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
31. IMITATION AND ITS ROLE IN CHILD DEVELOPMENT
Imitation is of great importance for the formation of personality, the formation of intellectual abilities and social adaptation of the child.
L. S. Vygotsky spoke about his role in the formation of basic human qualities and properties, in mastering all types of activity.
At each stage of his development, the child is faced with new tasks, a new social situation, in which imitation helps him navigate. When imitating adults, he develops new forms of behavior.
Already in the period of the 1st year of life, the child can repeat some movements after adults: shake his head, show his tongue, clap his hands, etc. The child has mimic movements.
In the initial period of speech formation, the child develops pre-speech vocalizations. He can imitate different intonation and rhythm of the heard speech of an adult. The child imitates the facial expressions of the adult and his gestures.
After the 6th month, the child's imitation becomes more active, new imitation movements appear. This period can be called the period of true imitation.
The child's communication means of communication increase, he begins to manipulate objects more. The imitative movements of the child form his image of the object. The more often an adult makes certain movements, calls them, encourages the child to imitate them, the faster the child will begin to imitate them.
From the 2nd year of life, the child becomes more active, the number of his imitative movements increases.
An adult becomes an example for him, looking at which, the child begins to actively interact with objects: he imitates a conversation on the phone, flips through a book, pretending to read it, etc. This causes him to form a new type of activity - an object game.
The next stage of imitation is the actions of the child, arranged in a certain sequence. For example, in a game with a doll, he, imitating the actions of an adult, feeds her, collects her for a walk, puts her to bed, etc.
At 3 years old, the child's imitation becomes more and more similar to the behavior of adults.
In the preschool period, imitation becomes deeper and covers large aspects of life. The child repeats not only actions with objects, but also tries to reflect the characteristics of the behavior and communication of adults.
Author: Loshchenkova Z.B.
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