revitalization complex. A month later, the elements are converted into a system. Around the middle of the 1st year of life, hands develop noticeably.
Feeling, grasping hand movements and manipulating objects expand the child's ability to learn about the world around him. As the child develops, the forms of his communication with adults expand and enrich.
From the forms of emotional reaction to an adult, the child gradually moves to respond to words of a certain meaning, begins to understand them. At the end of the 1st year of life, the child himself pronounces the first words.
Author: Loshchenkova Z.B.
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