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
22. SYNCRETISM AND THE MECHANISM OF TRANSITION TO THINKING
Thought processes and operations are formed in a child in stages in the process of his growth and development. There is development in the cognitive sphere. Initially, thinking is based on sensory knowledge, on the perception and sensation of reality.
The first mental operations of the child can be called his perception of ongoing events and phenomena, as well as his correct reaction to them.
I.M. Sechenov called the elementary thinking of a child directly related to the manipulation of objects and actions with them the stage of objective thinking. When a child begins to speak and master speech, he gradually moves to a higher level of reflection of reality - to the stage of verbal thinking.
Preschool age is characterized by visual-figurative thinking. The child's mind is occupied with the perception of specific objects or phenomena, and since the skills of analysis have not yet been formed, he cannot single out their essential features. K. Buhler, W. Stern, J. Piaget understood the process of development of thinking as a connection of the direct process of thinking with the driving forces of its development. As the child begins to grow up, his thinking develops.
The biological regularity of age development determines and forms the stages of development of thinking. Learning becomes less important. Thinking is spoken of as an organic, spontaneous process of development.
V. Stern identified the following signs in the process of thinking development:
1) purposefulness, which from the very beginning is inherent in a person as a person;
2) the emergence of new intentions, the emergence of which determines the power of consciousness over movements. This becomes possible due to the development of speech (an important engine in the development of thinking). Now the child learns to generalize phenomena and events and classify them into different categories.
The most important thing, according to V. Stern, is that the process of thinking in its development goes through several stages that replace each other. These assumptions echo the concept of K. Buhler. For him, the process of development of thinking is due to the biological growth of the organism. K. Buhler also draws attention to the importance of speech in the development of thinking. J. Piaget created his own concept. In his opinion, thinking is syncretic in a child under 12 years of age.
By syncretism, he understood a single structure that encompasses all thought processes. Its difference lies in the fact that in the process of thinking, synthesis and analysis are not interdependent. The ongoing analysis of information, processes or phenomena is not further synthesized. J. Piaget explains this by the fact that the child is egocentric by nature.
Author: Loshchenkova Z.B.
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