Kulagina I.Yu., Kolyutsky V.N.

K90 Developmental Psychology: Complete life cycle human development. Tutorial for higher education students educational institutions. - M.: Sphere shopping center, 2001. -464 p.

ISBN5-89144-162-4

The textbook for the course on developmental psychology (developmental psychology) reflects the full life cycle that a person goes through. Age-related patterns of development in infancy, early and preschool childhood, primary school and adolescence, adolescence, young adulthood, maturity and late adulthood are considered. Options for personality development are traced depending on its orientation. Theoretical and factual material is presented in the traditions of the psychological school of L.S. Vygotsky, A.N. Leontyev, D. B. Elkonina.

The manual is addressed to students of psychological faculties of pedagogical institutes and universities, but may also be useful to a wider circle of readers - school teachers, parents, young people interested in psychology.

ISBN5-89144-162-4 LLC "TC Sfera", 2001

Preface

A person lives in the space of time: in the past, in the present, in the future, in parallel time. Sometimes he turns out to be completely out of time. Moreover, no matter what time he is in, at every moment of time all three colors of time are present in him (is he present?). The present, without any admixture of the past and future, evokes fear and horror. Strictly speaking, every moment of human life is an elementary, of course, virtual unit of eternity. If this were not so, man would never have had the idea of ​​eternity. This means that a person carries with him all the types of time he has endured, mastered and overcome, as well as the types of space he has mastered. Their virtuality should not confuse them. They are perceived more real than reality itself. True, people still thought of giving eternity to the gods. O. Mandelstam once spoke about the internal excess of space. Equally, there is an internal excess of time in a person, even, perhaps, to a greater extent than space. When a person does not know how to tame it, excess turns into lack of time. But this same excess of time is collected in the “instant - duration”, in the “eternal instant”; thanks to it, “states of absolute temporal intensity” arise (G.G. Shpet), a “real future field” arises (L.S. Vygotsky), or a “world of monstrous actuality” (M.K. Mamardashvili), when “lasts less than a year century" (B.L. Pasternak). MM. Bakhtin called such states “a timeless gap between two moments of time.” Time has not only an astronomical, but also an energetic dimension: the gravitational forces of the past and the future are not equal. There is “a chain connecting with the past, and a ray with the future” (V.V. Kandinsky). Bl. Augustine said that only through the tension of action can the future become the present. Without the tension of action, the future will forever remain where it is. Augustine, of course, had in mind the necessary future: the obscene comes of itself, becoming just as present.

All of the above allows us to believe in V. Khlebnikov’s idea of ​​​​the existence of the “State of Times”. If this seems too solemn or incredible to someone, let him try to object to L. Carroll about the fact that “time is the actor.” After all, the person is above the state! And since it’s a face, then, at a minimum, you should be polite with it, which is what the authors of this book, dedicated to developmental psychology, do, i.e. human development over time. Outside the category of development, psychology as a science is hardly possible, since a person is never equal to himself. He is either greater or less than himself. He constantly has to overcome not only spatial, social, but also “chronological gaps and ditches” (G. Adamovich), to get out of the “chronological province” (S.S. Averintsev).

In the light of what has been said, all psychology should be developmental, or more precisely, developmental psychology. This is hampered by the fact that we have a very vague idea of ​​what age is, what the age norm is and whether there is one at all. “Norm of development” indeed sounds strange, since a norm is akin to a border, a limit, a standard, finally. But no one has yet determined what the human body is capable of, and no one has refuted this long-standing statement of Spinoza. It is much more productive to talk about development as a norm.

We, of course, know that there is astronomical time, there is meaningful time, the measure of which is our thoughts and actions, there is psychological time, in which the whole person is present with all his past, present and future, there is spiritual time, the dominant of which is a person’s ideas about eternity, about meaning, about values. Psychological and spiritual time are perpendicular to continuous astronomical and discrete event time. On this perpendicular axis (axes) a high or low inner man. The height depends on whether a person finds himself at the intersection of many times or gets entangled in their networks. In the first case, he will be able to choose a meaningful vector for his further movement, growth, development, and activity; but the second will turn out to be a hostage, a captive of external circumstances. Of course, chance and fate play a significant role in human development, but even more important is one’s own effort. Not everyone gets to be in right time, in the right place. I have already learned lessons useful for psychology from the work of O. Mandelstam. I will quote another from the poet’s essay “A Conversation about Dante”: “Dante never enters into combat with matter without preparing an organ to catch it, without arming himself with a meter for counting specific dripping or melting time. In poetry, in which everything is a measure, and revolves around it and for its sake, measurers are instruments of a special nature, carrying a special active function. Here the trembling compass needle not only indulges the magnetic storm, but also creates it itself.” Humans also create similar tools, functional organs, and new formations. This, in fact, is the essence of development. O. Mandelstam, for example, knew how hear time. He described its noise. A person is always in living, life time, which differs from the chronological time of life. Life time also determines the living space, the life world of a person, to which much attention is paid in the book. The dependence is, of course, mutual. The artist R. Pousset-Dart called one of his compositions: “Time is the mind of space. Space is the flesh of time." Together they constitute a chronotope (the term of A.A. Ukhtomsky), which is the result and condition for the development of conscious and unconscious life. The chronotope, like all living things, stubbornly resists conceptualization. His image was given by S. Dali in his flowing clock in the painting “Persistence of Memory”. He commented on it: “... this is not only a fantastic image of the world; These flowing cheeses contain the highest formula of space and time. This image was born suddenly, and, I believe, it was then that I wrested from the Irrational one one of his main secrets, one of his archetypes, for my soft watch defines life more accurately than any equation: space-time condenses, so that, when frozen, it spreads like camembert, doomed to go rotten and cultivate champignons of spiritual impulses - sparks that start the engine of the universe.”

The above images of time, space, and chronotope are not so easy to implant into the body of psychology, including the body of developmental psychology. Human development is nonlinear and not progressive. O. Mandelstam wrote that “The prototype of a historical event in nature is a thunderstorm. The prototype of the absence of events can be considered the clockwise movement on the dial.” This fully applies to the development of culture, in which, according to Yu.M. Lotman, gradual and explosive processes are combined. The same applies to the development of an individual. If it happens, it is eventful, it contains unplanned thunderstorm events, explosions, ups, downs, new births, crises described by the authors. What has been said is as certain as it is difficult to study, since the development trajectory of each person is unique, inimitable, and unpredictable. This is the complexity and beauty of the science of human development; despite everything, it is still possible, which is well demonstrated by the book that the reader is about to read. The science of human mental development is presented in it as the result (of course, not the last) of the efforts of many generations of scientists who understood the drama and tragedy of human development, placing this understanding outside the brackets of the presentation of their results. The authors of this book followed their example. Tragedy and drama are still the prerogative of art. However, the reader will meet him in the book. But he will have to read a lot himself into the epic account of the course of development presented in it.

You can do this the way I did, in real notes. You can (and should) do it your own way. It’s useful to try to recognize yourself in the authors’ descriptions. For my part, I will say that such recognition is achieved more easily in developmental psychology than in academic psychology. general psychology.

The book presents not only childhood and youth. It also presents maturity, which is not often found in our literature. When reading it, you should remember that the achievements of each age have lasting value. My teacher, the outstanding child psychologist A.V. Zaporozhets, cared about the amplification of child development and did not advise showing unreasonable haste and accelerating the child’s transition from one stage of development to another. We must also remember the covenant of P.A. Florensky that genius is the preservation of childhood for life, and talent is the preservation of youth for life.

Doctor of Psychological Sciences,

professor, academician of the Russian Academy of Education

V.P. Zinchenko

§ 1. SUBJECT AND METHODS OF AGE PSYCHOLOGY.

§ 2. FACTORS OF DEVELOPMENT OF A CHILD'S PSYCHE.

§ 1. NEWBORTH § 2. INFANTRY.

§ 1. ACTIVITY

§ 1. DEVELOPMENT OF MENTAL FUNCTIONS.

§ 2. EMOTIONAL DEVELOPMENT

§ 1. PERIODIZATION OF PERSONALITY DEVELOPMENT ACCORDING TO E. ERICKSON

§ 2. DEVELOPMENT OF MORAL CONSCIOUSNESS OF AN PERSON ACCORDING TO L. KOLBERG.

§ 3. PERIODIZATION OF PERSONALITY DEVELOPMENT ACCORDING TO A.V. PETROVSKY

§ 2. LEARNING ACTIVITIES

§ 3. DEVELOPMENT OF MENTAL FUNCTIONS.

§ 1. PUBERTY CRISIS. PSYCHOPHYSIOLOGICAL DEVELOPMENT.

§ 2. TEENAGER'S PERSONALITY.

§ 3. ADOLESCENT REACTIONS, RELATIONS WITH ADULTS AND PEERS.

§ 4. INTELLECTUAL SPHERE

§ 1. TRANSITION PERIOD.

§ 2. CONDITIONS OF DEVELOPMENT

§ 3. PERSONALITY OF A HIGH SCHOOL STUDENT

In the study guide “ Age-related psychology: Textbook. aid for students higher textbook establishments” Darvish O.V. / Ed. V.E. Klochko. are being considered theoretical basis psychology of human development at all age stages. Questions for discussion are offered, as well as diagnostic techniques for completing tasks and using them in practice.

This book is a collection of articles on methodological, theoretical and experimental-applied issues of age and educational psychology, developed by the most prominent representatives and successors of the cultural-historical approach L.S. Vygotsky. This book is structured in such a way that the reader gets an idea of ​​the main concepts of this approach and their further development, modification and enrichment. Its sections contain materials concerning the problems of the development of cognitive processes, personality and communication, as well as the educational activities of schoolchildren.

For psychologists, teachers, university students, as well as everyone interested in problems of psychology and pedagogy.

Davydov V.V., Shuare M. Introductory article............ 3

Section I. HISTORICAL INTRODUCTION .....................18

Vygotsky L. S. Introductory article to the Russian translation of K. Bühler’s book “Essay on the Spiritual Development of the Child”........ 18

Luria A. R. Materials on the genesis of writing in a child.................................... 31

Leontyev A. N. Mental development baby in before school age......... 42

Zaporozhets A.V. Psychological study development of motor skills of a preschool child..... 53

Elkonin D. B. Psychological issues of preschool play...... 63

Section II. SOME METHODOLOGICAL ISSUES IN AGE AND PEDAGOGICAL PSYCHOLOGY....... 79

Elkonin D. B. On the problem of periodization of mental development in childhood...79

Galperin Ya. Ya. K. research of child’s intellectual development......... 96

Davydov V. 3. Analysis of the didactic principles of traditional school and possible principles of teaching in the near future..........109

Section III. COGNITIVE PROCESSES ............119

Wenger L. A. Mastering the indirect solution of cognitive problems and developing the child’s cognitive abilities........116

Poddyakhov N. N. On the issue of the development of thinking in preschoolers...... 128

Davydov V.V., Markova A.K. Development of thinking at school age......... 132

Obukhove L. F. Two ways to form a simple system scientific concepts...... 149

Lyaudis V. Ya., Bogdanova V. I. On the problem of early forms of memory orthogenesis..... 157

Section IV. PERSONALITY AND COMMUNICATION....... 173

Zaporozhets A.V. The importance of the early periods of childhood for the formation of a child’s personality........... 173

Bozhovich L. I. Stages of personality formation in ontogenesis............ 190

Lisina M. I. Genesis of forms of communication in children........... 210

Section V. LEARNING ACTIVITIES........ 230

Galperin P. Ya., Zaporozhets A. V., Elkonin B. D. Problems of developing knowledge and skills among schoolchildren and new methods of teaching at school.................................... 230

Davydov V.V., Markova A.K. The concept of schoolchildren's educational activities.... 243

Brief curriculum vitae........ 260

- “Age and differential psychology” Rybalko E.F. - Publisher: Peter, 2001. - 224 p.

For the first time, the textbook addresses issues of age-related changes and the development of the human psyche throughout his life. From the position systematic approach the basic patterns of mental development and factors determining age dynamics are described various forms psyche - learning, work, play activity - in the context common system human upbringing.

The manual is addressed to students, graduate students, teachers of psychology faculties and pedagogical universities.

INTRODUCTION

Part I. THEORETICAL AND METHODOLOGICAL ISSUES OF AGE AND INDIVIDUAL VARIABILITY OF THE PSYCHE

Chapter 1. SUBJECT AND METHODS OF AGE AND DIFFERENTIAL PSYCHOLOGY

§ 1. Subject age and differential psychology

§ 2. Classification of methods of developmental and differential psychology

§ 3. Applied and theoretical significance of developmental and differential psychology, its tasks

Chapter 2. ONTOLOGICAL CHARACTERISTICS OF THE DEVELOPMENT OF THE HUMAN PSYCHE

§ 1. Species specificity of the biological in human development

§ 2. Genetic levels psychophysiological organization and its development

§ 3. Social in the development of man and his psyche

Chapter 3. CHRONOLOGICAL CHARACTERISTICS OF INDIVIDUAL HUMAN DEVELOPMENT

§ 1. Microchronological characteristics and rates of age-related dynamics of the psyche

§ 2. Heterochrony and inconsistency of individual development

§ 3. Macrochronological characteristics and human lifespan

§ 4. Species changes in the temporal structure of human development and his psyche

Chapter 4. STRUCTURAL-DYNAMIC TRANSFORMATIONS IN INDIVIDUAL HUMAN DEVELOPMENT

§ 1. The importance of the structural-genetic approach in natural science and psychology

§ 2. Structural characteristics of age-related dynamics of psychophysiological functions

§ 3. Structural-dynamic characteristics of personality

Chapter 5. DETERMINATION OF HUMAN MENTAL DEVELOPMENT

§ 1. The role of work, communication and knowledge in individual development

§ 2. Play and its role in mental development

Part II. PERIODIZATION OF THE HUMAN LIFE CYCLE

Chapter 6. NEWBORN PERIOD

Chapter 7. INFANTRY PERIOD

Chapter 8. PRE-SCHOOL PERIOD

Chapter 9. PRESCHOOL PERIOD

§ 2. Formation of personality, subject of communication, cognition and activity

§ 3. Psychological readiness for schooling

Chapter 10. SCHOOL PERIOD

§ 1. Development of psychophysiological functions

§ 2. Formation of the subject of educational and cognitive activity

§ 3. Personality formation

Chapter 11. PERIOD OF ADULTHOOD

§ 1. Age approach to the study of an adult

§ 3. Formation of personality, subject of activity and individuality

Chapter 12. PERIOD OF GERONTOGENESIS

§ 1. Gerontogenesis on different levels individual human organization

§ 2. Age-related dynamics of psychophysiological functions

§ 3. Development of personality, subject of activity and individuality

- "AGE PSYCHOLOGY. UNIT 2. SPECIFICITY AND CONDITIONS OF CHILDREN'S DEVELOPMENT IN PRE-SCHOOL AND SCHOOL AGE" Abdurakhmanov R.A. - NOU "Modern Humanitarian Institute", MOSCOW, 1999.

THEMATIC PLAN......4

REFERENCES.............5

LIST OF SKILLS....... 6

THEMATIC REVIEW......11

1. Child development during infancy......11

1.1. Newborn.........11

1.2. Baby's perception......13

1.3. Movements and actions of the baby......14

1.4. Baby's memory......16

1.5. Speech development child.........17

1.6. Crisis of the 1st year.........17

2. Child development during the period early age........18

2.1. Speech of a young child..........19

2.2. Perception of a young child.........20

2.3. Memory of a child of early childhood......20

2.4. Actions and thinking of a young child........21

2.5. Emotional development of a young child........22

2.6. Crisis of 3 years.........24

3. Preschool age.........26

3.1. Game as a leading activity......26

3.2. Speech development of a preschooler.........30

3.3. Preschooler's perception.........31

3.4. Thinking of a preschooler...........32

3.5. Memory of a preschooler............33

3.6. Personality development of a preschooler. Emotional sphere of a preschooler.........34

3.7. Motivational sphere of a preschooler............36

3.8. Self-awareness of a preschooler............38

4. Six-year-old children...................39

4.1. The problem of teaching children from the age of 6......40

4.2. Psychological readiness for schooling.........42

4.3. Personal and intellectual readiness for school education................................43

4.4. Personal and intellectual unpreparedness for schooling.........44

5. Junior school age......46

5.1. Crisis of 7 years.........46

5.2. Characteristics of educational activities......48

5.3. Thinking junior school student........51

5.4. Perception of a junior schoolchild.......52

5.5. Memory of a junior schoolchild.........52

5.6. Attention of the younger schoolchild.........53

5.7. Personality development of a primary school student. Motivational sphere of a primary school student........54

5.8. Self-awareness of a junior schoolchild.........56

TASKS FOR INDEPENDENT WORK.........59

GLOSSARY

- "AGE PSYCHOLOGY. UNIT 3 CHARACTERISTICS OF PSYCHOLOGICAL CHARACTERISTICS OF ADOLESCENTS AND YOUTHS" - NOU "Modern Humanitarian Institute", MOSCOW, 1999.

THEMATIC PLAN 4

REFERENCES 5

LIST OF SKILLS 6

THEMATIC REVIEW 7

1. Historical and chronological boundaries of adolescence and youth 7

2. Adolescence 10

2.1. Puberty crisis. Psychophysiological development of a teenager 10

2.1.1. Changing body sizes 11

2.1.2. Development of the motor system 13

2.1.3. System development internal organs 13

2.1.4. Hormonal regulation 14

2.2. Personality of a teenager. Self-awareness and the image of “I” in adolescence. . 16

2.2.1. The main new developments in the personality of a teenager 16

2.2.2. Body diagram and physical image of the “I” of a teenager 19

2.2.3. Dynamics of self-awareness in adolescence 22

2.2.4. Formation of will in adolescence 24

2.3. Communication of a teenager with adults and peers 25

2.3.1. general characteristics communication features of a teenager 25

2.3.2. Communication of a teenager with peers 26

2.3.3. Communication between a teenager and significant adults 27

2.4. Cognitive sphere. Speech development 29

2.4.1. Intellectual development in adolescence 29

2.4.2. Age-related changes imagination, memory and attention of a teenager 31

2.4.3. Changes in the speech sphere of a teenager 32

2.4.4. Development of interests in adolescence 33

2.5. Emotional sphere. Moral development of a teenager 34

2.5.1. Development of adolescent emotionality 34

2.5.2. Levels of moral development in adolescence 35

3. Youth age 38

3.1. General characteristics of adolescence as a stage of development 38

3.2. Psychosexual development in adolescence 39

3.2.1. Features of psychosexual maturation 39

3.2.2. Gender identification of boys and girls 42

3.3. Self-awareness, self-determination and personal self-improvement in youth 44

3.3.1. The main new developments in the personality of a young man 44

3.3.2. Professional self-determination in his youth 46

3.4. Dynamics of relationships with parents. Peer relationships 47

3.4.1 Relationships with peers: problems of friendship and love in adolescence 47

3.4.2. Correlation between the level of self-esteem and status in the peer group 48

3.4.3. Dynamics of relationships in youth with parents 50

3.5. Features of the cognitive sphere of young men: specific interests 51

3.6. Emotional and moral development in adolescence 51

3.6.1. Features of the emotional sphere of a young man 51

3.6.2. Moral development, values ​​and worldview in youth. . .52

TASKS FOR INDEPENDENT WORK 54

SKILLS TRAINING 57

GLOSSARY

- “Developmental psychology and developmental psychology: lecture notes” A. V. Akrushenko, O. A. Larina, T. V. Karatyan - M.: Eksmo, 2008. - 68 p.

Morgun V.F., Tkacheva N.Yu. The problem of periodization of personality development in psychology. M., 1981.
Obukhova L. F. Child psychology: theories, facts, problems. M., 1995.
Obukhova L.F. Jean Piaget's concept: pros and cons. M., 1981.
Oparin A.I. The emergence of life on Earth. M.; L., 1941.
Pervin L., John O. Psychology of personality. M., 2000.
Petrovsky A.V. The problem of personality development from the perspective social psychology// Questions of psychology. 1984. No. 4.
Piaget J. Speech and thinking of a child. St. Petersburg, 1997.
Poddyakov N.N. Child’s psyche: developmental features // Master. 1998. No. 1
Prishvin M.M Diaries. M., 1990.
Psychological self-education: reading foreign textbooks. M., 1992.
Psychology. Dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. M., 1990.
Psychology of emotions. Texts. M., 1984.
Child personality development / Trans. from English M., 1987.
Ribot T. Psychology of attention. St. Petersburg, 1890.
Rubinshtein S.L. Fundamentals of general psychology, M., 1989.
Rubinshtein S.L. Man and the world // Problems of general psychology. M., 1973.
Northern A.N. The main directions of the evolutionary process. M., 1967.
Simonov P.V. What is an emotion? M., 1966.
Soloviev V. The meaning of love // ​​Russian Eros, or Philosophy of Love in Russia. M., 1991.
Teilhard de Chardin P. The Phenomenon of Man. M., 1987.
Tertz A. (A. Sinyavsky). Voice from the choir // Collection. cit.: In 2 vols. M., 1993. T. 1.
Tolstykh A.V. Ages of life. M., 1988. Fabre J.-A. Life of insects. M., 1939.
Fabry K.E. Zoopsychology. M., 1993.
FlavellJ. Genetic psychology of Jean Piaget. M., 1967.
Florensky P. Pillar and Statement of Truth // Russian Eros, or
Philosophy of love in Russia. M., 1991.
Frankl V. Man in Search of Meaning. M., 1990.
Freud Z. Psychology of the unconscious. M., 1989.
Fress P. Emotions // Experimental psychology/ Ed. P. Fressa, J. Piaget. M., 1975.
Fridman L.M. Psychopedagogy general education. M., 1997.
Fromm E. The Art of Love // ​​Human Soul. M., 1992.
Heckhausen X. Motivation and activity: In 2 vols. M., 1986. T. 1.
Kjell L., Ziegler D. Theories of personality. St. Petersburg, 1998.
Shvantsara I. Diagnostics of mental development. Prague, 1978.
Ekman P. Why do children lie? M., 1993.
Elkonin D.B. Selected psychol. works. M., 1989.
Engels F. The role of labor in the process of transformation of a monkey into a human // Dialectics of Nature. M., 1948.
Erickson E. Childhood and society. St. Petersburg, 1996.
Erickson E. Identity: youth and crisis. M., 1996.

SECTION II. DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE

Chapter 1. Infancy (up to 1 year)
§ 1. Newborn
A child is born and with its first cry notifies this world of its appearance. Let's remember King Lear:
When we are born, we cry -
It’s sad for us to start a stupid comedy.
Without overdramatizing this event, we note that the birth process is difficult, crucial moment in a child's life. It’s not for nothing that psychologists talk about the neonatal crisis.
At birth, the child is physically separated from the mother. He finds himself in completely different conditions: cold, bright light, an air environment that requires a different type of breathing, the need to change the type of food. Hereditarily fixed mechanisms - unconditioned reflexes - help the child adapt to these new, alien conditions. What unconditioned reflexes does a newborn have?
This is primarily a system of food reflexes. When you touch the corners of the lips or tongue, sucking movements appear, and all other movements are inhibited. Because the baby is completely focused on sucking, this response has been called "feeding focus." A number of other unconditioned reflexes are given in table. II. 1.
Among the unconditioned reflexes, protective and indicative ones stand out. Some reflexes are atavistic - they are inherited from animal ancestors, but are useless for the child and soon disappear. For example, the reflex, sometimes called the “monkey” reflex, disappears already in the second month of life. The newborn grasps the sticks or fingers placed in his palms as tenaciously as a baby monkey holding on to its mother's fur when moving. This “clinging” is so strong that the child can be lifted and hangs for some time, supporting the weight of his own body. In the future, when the child learns to grasp objects, he will no longer be deprived of such tenacity of hands.
Table 11. 1
Unconditioned reflexes of the newborn

Stimuli Reflexes
Effect of bright light
Slap on the bridge of the nose
Clap your hands near the child's head
Turning the baby's head to the right

Elbow extension to the sides
Pressing a finger on a child's palm
Pressing a finger on a child's sole
Using a scratching motion, we run our finger along the sole from the toes to the heel.
Pin prick of the sole
We lift the child lying on his stomach down. The eyes close.
Eyes close
Eyes close
The chin rises right hand extends, left bends
Arms bend quickly
The child's fingers clench and unclench
Toes curl
Thumb legs rise, the rest stretch out
Knee and foot bend
The child tries to raise his head, stretches his legs

By the end of the first month of life, the first conditioned reflexes* appear. In particular, the baby begins to respond to the feeding position: as soon as he finds himself in a certain position on the mother's lap, he begins to suck. But in general, the formation of conditioned reflexes is characteristic of a later time.
* Conditioned reflexes appear when an initially insignificant conditioned stimulus is combined with an unconditioned stimulus (causing an unconditioned reflex). For example, a child, seeing a bus passing by through the window, suddenly hears a clap of thunder, gets scared and starts crying. The next time he sees the bus, he again experiences a feeling of fear.

How can you describe the mental life of a newborn? The brain of a small child continues to develop, it is not fully formed, therefore mental life is connected mainly with the subcortical centers, as well as with an insufficiently mature cortex. The sensations of a newborn are undifferentiated and inextricably fused with emotions, which made it possible for L.S. Vygotsky speaks of “sensory emotional states or emotionally emphasized states of sensations.”

Publications in collections and proceedings 1

Other publications by the author

1. Schoolchildren who are lagging behind in their studies: problems of mental development. - M.: Pedagogy, 1986. - 208 p. (Co-authored with Z.I. Kalmykova - ed.)
2. Psychological reference book for teachers. - M.: Education, 1991. - 288 p. (Co-authored with L.M. Friedman)
3. Psychological reference book for teachers. 2nd edition, expanded and revised. - M.: Perfection, 1998. - 432 p. (Co-authored with L.M. Friedman)
4. Developmental psychology (child development from birth to 17 years). Tutorial. 5th edition. - M.: ed. University of RAO, 1999. - 176 p.
5. Personality of a schoolchild: from mental retardation to giftedness. - M.: TC Sfera, 1999. - 192 p.
6. Age-related psychology. The complete life cycle of human development. Textbook for students of higher educational institutions. - M.: Sphere shopping center, 2001-2007. - 464 s. (Co-authored with V.N. Kolyutsky)
7. Pedagogical psychology. Textbook for students of higher educational institutions. - M.: TC Sfera, 2008. - 480 p. (ed.)
8. Junior schoolchildren: developmental features. - M.: Eksmo, 2009. - 176 p.

1. On the possibilities of developing educational motivation in children with mental retardation // Psychology of children with mental retardation. Reader. - St. Petersburg: Rech, 2003, 2004.
2. Psychological problems professional activity teachers // Moscow psychological school: history and modernity / Ed. V.V.Rubtsova. In 4 volumes. Volume 2. - M: ed. PI RAO, MGPPU, 2004.
3. Motivation of schoolchildren lagging behind in their studies // Journal of practical psychologist. 2005, No. 4.
4. Personality development of low-achieving children in modern school// Child in modern society. Collection of scientific articles / Ed. L.F. Obukhova, E.G. Yudina. - M.: ed. MGPPU, 2007.
5. Problems of dominant motivation in the context of A.N. Leontiev’s theory of activity // Moscow psychological school: history and modernity / Ed. V.V.Rubtsova. In 4 volumes. Volume 4. - M: PI RAO, MGPPU, 2007.
6. Junior schoolchild: personality development. - M., MGPPU, 2008.

Biography

In 1975 she graduated from the Faculty of Psychology of Lomonosov Moscow State University.

Since 1975, employee of the Psychological Institute of the Russian Academy of Education (junior researcher, senior researcher, scientific secretary of the institute, leading researcher).

Since 2002, leading researcher at the laboratory I.V. Dubrovina.

Since 1993, he has been teaching at universities.

Professor at RAO University. Associate Professor of the Department A.A. Verbitsky at the Moscow State Open Pedagogical University named after M.A. Sholokhov.

Since 2002, Associate Professor of the Department of Educational Psychology at Moscow State University of Psychology and Education.

Now she is a senior researcher, dean of the faculty of advanced training at the Moscow City Psychological and Pedagogical University. Also, Irina Yuryevna Kulagina teaches at the Department of Developmental Psychology of the Faculty of Educational Psychology of the Moscow State University of Psychology and Education.

Scientific activity

Interests:

• Personality development of underachieving schoolchildren and children with delayed psychological development in comparison with the norm.
• Motivation for learning in adolescence, experiences of success and failure in educational activities. Personality orientation.
• General issues in developmental psychology.

11. Crisis of 3 years

Main literature:

Test in developmental psychology

Option 1

Topic: “Mental development of an infant”

Write briefly (3-5 pages) about the age characteristics of infancy

2. Practical tasks:

1. What feelings does he most often experience when a child is born?

a) mother; b) father; c) grandmother; d) grandfather; d) brothers and sisters? Explain why?

1. Disappointment 4. Trembling 7. Jealousy 10. Fear
2. Fear 5. Satisfaction 8. Joy
3. Anxiety 6. Admiration 9. Delight

2. Can a child who cannot speak express his attitude towards people? How he does it?

3. Why do small children willingly play peek-a-boo, for example, hiding their face, covering it, and then laughingly opening it and repeating this many times?

4. Explain the situations from the point of view of neoplasms of infancy:

A) The baby tries different sounds: “la”, “a”, “da”, “ma”, sings them. He does this on his own initiative, being alone.

B) Who do you think a one-year-old baby could call “atya”?

C) The child sees birds outside the window and rejoices at them. He looks around at the adults and squawks, inviting them to enjoy the birds together.

D) A child about a year old does not pay any attention to toys and books, but reaches out to pots, plates, spoons in order to do something with them.

5. Can a child under the age of one year distinguish between acquaintances and strangers, how can you find out?

6. Give a psychological analysis of the situation:

Natasha’s mother (the girl is 4 months old) all the time: both on walks and at home – she talks and talks, sings songs

The neighbor told her: “Why are you talking to her, she still doesn’t understand anything!”

7. Misha (9 months) really likes throwing toys out of his crib or playpen. By threading toys through the holes in the mesh of the crib or pushing them between the posts of the playpen, Misha lets them out of his hands: rings, a duckling, a rattle, etc. fall out.

Mom constantly picks up toys and puts them in the crib or playpen, and the son takes them out and throws them on the floor again.

How should a mother behave in this situation? What type of thinking develops in a baby during such actions with toys and objects?

II. Self-test

1. Finish the phrase:

a) A neoplasm of the newborn period is _____________ _____________

b) The leading activity of the baby is _____________ _____________ _____________

c) About a year, speech is formed that does not coincide with the speech of adults. It is called _____________

2. The “_______” situation is the unity of mother and child. This is what L.S. called the social situation of the development of infancy. Vygotsky.

3. In infancy, a feeling is formed, which is expressed in the fact that the baby seeks closeness with a loved one, distinguishes acquaintances from strangers. This feeling:

a) feeling of affection

b) feeling of respect

c) feeling of confidence

4. The baby's thinking:

a) visually effective

b) elementary

c) visual-figurative

5. The crisis of one year is associated with:

a) the child’s desire for independence

b) with the desire to achieve what you want

c) with a desire for adulthood

Finish the phrase: “The main thing for a baby is………………………………

Option 2

II. Self-test

1. Finish the sentence:

a) The lag of children in mental and personal development due to a lack of communication and attention is called _____________

b) The leading activity in early childhood is _____________ _____________ _____________

c) Early childhood is sensitive for _____________ _____________

2. In early childhood thinking:

a) visually effective

b) visually figurative

c) verbal-logical

3. In early childhood dominates:

a) thinking b) perception c) memory

4. In early childhood, the desire appears:

a) to adulthood

b) to independence

c) to self-control

5. Symptoms of the 3-year crisis are:

IV. Reflection

Continue the phrase: “A three-year-old child is ……………………………………..

Option 3

II. Self-test

1. Finish the sentence:

a) Neoplasms preschool age are _____________ _____________ _____________, _____________ _____________, _____________ _____________

b) The leading activity of a preschooler is _____________ _____________ _____________

c) The child’s speech that occurs during activity and is addressed to himself is called _____________

2. In preschool age thinking:

3. Preschool age is sensitive for development:

a) speech b) voluntariness c) self-control

4. Insert the word:

a) In a preschooler, _____________ attention and memory prevail

b) The preschooler has _____________ self-esteem

c) According to L.I. Bozovic, the crisis of 7 years is the period of birth of the __________ “I” child

5. Types psychological readiness for school:

1) __________ 2) __________

Reflection

Continue the phrase: “In order for a preschooler to be prepared for school, it is necessary...

Option 4

II. Self-test

1. Finish the phrase:

a) New growths of primary school age are _____________, _____________, _____________ _____________, _____________, _____________ _____________.

b) The leading activity of a primary school student is _____________ _____________

c) At the beginning of education, a primary school student’s attention is dominated by the following: _____________

2. A primary school student has the following mindset:

a) visual-effective b) visual-figurative c) verbal-logical

3. Primary school age is sensitive for:

a) self-education b) speech development c) formation of motor skills

4. Reasons for primary schoolchildren’s absent-mindedness in class:

5. Motives for teaching younger schoolchildren:

a B C D E) __________

Reflection

Continue the phrase: “Educational activity is the main activity for a primary school student, because ……………………………………………………………

Option 5

II. Self-test

1. Finish the sentence:

a) Neoplasms adolescence are _____________ _____________, _____________ _____________, _____________ _____________

b) The leading activity of adolescence is _____________ _____________ _____________

c) In adolescents, _____________ is often overestimated or underestimated

2. The teenager has a mindset:

a) visual-effective b) visual-figurative c) abstract

3. Adolescence is sensitive for:

a) physical and volitional self-education

b) spiritual and moral self-education

c) formation of motor skills

4. The desire for adulthood in a teenager is expressed in:

a B C D) __________

5. Symptoms of a 13-year-old crisis:

a) __________ b) __________

Reflection

Finish the phrase: “The main thing for a teenager is …………………………………………...

Questions on developmental psychology

1. History of the development of the science of children, subject and methods of developmental psychology

2. Age periodizations: periodization of Z. Freud

3. Age periodizations: L. Kohlberg’s periodization

4. Age periodizations: periodization by J. Piaget

5. Age periodizations: periodization by E. Erikson

6. Age periodizations: periodization by D.B Elkonin

7. Child development in the prenatal period. Birth crisis

8. Characteristics of the newborn

9. Age characteristics infancy. Crisis of one year

10. Characteristics of early age

11. Crisis of 3 years

12. Role-playing game and its role in the development of a preschooler. Other activities in preschool childhood

13. Cognitive processes in preschool age

14. Psycho-emotional development of preschool children and communication features

15. Crisis of 7 years and psychological neoplasms of preschool age

16. Child’s readiness for school

17. Features of a child’s adaptation to school

18. Characteristics of educational activities at primary school age

19. Basic psychological neoplasms and their impact on cognitive development child.

20. Characteristics puberty

21. Features of communication in adolescence. The role of communication in adolescent development

22. Social and psychological maturity in adolescence. Adolescence crisis

23. Development of the cognitive sphere of a teenager

24. Characteristics of early adolescence

Main literature:

Kulagina I.Yu. Developmental psychology: Human development from birth to late adulthood: textbook. allowance / I.Yu. Kulagina, V.N. Kolyutsky. – M.: Sfera, 2006. – 464 p.

2. Shapovalenko I.V. Developmental psychology: (Developmental psychology and developmental psychology): textbook: rec. owls in psychology UMO / I.V. Shapovalenko. – M.: Gardariki, 2009. – 351 p.