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
6. THE CONCEPT OF DEVELOPMENT IN AGE PSYCHOLOGY
According to the dialectical understanding, development is not only a process of quantitative changes (increase or decrease in any mental manifestations, properties and qualities).
Accordingly, mental development cannot be entirely reduced to the fact that with age something increases (vocabulary, amount of attention, amount of memorized material, etc.) or decreases (children's fantasy, impulsive behavior, etc.). Development is due to the fact that at certain age periods something qualitatively new appears in the psyche - these are the so-called neoplasms.
Such neoplasms include, for example, the subjective readiness for schooling of children of seven years of age, a sense of adulthood in adolescents. In developmental psychology, the very concept of "development" is used in relation to the human psyche. Age-related mental development is the process of the formation of the psyche (its growth, development) of the child from the moment of birth to his maturation as a person, the onset of his social maturity. Development is distinguished by qualitative transformations, various changes, the emergence of completely different mechanisms, structures and processes.
Child development is an amazing and even unique process. Its peculiarity lies in the fact that it begins from above under the influence of activity, and not from below. This practical activity is determined by the level of social development. Child development does not have specific definite forms, just as it does not have a given final form.
In society, there are no developmental processes that act according to an already existing, i.e., established, model (with the exception of developmental processes in ontogenesis).
Consequently, the process of human development is not subject to the biological laws that operate in animals, but is subject to socio-historical laws. Being born, a person does not have formed forms of behavior, they develop over time, due to the influence of society and the laws that have developed in it.
Developmental psychology deals with the study of the driving forces, conditions and laws of mental development itself.
The driving forces in mental development are those factors that determine the development of the child. They embody the motivating sources of development and direct its process.
Necessary conditions are external and internal factors, always present and influencing. Regularities are called laws of mental development. With their help, they describe the process of mental development of people and control it.
Author: Loshchenkova Z.B.
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