Critical and stable periods of development. The problem of age crises.

Periodization of Elkonin.

Epoch / Age

Early childhood

Childhood

adolescence

periodization

Infant (0-12 months)

2-6 7-12

Early age

1-3 years

Preschool

3-7 years

Junior school

7-12 years old

junior teenage

12-15 years old

Senior teen

15-18 years old

development line

Motivational-need sphere

Situational-personal

Situational business communication

Operational and technical

Subject-gun

Motivational-need

Operational and technical

Motivational-need

Operational and technical

Social development situation

Controversy: helplessness-dependence

An adult is a model, practical cooperation with an adult, an adult as a bearer of cultural and historical experience

Adult as a bearer of social and personal relationships

An adult as a carrier of generalized modes of activity in the system of scientific concepts

Peer as object and subject of relations

Adult as Senior Companion

Leading activity

Direct emotional communication with a close adult

Subject-weapon activity

Game activity

Educational activity (cognitive, thinking, intellectual-cognitive sphere)

Intimate and personal communication with peers

The problem of age, solved through the SSR

Solve the problem of how to communicate with an adult, develop ways of communication

Disclosure of the social functions of objects; awareness of what can be done with objects

The subordination of motives and the manifestation of the personality characteristics of the child

Mastering the system of scientific concepts

Self-determination of oneself in the system of relations with peers

professional choice; autonomy

Mental neoplasm

Individual mental life

Revitalization Complex

Speech

Perception

self-awareness

Formation of internal positions

Arbitrariness of thinking (logical type of generalization)

Internal Action Plan

Reflection

Internal mediation of all mental processes

Self-esteem

Feeling mature

Reflection

System of values

Formation of logical intelligence

Hypotheco-deductive thinking

Thinking style

Result

Destruction of the symbiotic situation

I myself

self-awareness

Variable Pride.

Independence

Own position to the system of social relations (rudiments of ideological social relations)

Own cognitive activity

Cooperation with peers

self control

Formation of the system "I" development of self-consciousness

Development of worldview and philosophical thinking

Formation of a system of theoretical knowledge

Crises of age development.

Age crises are some time periods in human development, during which there are sharp mental changes. They do not last long, from several months to a year and are a normal phenomenon in the personal development of a person.

The duration of these crises and their manifestations depend on the individual characteristics and the conditions in which a person is in a given period of time. Conditions are understood as both the family and the social environment (at work, in the company, clubs of interest ...).

The opinions of psychologists about age-related crises differ. Some believe that the crisis is the result of improper upbringing, that development should take place smoothly and harmoniously. Others believe that the crisis is a normal process of transition to a more difficult age stage. Some psychologists believe that a person who has not survived the crisis will not develop further.

Domestic psychologists distinguish between stable and crisis periods of development. They alternate with each other and are a natural process of child development. Obvious shifts in development appear, the child changes greatly in behavior (it can be extremely emotional), conflicts with adults (not only with loved ones). Losing interest in activities. This is observed not only at school, but also in circles. Some children have unconscious experiences, internal conflicts.

Well-known domestic psychologist D.B. Elkonin said: “R-k approaches each point of his development with a known discrepancy between what he learned from the system of relations man - man, and what he learned from the system of relations man - object. Just the moments when this discrepancy takes on the greatest value, and are called crises, after the cat. there is a development of that party, a cat. lagged behind in the previous period. But each of the parties is preparing the development of the other.

Now consider crises by age parameters:

- neonatal crisis

Bound to change living conditions. A child from a familiar environment finds himself in completely different conditions. All nine months he was in the womb. First, it is the aquatic environment. It's warm there. He fed and breathed through the umbilical cord without any effort. At birth, everything changed dramatically. From the aquatic environment, the child enters the air. Breathe and eat on your own. There is an adaptation to new conditions.

- one year crisis

During this period, the child has new needs.

This is the age of manifestation of independence, and various emotional and affective manifestations are the result or, if you like, the child's response to a misunderstanding of adults. It is during this period that children's speech appears. She is rather peculiar, different from an adult, but at the same time she corresponds to the situation and is emotionally colored.

- crisis of three years

The crisis of three years precedes the crisis of the age of seven and is one of the most difficult periods of a child's life. The child singles out his "I", moves away from adults and tries to build other "more adult" relationships with them. The well-known Russian psychologist L.S. Vygotsky singles out 7 characteristics of the crisis of the age of three.

Negativism. Negative reaction of the child to the request or demand of an adult. This reaction is not directed against the very action that is required of the child. It is directed towards the request itself. The main thing that drives the child at this moment is to do the opposite.

Manifestation of stubbornness. The child insists on something, not because he really wants it, but because he demands that his opinion be taken into account.

The line of manifestation of independence is very clearly traced. The child wants to do everything himself.

In general, this is good. But everything is good in moderation. Hypertrophied manifestation of independence often does not correspond to the capabilities of the child. Which can lead to internal conflict with oneself, and conflict with adults.

It happens that conflicts between children and adults become, as it were, a system of relationships. It seems that they are constantly at war. In such cases, one can speak of a protest-revolt. In families where the child is alone, despotism may appear. In families with many children, instead of despotism, jealousy towards other children may appear. Jealousy in this case will be regarded as a tendency to power and an intolerant attitude towards the younger ones.

Devaluation of old rules and norms of behavior, attachments to certain things and toys. Psychologically, the child moves away from close adults and realizes himself as an independent subject.

- seven year crisis

The crisis of seven years can manifest itself in the interval of approximately 6 to 8 years. Since at this age almost all children go to school, this period is associated with the discovery of a new social position for themselves - the position of a schoolchild. At this age, the child's self-awareness changes, respectively, there is a reassessment of values.

According to L.S. Vygotsky, at this age stage, a generalization of experiences appears. Whether the child proved to be successful or failed in any of the areas of his activity (whether it be studying or communicating with peers, doing circles or sports ...) - either a sense of self-importance, exclusivity or a sense of inferiority is formed. These experiences lead to the formation of the inner life of the child. There is a distinction between the external and internal life of the child, which leads to a change in his behavior. Here the semantic basis of the act appears. The child thinks before doing something - an attempt to evaluate a future act in terms of possible consequences or unfolding actions. Due to the fact that the semantic basis of actions appears, impulsiveness disappears from behavior and childish spontaneity is lost. The child tries to think over his steps, begins to hide his experiences.

One of the manifestations of the crisis of seven years is antics, stiffness of behavior due to the distinction between inner and outer life. All these manifestations disappear when the child enters the next age stage.

- (puberty - 11-15 years old)

This crisis is associated with the puberty of the child. Activation of sex hormones and growth hormones is typical at this age stage. Rapid growth of the body, the appearance of secondary sexual characteristics. Due to rapid growth, problems with cardiovascular activity, lung function, etc. can occur. An emotionally unstable background at this age enhances the sexual arousal that accompanies puberty.

Adolescents are guided in behavior by patterns of masculinity or femininity. Consequently, interest in one's appearance increases and a certain new vision of oneself is formed. This age is characterized by strong feelings about their imperfect appearance.

One of the most important neoplasms is the feeling of adulthood. In adolescence, there is a strong desire - to be or at least seem to be an adult and independent. Adolescents do not share any information about their personal lives with their parents; quarrels and conflicts with adults often arise. The main circle of communication in this period is peers. Intimate-personal communication occupies a central place in the life of a teenager. Also, this age tends to unite in informal groups.

Age crises are special, relatively short (up to a year) periods of ontogenesis, characterized by sharp mental changes. They refer to the normative processes necessary for the normal progressive course of personal development (Erickson).

The form and duration of these periods, as well as the severity of the flow, depend on individual characteristics, social and microsocial conditions. In developmental psychology, there is no consensus about crises, their place and role in mental development. Some psychologists believe that development should be harmonious, crisis-free. Crises are an abnormal, “painful” phenomenon, the result of improper upbringing. Another part of psychologists argues that the presence of crises in development is natural. Moreover, according to some ideas in developmental psychology, a child who has not truly experienced a crisis will not fully develop further. Bozhovich, Polivanova, Gail Sheehy addressed this topic.

L.S. Vygotsky considers the dynamics of transitions from one age to another. At different stages, changes in the child's psyche can occur slowly and gradually, or they can happen quickly and abruptly. Stable and crisis stages of development are distinguished, their alternation is the law of child development. A stable period is characterized by a smooth course of the development process, without sharp shifts and changes in the Personality of the r-ka. Long in duration. Insignificant, minimal changes accumulate and at the end of the period give a qualitative leap in development: age-related neoplasms appear, stable, fixed in the structure of the Personality.

Crises do not last long, a few months, under unfavorable circumstances stretching up to a year or even two years. These are brief but turbulent stages. Significant shifts in development, the child changes dramatically in many of its features. Development can take on a catastrophic character at this time. The crisis begins and ends imperceptibly, its boundaries are blurred, indistinct. The aggravation occurs in the middle of the period. For the people around the child, it is associated with a change in behavior, the appearance of "difficulty in education". The child is out of control of adults. Affective outbursts, whims, conflicts with loved ones. Schoolchildren's working capacity decreases, interest in classes weakens, academic performance decreases, sometimes painful experiences and internal conflicts arise.

In a crisis, development acquires a negative character: what was formed at the previous stage disintegrates, disappears. But something new is also being created. Neoplasms turn out to be unstable and in the next stable period they transform, are absorbed by other neoplasms, dissolve in them, and thus die off.

D.B. Elkonin developed the ideas of L.S. Vygotsky on child development. “A child approaches each point in his development with a certain discrepancy between what he has learned from the system of relations man-man and what he has learned from the system of relations man-object. It is precisely the moments when this discrepancy takes on the greatest magnitude that are called crises, after which the development of the side that lagged behind in the previous period takes place. But each of the parties is preparing the development of the other.

neonatal crisis. Associated with a sharp change in living conditions. A child from comfortable habitual conditions of life gets into difficult ones (new nutrition, breathing). Adaptation of the child to new conditions of life.

Crisis 1 year. It is associated with an increase in the child's capabilities and the emergence of new needs. A surge of independence, the emergence of affective reactions. Affective outbursts as a reaction to misunderstanding on the part of adults. The main acquisition of the transitional period is a kind of children's speech, called L.S. Vygotsky autonomous. It is significantly different from adult speech and in sound form. Words become ambiguous and situational.

Crisis 3 years. The boundary between early and preschool years is one of the most difficult moments in a child's life. This is destruction, a revision of the old system of social relations, a crisis in the allocation of one's "I", according to D.B. Elkonin. The child, separating from adults, tries to establish new, deeper relationships with them. The appearance of the phenomenon “I myself”, according to Vygotsky, is a new formation “the external I myself”. "The child is trying to establish new forms of relationship with others - a crisis of social relations."

L.S. Vygotsky describes 7 characteristics of a 3-year crisis. Negativism is a negative reaction not to the action itself, which he refuses to perform, but to the demand or request of an adult. The main motive for action is to do the opposite.

The motivation of the child's behavior changes. At 3 years old, for the first time, he becomes able to act contrary to his immediate desire. The behavior of the child is determined not by this desire, but by relationships with another, adult person. The motive for behavior is already outside the situation given to the child. Stubbornness. This is the reaction of a child who insists on something not because he really wants it, but because he himself told adults about it and demands that his opinion be taken into account. Obstinacy. It is directed not against a specific adult, but against the entire system of relations that developed in early childhood, against the norms of upbringing accepted in the family.

The tendency towards independence is clearly manifested: the child wants to do everything and decide for himself. In principle, this is a positive phenomenon, but during a crisis, a hypertrophied tendency towards independence leads to self-will, it is often inadequate to the child's capabilities and causes additional conflicts with adults.

For some children, conflicts with their parents become regular, they seem to be constantly at war with adults. In these cases, one speaks of a protest-revolt. In a family with an only child, despotism may appear. If there are several children in the family, instead of despotism, jealousy usually arises: the same tendency to power here acts as a source of jealous, intolerant attitude towards other children who have almost no rights in the family, from the point of view of the young despot.

Depreciation. A 3-year-old child may begin to swear (old rules of behavior are depreciated), discard or even break a favorite toy offered at the wrong time (old attachments to things are depreciated), etc. The child's attitude to other people and to himself changes. He is psychologically separated from close adults.

The crisis of 3 years is associated with the awareness of oneself as an active subject in the world of objects, the child for the first time can act contrary to his desires.

Crisis 7 years. It may start at age 7, or it may shift to 6 or 8 years. The discovery of the meaning of a new social position - the position of a schoolchild associated with the implementation of highly valued by adults educational work. The formation of an appropriate internal position radically changes his self-awareness. According to L.I. Bozovic is the period of the birth of social. "I" of the child. A change in self-consciousness leads to a reassessment of values. There are profound changes in terms of experiences - stable affective complexes. It appears that L.S. Vygotsky calls the generalization of experiences. A chain of failures or successes (in studies, in wide communication), each time experienced by the child in approximately the same way, leads to the formation of a stable affective complex - a feeling of inferiority, humiliation, hurt pride or a sense of self-worth, competence, exclusivity. Thanks to the generalization of experiences, the logic of feelings appears. Experiences acquire a new meaning, connections are established between them, the struggle of experiences becomes possible.

This gives rise to the inner life of the child. The beginning of the differentiation of the external and internal life of the child is associated with a change in the structure of his behavior. A semantic orienting basis of an act appears - a link between the desire to do something and the unfolding actions. This is an intellectual moment that makes it possible to more or less adequately assess the future act in terms of its results and more distant consequences. Semantic orientation in one's own actions becomes an important aspect of inner life. At the same time, it excludes the impulsiveness and immediacy of the child's behavior. Thanks to this mechanism, the childish spontaneity is lost; the child thinks before acting, begins to hide his feelings and hesitations, tries not to show others that he is ill.

A purely crisis manifestation of the differentiation of the external and internal life of children usually becomes antics, mannerisms, artificial stiffness of behavior. These external features as well as the tendency to whims, affective reactions, conflicts, begin to disappear when the child emerges from the crisis and enters a new age.

Neoplasm - arbitrariness and awareness of mental processes and their intellectualization.

Pubertal crisis (11 to 15 years old) associated with the restructuring of the child's body - puberty. The activation and complex interaction of growth hormones and sex hormones cause intense physical and physiological development. Secondary sexual characteristics appear. Adolescence is sometimes referred to as a protracted crisis. In connection with the rapid development, difficulties arise in the functioning of the heart, lungs, blood supply to the brain. In adolescence, the emotional background becomes uneven, unstable.

Emotional instability enhances the sexual arousal that accompanies puberty.

Gender identity reaches a new, higher level. Orientation to models of masculinity and femininity in behavior and manifestation of personal properties is clearly manifested.

Due to the rapid growth and restructuring of the body in adolescence, interest in one's appearance sharply increases. A new image of the physical "I" is being formed. Because of its hypertrophied significance, the child is acutely experiencing all the flaws in appearance, real and imaginary.

The image of the physical "I" and self-consciousness in general is influenced by the pace of puberty. Children with late maturation are in the least advantageous position; acceleration creates more favorable opportunities for personal development.

A sense of adulthood appears - a feeling of being an adult, the central neoplasm of younger adolescence. There is a passionate desire, if not to be, then at least to appear and be considered an adult. Defending his new rights, a teenager protects many areas of his life from the control of his parents and often comes into conflict with them. In addition to the desire for emancipation, a teenager has a strong need for communication with peers. Intimate-personal communication becomes the leading activity during this period. Adolescent friendships and association in informal groups appear. There are also bright, but usually successive hobbies.

Crisis 17 years (from 15 to 17 years). It arises exactly at the turn of the usual school and new adult life. It can move up to 15 years. At this time, the child is on the threshold of real adult life.

The majority of 17-year-old schoolchildren are oriented towards continuing their education, a few are looking for work. The value of education is a great blessing, but at the same time, achieving the goal is difficult, and at the end of the 11th grade, emotional stress can increase dramatically.

For those who have been going through a crisis for 17 years, various fears are characteristic. Responsibility to yourself and your family for the choice, real achievements at this time is already a big burden. To this is added the fear of a new life, of the possibility of error, of failure when entering a university, and for young men, of the army. High anxiety and, against this background, pronounced fear can lead to neurotic reactions, such as fever before graduation or entrance exams, headaches, etc. An exacerbation of gastritis, neurodermatitis, or another chronic disease may begin.

A sharp change in lifestyle, inclusion in new activities, communication with new people cause significant tension. A new life situation requires adaptation to it. Two factors mainly help to adapt: ​​family support and self-confidence, a sense of competence.

Aspiration to the future. The period of stabilization of the Personality. At this time, a system of stable views on the world and one's place in it is formed - a worldview. Known associated with this youthful maximalism in assessments, passion in defending their point of view. Self-determination, professional and personal, becomes the central new formation of the period.

Crisis 30 years. Around the age of 30, sometimes a little later, most people experience a crisis. It is expressed in a change in ideas about one's life, sometimes in a complete loss of interest in what used to be the main thing in it, in some cases even in the destruction of the former way of life.

The crisis of 30 years arises due to the unrealized life plan. If at the same time there is a “reassessment of values” and a “revision of one's own Personality”, then we are talking about the fact that the life plan turned out to be wrong in general. If the life path is chosen correctly, then attachment “to a certain Activity, a certain way of life, certain values ​​and orientations” does not limit, but, on the contrary, develops his Personality.

The crisis of 30 years is often called the crisis of the meaning of life. It is with this period that the search for the meaning of existence is usually associated. This quest, like the whole crisis, marks the transition from youth to maturity.

The problem of meaning in all its variants, from private to global - the meaning of life - arises when the goal does not correspond to the motive, when its achievement does not lead to the achievement of the object of need, i.e. when the goal was set incorrectly. If we are talking about the meaning of life, then the general life goal turned out to be erroneous, i.e. life intention.

Some people in adulthood have another, “unscheduled” crisis, which does not coincide with the border of two stable periods of life, but arises within this period. This so-calledcrisis 40 years . It's like a repetition of the crisis of 30 years. It occurs when the crisis of 30 years has not led to a proper solution of existential problems.

A person is acutely experiencing dissatisfaction with his life, the discrepancy between life plans and their implementation. A.V. Tolstykh notes that a change in attitude on the part of colleagues at work is added to this: the time when one could be considered “promising”, “promising” is passing, and a person feels the need to “pay bills”.

In addition to the problems associated with professional activity, the crisis of 40 years is often caused by the aggravation of family relations. The loss of some close people, the loss of a very important common side of the life of spouses - direct participation in the lives of children, everyday care for them - contributes to the final understanding of the nature of marital relations. And if, apart from the children of the spouses, nothing significant connects both of them, the family may break up.

In the event of a crisis of 40 years, a person has to once again rebuild his life plan, develop a largely new “I-concept”. Serious changes in life can be associated with this crisis, up to a change in profession and the creation of a new family.

Retirement Crisis. First of all, the violation of the habitual regime and way of life has a negative effect, often combined with a sharp sense of contradiction between the remaining ability to work, the opportunity to be useful and their lack of demand. A person turns out to be, as it were, “thrown to the sidelines” of the current life without his active participation in the common life. The decline in one's social status, the loss of the life rhythm that has been preserved for decades, sometimes leads to a sharp deterioration in the general physical and mental state, and in some cases even to relatively quick death.

The crisis of retirement is often exacerbated by the fact that around this time the second generation grows up and begins to live an independent life - grandchildren, which is especially painful for women who have devoted themselves mainly to the family.

Retirement, which often coincides with the acceleration of biological aging, is often associated with a worsening financial situation, sometimes a more secluded lifestyle. In addition, the crisis may be complicated by the death of a spouse, the loss of some close friends.

Age period

Signs of the age stage

Social situation of development

Characteristics of the leading activity

Crisis manifestations

Major neoplasms

Characteristics of the cognitive, motivational-need, emotional spheres of development

Behavioral features

Leading directions

vital activity

1. Newborn (1-2 months)

Inability to distinguish oneself and others

respiratory, sucking, protective and indicative, atavistic ("catchy") reflexes.

Complete biological dependence on the mother

Emotional communication with an adult (mother)

The birth process, the physical separation from the mother,

adaptation to new conditions with the help of unconditioned reflexes

Sensory processes (the first types of sensations), the emergence of auditory and visual concentration. recovery complex.

Personal, need-motivational:

getting pleasure.

Inactivity, sleep, facial expressions of displeasure, crying and well-fed well-being.

Formation of the need for communication

2.Infancy (up to 1 year.)

The stage of "trust in the world": the appearance of upright walking, the formation of an individual mental life, the emergence of the ability to more expressively express one's feelings and

relationship with others,

autonomous

speech - cooing, cooing, babbling first words.

The common life of the child with the mother, (situation "We")

Directly - emotional communication with the mother, objective activity

Crisis 1 year:

The growing contradiction between the needs for knowledge of the world around and the opportunities that the child has (walking, speech, affect and will), there is a need for new impressions, communication, and the possibilities are limited - there are no walking skills, he still cannot speak

Elementary forms of perception and thinking, the first independent steps, words, an active need to know the world around, the need to communicate with adults, trust in the world, autonomous speech.

Cognitive processes: The occurrence of the act of grasping, the development of movements and postures

the initial form of visual - effective thinking (based on perception and action with objects), involuntary attention, perception of objects, differentiated sensations and emotional states, the formation of prerequisites for the assimilation of speech, the development of motor skills

affective outbursts, emotional reactions,

expressive actions, active motor reactions, stubbornness.

The need for communication, as the main factor in the development of the psyche, the formation of basic trust in the world,
overcoming feelings of disunity and alienation, knowledge of objects.

3.Early childhood (1-3 years)

The stage of “independence”, he himself can understand the purpose of the subject, autonomous speech is replaced by the words of “adult” speech (phrasal speech), psychological separation from loved ones, development of negative character traits, underdevelopment of stable motivational relationships. What was familiar, interesting, expensive before is depreciated.

Joint activities with adults, knowledge of the world of surrounding things

situational business communication in cooperation with an adult, situation (“I am myself”)

Object-manipulative, object-tool activity

Crisis 3 years:

obstinacy, self-will, depreciation of adults, protest-rebellion, striving for despotism and independence, for the first time says “I myself!”, the first birth of a personality. two lines of independence: negativism, stubbornness, aggressiveness, or a crisis of dependence, tearfulness, timidity, the desire for close emotional attachment.

Consciousness "I myself"
Active speech, vocabulary accumulation.

Practical thinking.

"affective"

perception of objects and situations, emotional reactions, recognition and reproduction, formation of an internal plan of action, visual-effective thinking, self-consciousness arises (recognizes oneself), primary self-esteem ("I", "I am good", "I myself"), attention and memory involuntary. The emergence of a desire for independence and the need to achieve success.

Impulsive behavior, emotional reactions associated with the immediate desires of the child and negative reactions to the demand of adults (crying, throwing himself on the sofa, covering his face with his hands, or moving chaotically, shouting incoherent words, his breathing is often uneven, his pulse is frequent; he blushes in anger, screams , clenches fists, can break a thing that comes to hand, hit) affective reactions to difficulties, curiosity

The emergence of a desire for independence and the need to achieve success, the struggle against feelings of shame and strong doubts about one's actions for
own independence and autonomy.

4. Preschool childhood (3-7 years old)

The stage of "choosing the initiative": the emergence of personal consciousness,

imitate subject activity and relationships between people. The period of the birth of the social "I", there is a meaningful orientation in their experiences. The transition from external actions to internal "mental".

Knowledge of the world of human relations and their imitation

Plot - role-playing game (combination of game activity with communication), didactic and game with rules.

Crisis of 7 years "crisis of immediacy":

experiences are associated with the realization of a new position, the desire to become a schoolchild, but so far the attitude is preserved as to a preschooler.

Reassessment of values, generalization of experiences, the emergence of the inner life of the child, a change in the structure of behavior: the emergence of a semantic orienting basis of an act (the link between the desire to do something and the unfolding actions, the loss of childish spontaneity.

Subordination of motives, self-consciousness (awareness of one's experiences) and

arbitrariness.

Personal (consumer - motivational): the need for socially significant and evaluative activities,
the first moral feelings are formed (what is bad and what is good), new motives and needs (competitive, game, the need for independence). The sound side of speech develops,
correct speech, creative imagination, developed involuntary memory, arbitrary memory is formed, purposeful analyzing perception, visual-figurative thinking, subordination of motives, assimilation of ethical norms, gender indification, self-awareness in time.

It is regulated by the semantic orienting basis of the act (the link between the desire to do something and the unfolding actions), the loss of childish immediacy.

the appearance of one's own activity, instability of will and mood.

deliberateness appears, the child begins to behave, act up

Development of active initiative and
moral responsibility for their desires, knowledge of systems of relations.
Psychological readiness for school - the formation of the main psychological spheres of a child's life (motivational, moral, strong-willed, mental, personal). Intellectual readiness (mental development of the child, the stock of elementary knowledge, speech development, etc.). Personal readiness (formation of readiness to accept the social position of a student who has a range of rights and obligations; the child's attitude to school, learning activities, teachers, and himself). Volitional readiness (development of moral and volitional qualities of a person, qualitative changes in the degree of arbitrariness of mental processes, the ability to obey the rules).

5. Junior school age (7-11 years old))

Stage of "mastery"

the social status of the student (learning situation),

the main motive is to get high marks

The social status of the student: the development of knowledge, the development of intellectual and cognitive activity

Educational and cognitive activity.

Experiences and school maladaptation, high self-esteem, a sense of incompetence.

The problem of evaluation.

Arbitrariness of attention, sense of competence, self-awareness, self-esteem, internal plan of action, self-control, reflection.

Intellectual-cognitive:
verbal-logical thinking, theoretical thinking, synthesizing perception appears, arbitrary semantic memory, arbitrary attention (become conscious and arbitrary), learning motives, adequate self-esteem, generalization of experiences, the logic of feelings and the emergence of inner life.
The child gradually masters his mental processes.

In the organization of activities and the emotional sphere: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

Formation of industriousness and ability to handle tools

labor, which is opposed by the realization of one's own ineptitude and uselessness,

knowledge is the beginning of life

6. Adolescence (11-15 years old)

Stage of communication with peers: intensive physical and physiological development.

Emancipation from adults and grouping.

Conformity, the formation of national and international identity.

The transition from dependent childhood to independent and responsible adulthood.

The development of norms and relationships between people.

Intimate-personal communication, hypertrophied need for communication with peers.

Professional-personal communication - a combination of communication on personal topics and joint group activities of interest.

Crisis of character and relationships, claims to adulthood, independence, but there are no opportunities for their implementation. provisions - "no longer a child, not yet an adult", mental and social changes against the background of rapid physiological restructuring, learning difficulties

The feeling of adulthood is the attitude of a teenager towards himself as an adult (younger adolescence),

"I-concept" (older adolescence), the desire for adulthood, self-esteem, submission to the norms of collective life. Formation of interests and motivation for learning.

Formation of volitional behavior, the ability to control one's emotional state.

Personal (consumer-motivational)
theoretical reflective thinking, intellectualization of perception and memory, personal reflection, a male and female view of the world appears. Development of creative abilities,
the ability to perform all types of mental work of an adult. The ability to operate with hypotheses, solving intellectual problems. Intellectualization of perception and memory. Rapprochement of imagination with theoretical thinking (emergence of creative impulses).

Adolescents become awkward, fussy, make a lot of unnecessary movements,

fatigue, irritability, mood swings; hormonal storm, frequent mood swings, imbalance, accentuation of character.

The task of the first integral awareness of oneself and one's place in the world;

the negative pole in solving this problem is the uncertainty in understanding

own "I" ("diffusion of identity", knowledge of systems of relations in various situations.

7. Senior school age (16-17 years old)

stage of self-determination "the world and me": the leading place among high school students is occupied by motives related to self-determination and preparation for independent life, with further education and self-education.

The beginning of true socio-psychological independence in all areas, including: material and financial self-sufficiency, self-service, independence in moral judgments, political views and actions. Awareness of contradictions in life (between moral norms approved by people and their actions, between ideals and reality, between abilities and opportunities, etc.).

Initial choice of life path Development of professional knowledge and skills.

Educational and professional activities.

Moral and personal communication.

For the first time, questions of self-determination in the profession arise, questions arise about the meaning and purpose of life, planning for the future professional and life path, disappointment in the plans, and in oneself.

Crisis of 17 years: fear of choice, of adulthood.

Looking to the future, building life plans and prospects (professional and personal self-determination).

Formation of life plans, worldview, readiness for personal and life self-determination, acquisition of identity (feelings of adequacy and possession of a person's own "I", regardless of the change in the situation).

Cognitive: improvement of mental processes, mental activity becomes more stable and efficient, approaching in this respect the activities of adults,

the rapid development of special abilities, often directly related to the chosen professional field, the development of self-awareness. Addressed to oneself in the process of introspection, reflection, questions are of a worldview nature, becoming an element of personal self-determination.

Romantic impulses are not characteristic, a calm, orderly way of life pleases, they are guided by the assessment of others, rely on authority, in the absence of self-knowledge, they are impulsive and inconsistent in actions and relationships, there is an interest in communicating with adults.

Self-determination - social, personal, professional, creation of a life plan. Knowledge of the professional field of activity.

8. Youth (from 17 to 20-23 years old)

stage of "Human intimacy":

The beginning of the establishment of genuine socio-psychological independence in all areas, including material and financial self-sufficiency, self-service, independence in moral judgments, political views and actions. Awareness of contradictions in life (between moral standards approved by people and their actions, between ideals and reality, between abilities and opportunities, etc.)

Vocational training, development of vocational

work skills,

labor activity, mastering the norms of relations between people, the situation of choosing a life path.

Labor activity, vocational training. Educational and professional activities

A new life situation, a sense of incompetence, admission to a university.

youthful maximalism, material independence.

Ultimate self-determination.

Understanding the need for learning. The value of unregulated conditions for the acquisition of knowledge. Willingness and actual ability to various types learning.

Positive trends in development: the desire for knowledge and professionalism, the expansion of interests in the field of art, a responsible attitude to one's future when choosing a profession, the formation of motives (prestigious motivation, the motive of power, the motive of material prosperity and well-being, the motive of creating a prosperous family).

Originality of thought. Increased intellectual activity.

Student life style; partying, dating, drinking or sports, academic dedication.

Self-determination - social, personal, professional, spiritual and practical. Education, job search, military service.

The task of the end of youth and the beginning

maturity - search for a life partner and the establishment of close friendships,

overcoming feelings of loneliness.

9. Youth (from 20 to 30 years old)

Stage of human maturity, a period of active professional, social and personal development. Marriage, birth and upbringing of children, development. Building prospects for later life.

The choice of a life partner, the creation of a family, the assertion of oneself in the profession, the choice of a life path.

Entering the workforce and mastering the chosen profession, creating a family.

The problem of the meaning of life is the crisis of 30, reassessment of values, unfulfilled life plan. Difficulties in becoming professional self-absorption and avoidance of interpersonal relationships,

Family relationships and a sense of professional competence, skill, fatherhood.

Intensive cognitive development, the needs of self-respect and self-actualization dominate, concern for the future well-being of mankind is also characteristic (otherwise, indifference and apathy arise, unwillingness to take care of others, self-absorption in one's own problems), is characterized as "sustainably conceptual socialization, when stable personality traits are developed", all mental processes are stabilized, the person acquires a stable character. The choice of motive: professional, motives of creative achievement, broad social motives - the motive of personal prestige, the motive of maintaining and raising the status, the motive of self-realization, the motive of self-affirmation, material motives.

Characterized by optimism, maximum efficiency. Creative activity.

Minutes of despair, doubt, uncertainty are short-lived and pass in the turbulent flow of life, in the process of mastering more and more new opportunities.

Choosing a life partner, establishing close friendships,

overcoming the feeling of loneliness, creating a family, affirmation in the profession, gaining mastery.

Maturity (30 to 60-70 years old)

The peak of professional, intellectual achievements, “akme”, is the peak of the sometimes full flowering of the personality, when a person can realize his full potential, achieve the greatest success in all areas of life. This is the time of the fulfillment of one's human destiny - both in professional or social activities, and in terms of the continuity of generations. Age values: love, family, children.. The source of satisfaction at this age is family life, mutual understanding, success of children, grandchildren.

Full disclosure of one's potential in professional activities and family relationships.

Maintaining social status and taking a well-deserved rest.

Professional activity and family relations.

Doubt about the correctness of the life lived and significance for loved ones.

Search for a new meaning in life. Loneliness in adulthood, retirement, Productivity - stagnation. The crisis of the 40s is the meaning of life, the aggravation of family relations.

Rethinking life goals

awareness of responsibility for the content of one's life to oneself and to other people, productivity. Adjustments of the life plan and related changes in the "I - concept".

Productivity creative, professional, caring for people), inertia (self-absorption).

Having reached the peak of his professional productivity in maturity, a person stops his development, stops in improving his professional skills, creative potential, etc. Then comes a decline, a gradual decrease in professional productivity: all the best that a person could do in his life is left behind, on the already traveled segment of the path.

Emotional costs increase with age and overload leads to stressful situations and conditions. The transition from the state of maximum activity, violent activity (inherent to the “akme” period) to its gradual curtailment, limitation due to the fact that health is undermined, there is less strength, there is an objective need to give way to new generations with subjective internal unwillingness (does not feel yourself old).

Wrestling

the creative forces of man against inertia and stagnation, the upbringing of children. Unleash your potential and realize yourself.

Late maturity (after 60-70 years)

Life wisdom based on experience, the appearance of a feeling of old age, accelerated biological aging, termination of employment.

Reorientation of social activity and adaptation to the new life of a pensioner.

Change of leading activity: satisfaction of one significant or essential motive, providing pleasure and entertainment

Retirement, violation of the usual regime and way of life, deterioration of financial situation, death of a spouse and loved ones.

Attitude towards death, despair.

Attitude to death, rethinking of life, awareness of the value of the content of life.

Physical, biological and mental aging, decreased memory function, narrowing of interests, focus of attention from the future to the past, emotional instability, egocentrism, distrust of people, exactingness, resentment, the need to transfer accumulated experience, the need for life involvement, belief in the immortality of the soul .

Decreased physical strength

the frequency of depressions, neurosises increases. The tendency to remember, tranquility.

It is characterized by the formation of the final integral idea of ​​oneself,
your life path, as opposed to possible disappointment in life and
growing despair.

2. Characteristics of age crises of various periods of development

2.1. Age crises of childhood

The child develops unevenly. There are relatively calm or stable periods, and there are so-called critical ones. Crises are discovered empirically, and not in turn, but in random order: 7, 3, 13, 1, 0. During critical periods, the child changes in a very short time as a whole, in the main personality traits. This is a revolutionary, stormy, impetuous course of events, both in terms of the pace and meaning of the changes taking place. Critical periods are characterized by the following features:

boundaries separating the beginning and end of the crisis from adjacent periods,
extremely indistinct. The crisis occurs imperceptibly, it is very difficult to determine
the moment of its onset and end. A sharp aggravation (culmination) is observed in the middle of the crisis. At this time, the crisis reaches its climax;


the difficulty of educating children in critical periods at one time
served as the starting point for their empirical study. Observed
obstinacy, drop in academic performance and working capacity, increase
the number of conflicts with others. The inner life of a child in this
time is associated with painful experiences;


negative development. It has been noted that during crises, in
unlike stable periods, rather destructive,
than creative work. The child does not acquire so much as
loses from what was previously acquired. However, the emergence of the new in development necessarily means the death of the old. Simultaneously in critical
periods are observed and constructive processes of development.
L. S. Vygotsky called these acquisitions neoplasms.

Neoplasms of critical periods are of a transitional nature, that is, they do not persist in the form in which, for example, autonomous speech occurs in one-year-old children.

During stable periods, the child accumulates quantitative changes, and not qualitative ones, as during critical ones. These changes accumulate slowly and imperceptibly. The sequence of development is determined by the alternation of stable and critical periods.

Let us consider the crises of childhood in more detail and consistently.

The first one is neonatal crisis (0-2 months). The neonatal crisis was not discovered, but calculated by the latter and singled out as a special, crisis period in the mental development of the child. A sign of a crisis is weight loss in the first days after birth.

The social situation of the newborn is specific and unique and is determined by two factors. On the one hand, this is the complete biological helplessness of the child, he is not able to satisfy a single vital need without an adult. Thus, the infant is the most social being. On the other hand, with maximum dependence on adults, the child is still deprived of the main means of communication in the form of human speech. The contradiction between maximum sociality and minimum means of communication lays the foundation for the entire development of the child in infancy.

The main neoplasm is the emergence of the child's individual mental life. What is new in this period is that, first, life becomes an individual existence, separate from the mother organism. The second point is that it becomes mental life, because, according to L. S. Vygotsky, only mental life can be part of the social life of the people around the child.

One year crisis characterized by the development of speech action. Prior to this, the baby's body was regulated by a biological system associated with biorhythms. Now, however, it has come into conflict with the verbal situation based on self-command or order from adults. Thus, a child at the age of about a year finds himself without a system at all that allows him to reliably navigate in the world around him: biological rhythms are strongly deformed, and speech rhythms are not so formed that the child can freely control his behavior.

The crisis is characterized by a general regression of the child's activity, as if by reverse development. Emotionally manifested in affectivity. Emotions are primitive. In this case, various violations are observed:

Violation of all biorhythmic processes (sleep-wakefulness);
violation of the satisfaction of all vital needs (for example,
measures, feelings of hunger);

Emotional anomalies (sullenness, tearfulness, resentment).
The crisis is not among the acute ones.

acute interest in his image in the mirror;


the child is puzzled by his appearance, interested in how he
looks in the eyes of others. Girls show interest in clothes; boys show concern for their performance, for example, in
construction. They react strongly to failure.

The crisis of 3 years is among the acute ones. The child is uncontrollable, falls into a rage. Behavior is almost impossible to correct. The period is difficult for both the adult and the child himself. The symptoms of a crisis, according to their number, are called the seven-star crisis of 3 years:

negativism - a reaction not to the content of the adult sentence, but to
that it comes from adults. The desire to do the opposite, even in spite of
own will;


stubbornness - the child insists on something not because he wants to, but because he demanded it, he is bound by his original decision;


obstinacy - it is impersonal, directed against the norms of upbringing, the way of life that has developed up to three years;


self-will - seeks to do everything himself;


protest riot - a child in a state of war and conflict with others;


symptom of devaluation is manifested in the fact that the child begins to
swear, tease and call parents names;


despotism - the child forces the parents to do whatever he requires.
In relation to younger sisters and brothers, despotism manifests itself as jealousy.
Crisis of seven years reminiscent of the crisis of one year - a crisis of self-regulation. The child begins to regulate his behavior by rules. Previously complaisant, he suddenly begins to make claims for attention to himself, the behavior becomes pretentious. On the one hand, a demonstrative naivety appears in his behavior, which is annoying, since it is intuitively perceived by others as insincerity. On the other hand, it seems overly adult: it imposes norms on others.

For a 7-year-old child, the unity of affect and intellect disintegrates, and this period is characterized by exaggerated forms of behavior. The child does not control his feelings (cannot restrain, but also does not know how to control them). The fact is that, having lost some forms of behavior, he has not yet acquired others.

The crisis of seven years is followed by adolescence crisis . This is a crisis of social development, reminiscent of a crisis of three years (“I myself”), only now it is “I myself” in the social sense. It is described in the literature as "the age of the second cord cutting", "the negative phase of puberty". It is characterized by a drop in academic performance, a decrease in working capacity, disharmony in the internal structure of the personality. The human Self and the world are separated more than in other periods. The crisis is among the acute ones. The symptoms of a crisis are:

decrease in productivity in educational activities;


negativism.

There is a decrease in productivity and ability to learn, even in the area in which the child is gifted. Regression appears when a creative task is given (for example, an essay). Children are able to perform the same as before, only mechanical tasks.

There is an opening of the mental world, the attention of a teenager for the first time is drawn to other persons. With the development of thinking comes intense self-perception, self-observation, knowledge of the world of one's own experiences. The world of inner experiences is divided and objective reality. At this age, many teenagers keep diaries.

The second symptom of the crisis is negativism. Sometimes this phase is called the phase of the second negativism by analogy with the crisis of three years. The child, as it were, is repelled by the environment, hostile, prone to quarrels, violations of discipline. At the same time, he experiences internal anxiety, discontent, a desire for loneliness, for self-isolation. In boys, negativism manifests itself brighter and more often than in girls, and begins later - at the age of 14-16.

The behavior of a teenager during a crisis is not necessarily negative. L. S. Vygotsky writes about three types of behavior:

negativism is clearly expressed in all areas of a teenager's life. And
this lasts either for several weeks, or the teenager falls out of
family, inaccessible to the persuasion of elders, excitable or, conversely, stupid. This
difficult and acute course is observed in 20% of adolescents;


the child is a potential negativist. This manifests itself only in certain life situations, mainly as a reaction to negative influence environment (family conflicts, the oppressive effect of the school environment). Such children are the majority, approximately 60%;


20% of children have no negative phenomena at all.

Crisis of adolescence resembles crises of one year (speech regulation of behavior) and 7 years (normative regulation). At the age of 17, value-sense self-regulation of behavior occurs. If a person learns to explain and, consequently, regulate his actions, then the need to explain his behavior willy-nilly leads to the subordination of these actions to new legislative schemes. 1

The young man has a philosophical intoxication of consciousness, he is thrown into doubts, thoughts that interfere with his active active position. Sometimes the state turns into value relativism (the relativity of all values).

In youth, a young person has the problem of choosing life values. Youth strives to form an internal position in relation to itself (“Who am I?”, “What should I be?”), in relation to other people, as well as to moral values. It is in youth that a young man consciously works out his place among the categories of good and evil. "Honor", "dignity", "right", "duty" and other categories that characterize a person are acutely worried about a person in his youth. In youth, a young man expands the range of good and evil to the utmost limits and tests his mind and his soul in the range from beautiful, sublime, good to terrible, base, evil. Youth strives to feel itself in temptations and ascent, in struggle and overcoming, falling and rebirth.- in all that diversity of spiritual life, which is characteristic of the state of mind and heart of a person. It is significant for the young man himself and for all mankind if a young man chooses for himself the path of spiritual growth and prosperity, and is not seduced by vice and opposition to social virtues. Choosing an inner position is a very difficult spiritual work. A young person who has turned to the analysis and comparison of universal values ​​and his own inclinations and value orientations will have to consciously destroy or accept the historically determined norms and values ​​that determined his behavior in childhood and adolescence. In addition, modern ideas of the state, new ideologists and false prophets are attacking him. He chooses for himself a non-adaptive or adaptive position in life, while he believes that it is the position he has chosen that is the only one acceptable to him and, therefore, the only correct one. 1

It is in adolescence that the need for isolation increases, the desire to protect one's unique world from the intrusion of third-party and close people in order to strengthen the sense of personality through reflection, to preserve one's individuality, to realize one's claims to recognition. Separation as a means of keeping a distance when interacting with others allows a young person to "save his face" at the emotional and rational level of communication. Identification - isolation in youth has its own specifics: a young man is both "hot" and "cold" than a person in other age periods. This is manifested in direct communication with other people, with animals, with nature. On both poles of good and evil, identification and alienation, youth dominates. This is the time of possible reckless love and possible irrepressible hatred. Love- always identification in the highest degree. Hatred- always alienation in the extreme. It is in youth that a person plunges into these ambivalent states. It is in youth that a person ascends to the highest potential of humanity and spirituality, but it is at this age that a person can sink to the darkest depths of inhumanity. Youth- a period when a young man continues to reflect on his relationship with his family in search of his place among those close by blood. It passes, growing out of childhood and reverently entering the period of youth, gaining the possibility of a second birth of the personality. Youth self-deeply develops in itself reflective abilities. Developed reflection makes it possible for a subtle empathy with one's own experiences, motives, interacting motives and at the same time- cold analysis and correlation of the intimate with the normative. Reflections take a young person out of his inner world and allow him to take a position in this world.

2.2 Age crises of an adult
In adults, most researchers identify three main crises: the crisis of 30 years, the crisis of "midlife" and the crisis of old age. The biggest difficulty in organizing psychological support for adults is to direct a person to work with himself. Quite often there is a projection of the crisis on the environment, and in this case a person comes for a consultation with a request that is completely inadequate to the real situation. 1

Crisis 30 years lies in the fact that a person discovers that he can no longer change a lot in his life, in himself: family, profession, habitual way of life. Having realized himself at this stage of life, in the period of youth, a person suddenly realizes that, in essence, he is faced with the same task - search, self-determination in new circumstances of life, taking into account real possibilities (including limitations that he did not notice before). This crisis manifests itself in the feeling of the need to "do something" and indicates that a person is moving to a new age stage - the age of adulthood. "Crisis of 30" is a code name. This state can come earlier or later, the feeling of a crisis state can occur repeatedly throughout the life path (as in childhood, adolescence, adolescence), since the development process goes in a spiral without stopping.

Men at this time are characterized by a change of job or a change in lifestyle, but their focus on work and career does not change. The most frequent motive for voluntary leaving work is dissatisfaction with the work itself: the working environment, labor intensity, wages, etc. If job dissatisfaction arises as a result of the desire to achieve a better result, then this only contributes to the improvement of the employee himself.

Experiencing the crisis of thirty years, a person is looking for an opportunity to strengthen his niche in adult life, confirm his status as an adult: he wants to have a good job, he strives for security and stability. The person is still confident that the full realization of the hopes and aspirations that form the “dream” is possible, and works hard for this.

mid life crisis This is the time when people critically analyze and evaluate their lives. Some may be satisfied with themselves, believing that they have reached the peak of their capabilities. For others, the analysis of past years can be a painful process. Although normative age factors such as graying hair, an increase in waist size, or menopause, combined with non-normative events such as divorce or job loss, can cause stress, the likelihood of a midlife crisis is markedly reduced if any of the predictable influences of age are anticipated or regarded as normal moments of life.

At the beginning of the fifth decade of life (maybe a little earlier or later), a person goes through a period of critical self-assessment and reassessment of what has been achieved in life by this time, an analysis of the authenticity of a lifestyle: moral problems are solved; a person goes through dissatisfaction with marital relations, anxiety about children leaving home and dissatisfaction with the level of promotion. The first signs of deterioration in health, loss of beauty and physical fitness, alienation in the family and in relations with grown-up children appear, the fear comes that nothing better will come of it in life, in a career, in love. This psychological phenomenon is called the mid-life crisis (a term coined by Levinson). People critically reevaluate their lives, analyze it. Very often, this reassessment leads to the understanding that "life has passed meaninglessly and time has already been lost." 1

The midlife crisis is associated with the fear of aging and the realization that what has been achieved is sometimes much less than expected, and is a short peak period, followed by a gradual decrease in physical strength and mental sharpness. Man is characterized by an exaggerated preoccupation with his own existence and relationships with others. The physical signs of aging become more and more obvious and are experienced by the individual as a loss of beauty, attractiveness, physical strength and sexual energy. All this, both on a personal and social level, is assessed negatively. In addition, the individual is becoming and growing worried that he may be one step behind a new generation trained to new standards, energetic, new ideas and willing to accept, at least initially, a much lower salary. .

At the same time, a person begins to realize that inevitable physiological changes are taking place with his body against his will. A person recognizes that he is mortal and that the end will surely come to him, while he will not be able to complete everything that he so passionately desired and strived for. There is a collapse of hopes associated with infantile ideas about their future life (power, wealth, relationships with others). That is why marriages often break up in middle age.

Some differences were found in the course of the mid-life crisis in men and women. It is shown that in women, the stages of the life cycle are more structured not by chronological age, but by the stages of the family cycle - marriage, the appearance of children, leaving the grown-up children of the parental family.

Thus, during the mid-life crisis, the need to find one's own path arises and then increases, but there are serious obstacles along the way. Crisis symptoms are boredom, job and/or partner changes, marked violence, self-destructive thoughts and actions, relationship inconsistency, depression, anxiety, and increasing obsessions. Such symptoms indicate a person's need to significantly change his life. One of the ways out of the crisis is individuation. This is the need for development, allowing you to achieve the maximum possible completeness of the individual. "The conscious process of isolation, or individuation, is necessary to bring a person to awareness, that is, to raise him above the state of identification with the object."

As long as the original identification with the external, objective world is preserved, a person feels himself detached from subjective reality. Of course, a person always remains a social being, but while maintaining a commitment to external relations with people, he should develop his personality more. The more highly organized a person becomes, the more it enriches relationships with others. “Since man is not just a separate, isolated being, but by virtue of his very existence is predisposed to social relations, the process of individuation should lead him not to isolation at all, but, on the contrary, to an expansion of the spectrum of social relations” (ibid.). This is the paradox of individuation. A person most of all meets the interests of society if he becomes an integral personality and brings into it his own dialectic, which is necessary for the psychological health of any social group. Thus, the desire for individuation is not narcissistic; this is the most The best way benefit society and support the individuation of others.

The last crisis under consideration iscrisis of aging and death . The solution of the universal problem of “living or experiencing old age”, the choice of an aging strategy is not considered narrowly, as some kind of one-time action, it is an extended, maybe for years, process associated with overcoming several crises. 1

In old age (old age), a person has to overcome three sub-crises. The first of these is the reassessment of one's own "I" in addition to its professional role, which for many people remains the main one until retirement. The second sub-crisis is associated with the realization of the fact of deteriorating health and aging of the body, which gives a person the opportunity to develop the necessary indifference in this regard. As a result of the third sub-crisis, self-concern disappears in a person, and now he can accept the thought of death without horror (Appendix B).

Now our social structure, as well as philosophy, religion and medicine have almost nothing to offer to alleviate the mental anguish of the dying. Elderly and elderly people, as a rule, are not afraid of death itself, but of the possibility of a purely vegetative existence devoid of any meaning, as well as the suffering and anguish caused by diseases. We can state the presence of two leading attitudes in their attitude towards death: firstly, unwillingness to burden their loved ones, and secondly, the desire to avoid excruciating suffering. Therefore, many, being in a similar situation, are experiencing a deep and all-encompassing crisis, affecting simultaneously the biological, emotional, philosophical and spiritual aspects of life.

During this period, it is important to understand the socio-psychological mechanisms of human adaptation to the phenomenon of death. We are talking about the system of psychological protection, certain models of symbolic immortality, and the social approbation of death - the cult of ancestors, funeral rites, funeral and memorial services, and educational programs of a propaedeutic nature, in which the phenomenon of death becomes a topic of reflection and spiritual search.

The culture of empathy for the death of another person is an integral part of the general culture of both the individual and society as a whole. At the same time, it is quite rightly emphasized that the attitude towards death serves as a standard, an indicator of the moral state of society, its civilization. It is important to create not only the conditions for maintaining normal physiological vitality, but also the prerequisites for optimal life activity, to satisfy the need of the elderly and the elderly for knowledge, culture, art, literature, often beyond the reach of older generations.

Causes of the emergence and development of crises at different age stages

The neonatal crisis is an intermediate period between intrauterine and extrauterine lifestyles. If there were no adult next to the newborn, then in a few hours this creature would have to die. The transition to a new type of functioning is provided only by adults. An adult protects the child from bright light, protects him from cold, protects him from noise, etc.

From the reaction of concentration on the face of the mother at the age of about two and a half months (0; 2.15), an important neoplasm of the neonatal period arises - the revival complex. The revival complex is an emotionally positive reaction, which is accompanied by movements and sounds. Prior to this, the movements of the child were chaotic, uncoordinated. In the complex, coordination of movements is born. The animation complex is the first act of behavior, the act of singling out an adult. This is the first act of communication. The revitalization complex is not just a reaction, it is an attempt to influence an adult (N.M. Shchelovanov, M.I. Lisina, S.Yu. Meshcheryakova). Craig G. Psychology of development. - St. Petersburg. Peter, 2007. - p. 153

The revitalization complex is the main neoplasm of the critical period. It marks the end of the newborn and the beginning of a new stage of development - the stage of infancy. Therefore, the appearance of the revitalization complex is a psychological criterion for the end of the neonatal crisis.

Crisis of the first year of life. By 9 months - the beginning of the crisis of the first year - the child gets on his feet, begins to walk. As emphasized by D.B. Elkonin Obukhova L.F. Age-related psychology. - M.: Higher education; MGPPU, 2007. - p. 268, the main thing in the act of walking is not only that the space of the child expands, but also that the child separates himself from the adult. For the first time there is a fragmentation of a single social situation "we": now it is not the mother who leads the child, but he leads the mother wherever he wants. Walking is the first basic neoformation of infancy, which marks a break in the old situation of development.

The second main neoplasm of this age is the appearance of the first word. The peculiarity of the first words is that they are in the nature of pointing gestures. Walking and enrichment of objective actions require speech that would satisfy communication about objects. Speech, like all neoplasms of age, is of a transitional nature. This is an autonomous, situational, emotionally colored speech, understandable only to relatives. This speech is specific in its structure, consisting of fragments of words.

The third main neoplasm of infancy is the emergence of manipulative actions with objects. Manipulating with them, the child is still guided by their physical properties. He has yet to master human modes of action with human objects that surround him everywhere. In the meantime, the way out of the old social situation of development is accompanied by negative emotional manifestations of the child, arising in response to the constraint of his physical independence, when the child is fed, regardless of his desire, dressed against his will. This behavior of L.S. Vygotsky, following E. Kretschmer, called hypobulic reactions - reactions of protest in which will and affect are not yet differentiated Rubinshtein S.L. Fundamentals of General Psychology. - St. Petersburg: Peter, 2007. - p. 318.

Summing up the first stage of a child's development, we can say that from the very beginning there are two interconnected lines of mental development: the line of development of orientation in the meanings of human activity and the line of development of orientation in the ways of human activity. The development of one line opens up new opportunities for the development of another. There is a clear, main line of development for each age. However, the main new formations, leading to the breakdown of the old social situation of development, are formed along a different line, which is not a guide in a given period; they appear subtly.

Crisis of three years. Elsa Koehler Obukhova L.F. Age-related psychology. - M.: Higher education; MGPPU, 2007. - p.283-285identified several important symptoms of this crisis.

Negativism. This is a negative reaction associated with the attitude of one person to another person. The child refuses to obey certain demands of adults at all. Negativism should not be confused with disobedience. Disobedience occurs even at an earlier age.

Stubbornness. It's a reaction to your own decision. Stubbornness should not be confused with perseverance. Stubbornness consists in the fact that the child insists on his demand, his decision. Here the personality is singled out, and the demand is put forward that other people should consider this personality.

Obstinacy. Close to negativism and stubbornness, but has specific features. Obstinacy is more generalized and more impersonal. This is a protest against the rules that exist at home.

Willfulness. The desire for emancipation from an adult. The child himself wants to do something. In part, this resembles the crisis of the first year, but there the child strove for physical independence. Here we are talking about deeper things - about the independence of intention, design.

Adult devaluation. S. Buhler described the horror of the family when the mother heard from the child: "fool" Stolyarenko L.D. Fundamentals of psychology. - Rostov n / a: Phoenix, 2007. - p. 635.

Protest rebellion, which manifests itself in frequent quarrels with parents. “The whole behavior of the child takes on the features of protest, as if the child is at war with those around him, in constant conflict with them,” wrote L.S. Vygotsky Vygodsky L.S. Questions of child psychology. - St. Petersburg: Soyuz, 2007. - p. 60.

Despotism. Occurs in a family with an only child. The child shows despotic power in relation to everything around him and seeks many ways for this.

Western European authors identify negative aspects in crisis phenomena: the child leaves, moves away from adults, breaks the social ties that previously united him with the adult. L.S. Vygotsky Vygodsky L.S. Questions of child psychology. - St. Petersburg: Soyuz, 2007. - p. 85emphasized that such an interpretation is incorrect. The child tries to establish new, higher forms of relationships with others. According to D.B. Elkonin Elkonin D.B. Selected psychological works. - M.: ART-PRESS, 2005. - p. 268, the crisis of three years is a crisis of social relations, and every crisis of relations is a crisis of singling out one's "I".

The crisis of three years is a break in the relationship that has existed until now between a child and an adult. By the end of the early age, there is a tendency to independent activity, which marks the fact that adults are no longer closed to the child by the object and the way of acting with him, but, as it were, for the first time open up to him, act as carriers of patterns of actions and relationships in the world around him. The phenomenon of "I myself" means not only the emergence of outwardly noticeable independence, but also the separation of the child from the adult. As a result of this separation, adults appear for the first time in the world of children's life. The world of children's life from a world limited by objects turns into a world of adults.

The restructuring of relations is possible only if there is a separation of the child from the adult. There are clear signs of such a separation, which are manifested in the symptoms of a crisis of three years (negativism, stubbornness, obstinacy, self-will, depreciation of adults).

Out of the neoplasms of the three-year crisis, a tendency arises for independent activity, at the same time similar to the activity of an adult, because adults act as models for the child, and the child wants to act like them. The tendency to live a common life with an adult runs throughout childhood; the child, separating from the adult, establishes a deeper relationship with him, emphasized D.B. Elkonin Ibid. S. 269..

Crisis of seven years. On the basis of the emergence of personal consciousness, a crisis of seven years arises. The main symptomatology of the crisis: loss of immediacy: between desire and action, the experience of how important this action will be for the child himself is wedged; mannerisms: the child builds something out of himself, hides something (the soul is already closed); a symptom of "bitter candy": the child feels bad, but he tries not to show it; educational difficulties: the child begins to withdraw and becomes uncontrollable.

These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it. The emergence of this phenomenon is an extremely important fact: now the orientation of behavior will be refracted through the personal experiences of the child.

The “symptom of the loss of immediacy” becomes a symptom that cuts through the preschool and primary school ages: between the desire to do something and the activity itself, a new moment arises - orientation in what the implementation of this or that activity will bring to the child. The symptom of the loss of immediacy is an internal orientation in what meaning the implementation of activities can have for the child: satisfaction or dissatisfaction with the place that the child takes in relations with adults or other people. Here, for the first time, the emotional-semantic orienting basis of the act appears. According to D.B. Elkonin there and then, where and when there is an orientation to the meaning of the act - there and then the child passes into a new psychological age Elkonin D.B. Selected psychological works. - M.: ART-PRESS, 2005. - p. 273.

The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society as a set of people who carry out compulsory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible. Often the higher stage of development that a child reaches by the age of seven is confused with the problem of the child's readiness for schooling. Observations in the first days of a child's stay at school show that many children are not yet ready to study at school.

Adolescence crisis. The process of formation of neoplasms that distinguish a teenager from an adult is extended in time and can occur unevenly, which is why both "childish" and "adult" exist in a teenager at the same time. According to L.S. Vygotsky, Sapogova E.E. Psychology of human development. - M.: Art-Press, 2006. - p. 235-236in his social situation of development, there are 2 tendencies: 1) inhibiting the development of adulthood (employment in school studies, the absence of other permanent and socially significant responsibilities, material dependence and parental care, etc.); 2) maturing (acceleration, some independence, subjective feeling of adulthood, etc.). This creates a huge variety of individual development options in adolescence - from schoolchildren, with a childlike appearance and interests, to almost adult adolescents who have already joined some aspects of adult life.

Pubertal development (covers the time period from 9-11 to 18 years). Within a relatively short period of 4 years on average, a child's body undergoes significant changes. This entails two main tasks: 1) the need for the reconstruction of the bodily image of the "I" and the construction of a male or female "generic" identity; 2) a gradual transition to adult genital sexuality, characterized by joint eroticism with a partner and the combination of two complementary drives.

The formation of identity (goes beyond the boundaries of adolescence and covers the time from 13-14 to 20-21 years). Throughout adolescence, a new subjective reality is gradually formed, transforming the individual's ideas about himself and others. The formation of psychosocial identity, which underlies the phenomenon of adolescent self-awareness, includes three main tasks of development: 1) awareness of the temporal extent of one's own "I", including the childhood past and determining the projection of oneself into the future; 2) awareness of oneself as different from internalized parental images; 3) the implementation of a system of elections that ensure the integrity of the individual (mainly it is about choosing a profession, sexual polarization and ideological attitudes).

Adolescence opens with a crisis, according to which the entire period is often referred to as "critical", "turning point".

For adolescents, neither personality crises, nor the collapse of the "I" concept, nor the tendency to abandon previously acquired values ​​and attachments are atypical. They tend to strive to consolidate their identity, characterized by a focus on their "I", the absence of conflicting attitudes and, in general, the rejection of any form of psychological risk. They also retain a strong attachment to their parents and do not strive for excessive independence in their worldview, social and political attitudes.

S.E. Spranger described 3 types of development in adolescence. The first type is characterized by a sharp, stormy, crisis course, when adolescence is experienced as a second birth, as a result of which a new "I" arises. The second type of development is smooth, slow, gradual growth, when a teenager joins adulthood without deep and serious changes in his own personality. The third type is a process of development when a teenager actively and consciously forms and educates himself, overcoming internal anxieties and crises by an effort of will. It is typical for people with high level self-control and self-discipline.

The main neoplasms of age, according to E. Spranger, are the discovery of the "I", the emergence of reflection, the awareness of one's individuality, as well as the feeling of love. Galperin P.Ya. Introduction to psychology. M. - Enlightenment, 2006. - p. 82-83.

S. Buhler distinguishes mental puberty from bodily (physical), which occurs on average in boys for the period between 14-16 years, in girls - between 13-15 years. With the growth of culture, the period of mental puberty lengthens compared to the period of physical puberty, which is the reason for many difficulties in these years Stolyarenko L.D. Fundamentals of psychology. - Rostov n / a: Phoenix, 2007. - p. 292.

The transformation of a teenager into a youth is manifested in a change in the basic attitude towards the outside world: the negative phase of life-denial inherent in the puberty stage is followed by a life-affirmation phase characteristic of youth.

The main features of the negative phase are: increased sensitivity and irritability, restlessness, slight excitability, as well as "physical and mental illness", which find their expression in pugnacity and capriciousness. Adolescents are dissatisfied with themselves, and this dissatisfaction is transferred to the world around them, sometimes leading them to thoughts of suicide.

To this is added a number of new inner inclinations towards the secret, the forbidden, the unusual, towards that which goes beyond the bounds of the habitual and orderly. Everyday life. Disobedience, engaging in forbidden deeds have a particularly attractive force at this time. A teenager feels lonely, alien and misunderstood in the surrounding life of adults and peers. Added to this are disappointments. The usual modes of behavior are "passive melancholy" and "aggressive self-defense". The consequence of all these phenomena is a general decrease in efficiency, isolation from others or an actively hostile attitude towards them, and various kinds of antisocial acts.

The end of the phase is associated with the completion of bodily maturation. The positive period begins with the fact that new sources of joy open up before the teenager, to which he had not been receptive until that time: “experiencing nature”, conscious experience of beauty, love.

Adolescence crisis. Adolescence is characterized by a greater, compared with adolescence, differentiation of emotional reactions and ways of expressing emotional states, as well as an increase in self-control and self-regulation. Adolescent moods and emotional relationships are more stable and conscious than adolescents, and correlate with a wider range of social conditions.

Youth is also characterized by the expansion of the circle of personally significant relationships, which are always emotionally colored (moral feelings, empathy, the need for friendship, cooperation and love, political, religious feelings, etc.). This is also connected with the establishment of internal norms of behavior, and violation of one's own norms is always associated with the actualization of guilt. In youth, the sphere of aesthetic feelings, humor, irony, sarcasm, and strange associations expands noticeably. One of the most important places begins to occupy the emotional experience of the process of thinking, inner life - the pleasure of "thinking", creativity.

The development of emotionality in adolescence is closely related to the individual-personal properties of a person, his self-awareness, self-esteem, etc.

The central psychological neoformation of adolescence is the formation of a stable self-awareness and a stable image of the "I". This is due to the strengthening of personal control, self-government, a new stage in the development of the intellect. The main acquisition of early youth is the discovery of one's inner world, its emancipation from adults.

Age shifts in the perception of others equally apply to self-perception, self-consciousness. At this time, there is a tendency to emphasize one's own individuality, dissimilarity to others. Young men form their own model of personality, with the help of which they determine their attitude towards themselves and others.

The discovery of the "I", one's unique inner world is more often associated with a number of psychodramatic experiences.

Adolescence is the most important period of development, which accounts for the main identity crisis. It is followed by either the acquisition of "adult identity" or developmental delay - "diffusion of identity".

The interval between youth and adulthood, when a young person seeks (through trial and error) to find his place in society,

The severity of this crisis depends both on the degree of resolution of earlier crises (confidence, independence, activity, etc.), and on the entire spiritual atmosphere of society.

An unresolved crisis leads to a state of acute diffusion of identity and forms the basis of a special pathology of adolescence. Identity pathology syndrome, according to E. Erickson, is associated with the following points: regression to the infantile level and the desire to delay the acquisition of adult status as long as possible; a vague but persistent state of anxiety; feelings of isolation and emptiness; constantly being in a state of expectation of something that can change life; fear of personal communication and inability to emotionally influence persons of the opposite sex; hostility and contempt for all recognized social roles, including male and female ("unisex"); contempt for everything domestic and an irrational preference for everything foreign (on the principle of "it's good where we are not"). In extreme cases, the search for a negative identity begins, the desire to "become nothing" as the only way of self-affirmation, sometimes taking on the character of suicidal tendencies Sapogova E.E. Psychology of human development. - M.: Art-Press, 2006. - p. 287-288.

Adolescence is traditionally considered the age of unfolding the problem of fathers and children.

Young men strive to be equal with adults and would like to see them as friends and advisers, not mentors. Since there is an intensive development of "adult" roles and forms of social life, they often need adults, so at this time one can observe how often young men and women seek advice and friendship from their elders. At the same time, parents can remain an example, a model of behavior for a long time.

At the same time, in youth there is a growing desire to emancipate, to isolate oneself from the influence of the family, to free oneself from dependence. Therefore, the inability or unwillingness of parents to accept the autonomy of their children often leads to conflicts.

In addition, young men often incorrectly reflect on the attitude of adults towards them.

In addition, young men often incorrectly reflect on the attitude of adults towards them. In general, we can say the following: in adolescence, autonomy from adults and the importance of social drinking with peers grow. The general pattern here is this: the worse, the more difficult the relationship with adults, the more intense communication with peers will be. But the influence of parents and peers is not always mutually exclusive. The "significance" of parents and peers is fundamentally different in different areas of youthful activity. They demand maximum autonomy in the sphere of leisure, entertainment, free communication, inner life, consumer orientation. Therefore, psychologists prefer not to talk about a decrease in the influence of parents, but about qualitative changes in youthful communication.

Youth crisis. In youth, life strategies can be varied. One person can immediately determine his life line and professional perspective and stubbornly realize himself in it, another will prefer to try himself in different qualities, outlining different prospects for self-realization, and only after that he will determine the main positions for himself.

Youth as a whole is characterized by the desire for the spiritual, sublime, lofty, extraordinary, but comprehended not sentimentally and romantically, as in youth, but realistically - as an opportunity to achieve, change, become, "make oneself."

In those cases when the objective conditions of life do not make it possible to reach the necessary "cultural heights", often interpreted as "another (interesting, clean, new) life" (material insecurity, low social and cultural level of parents, everyday drunkenness, family psychopathization and etc.), a young person is looking for any, even brutal, way to escape from the "inorganic" environment, since age itself implies the realization of the presence of various life-affirming opportunities - "to make life yourself", according to one's own scenario. Often the desire to change, to become different, to acquire a new quality is expressed in a sharp change in lifestyle, moving, changing jobs, etc., usually perceived as a crisis of youth.

The crisis of youth is often correlated with the crisis of family relationships as well. After the first years of marriage, many young people lose their illusions, their romantic mood, dissimilarity of views, conflict of positions and values ​​are revealed, negative emotions are demonstrated more, partners more often resort to speculating on mutual feelings and manipulating each other.

The crisis of family relations may be based on aggression in family relations, a rigidly structured perception of a partner and an unwillingness to take into account many other aspects of his personality (especially those that contradict the prevailing opinion about him). Lasting marriages, studies show, are dominated by husbands. But where their power is too great, the stability of the marriage is broken. In strong marriages, compatibility is important for secondary, and not for the main personal characteristics of the spouses. Marriage compatibility increases with age.

The period of youth with the birth of children brings new social roles into a person's life, and directly confronts him with historical time. These are not only already mastered professional roles, the roles of husband and wife, sexual partners, etc., but also the roles of mother and father. Mastering these roles is largely the specifics of the process of growing up.

Very often in youth, role-playing intrapersonal conflicts are noted.

Middle age crisis. The midlife crisis is the strangest and most terrible time in the mental development of a person. Many people (especially creative ones), not finding strength in themselves, and not finding a new meaning in life, simply leave it. This period (after adolescence) accounts for the largest number of suicides.

An adult begins to form questions that he is not able to answer, but which sit inside and destroy him. “What is the meaning of my existence!?”, “Is this what I wanted!? If so, what's next!? etc. Ideas about life, formed between twenty and thirty years, do not satisfy him. Analyzing the path traveled, his achievements and failures, a person discovers that with an already established and outwardly prosperous life, his personality is imperfect, that a lot of time and effort have been wasted, that he has done little compared to what he could have done, etc. In other words, there is a reassessment of values, a critical revision of one's "I". A person discovers that he can no longer change a lot in his life, in himself: family, profession, habitual way of life. Having fulfilled himself in his youth, a person suddenly realizes that, in essence, he is faced with the same task - search, self-determination in new circumstances of life, taking into account real possibilities (including limitations that he had not noticed before). This crisis manifests itself in the feeling of the need to "do something" and indicates that a person is moving to a new age stage - the age of adulthood. "Crisis of thirty" - the conditional name of this crisis. This state can come earlier or later, the feeling of a crisis state can occur repeatedly throughout the life path (as in childhood, adolescence, adolescence), since the development process goes in a spiral without stopping.

For men at this time, divorces, a change of work or a change in lifestyle, the acquisition of expensive things, frequent changes in sexual partners are typical, and there is a clear orientation towards the young age of the latter. He, as it were, begins to get what he could not get at an earlier age, he realizes his childhood and youthful needs.

Women in their mid-30s typically experience a reversal of the priorities set at the onset of early adulthood. Marriage- and child-rearing women are now increasingly attracted to professional goals. At the same time, those who gave their energies to work now tend to channel them into the fold of family and marriage.

Experiencing this crisis moment of his life, a person is looking for an opportunity to strengthen his niche in adult life, confirm his status as an adult: he wants to have a good job, he strives for security and stability. The person is still confident that the full realization of the hopes and aspirations that form the “dream” is possible, and works hard for this.

Mid life. At the beginning of the fifth decade of life (maybe a little earlier or later), a person goes through a period of critical self-assessment and reassessment of what has been achieved in life by this time, an analysis of the authenticity of a lifestyle: moral problems are solved; a person goes through dissatisfaction with marital relations, anxiety about children leaving home and dissatisfaction with the level of promotion. The first signs of deterioration in health, loss of beauty and physical fitness, alienation in the family and in relations with grown-up children appear, the fear comes that nothing better will come of it in life, in a career, in love.

This psychological phenomenon is called a mid-life crisis. People critically reevaluate their lives, analyze it. Very often, this reassessment leads to the understanding that "life has passed meaninglessly and time has already been lost."

The midlife crisis is associated with the fear of aging and the realization that what has been achieved is sometimes much less than expected, and is a short peak period, followed by a gradual decrease in physical strength and mental sharpness. Man is characterized by an exaggerated preoccupation with his own existence and relationships with others. The physical signs of aging become more and more obvious and are experienced by the individual as a loss of beauty, attractiveness, physical strength and sexual energy. All this, both on a personal and social level, is assessed negatively. In addition, there is growing anxiety that one may be one step behind a new generation trained to new standards, energetic, new ideas, and willing to accept, at first, much lower wages.

As a result, depressive states become dominant in the general background of moods, a feeling of fatigue from boring reality, from which a person either hides in dreams or in real attempts to “prove his youth” through love affairs or a career take-off. During this period, a person reconsiders his life and asks himself a question that is sometimes very scary, but always brings relief: “Who am I, apart from my biography and the roles that I play?” If he discovers that he lived, forming and strengthening the false "I" - then he opens for himself the possibility of a second growing up. This crisis is an opportunity for redefining and reorienting the personality, a transitional ritual between the continuation of adolescence at the stage of "first adulthood" and the inevitable onset of old age and the proximity of death. Those who consciously go through this crisis feel that their lives have become more meaningful. This period opens up the prospect of gaining a new look at one's "I", which, however, is often associated with very painful sensations.

The crisis begins with pressure from the unconscious. The sense of "I" acquired by a person as a result of socialization, together with the perception and set of complexes formed in him, together with his defenses of his inner child, begins to creak and gnash in the struggle with the self, which is looking for opportunities for expression. Before realizing the onset of the crisis, a person directs his efforts to overcome, ignore or avoid the effects of deep pressure (for example, with the help of alcohol).

Once on the approach to a midlife crisis, a person has realistic thinking, he has experienced so much disappointment and heartache that he even avoids showing grains of his teenage psychology.

At the same time, a person begins to realize that inevitable physiological changes are taking place with his body against his will. A person recognizes that he is mortal and that the end will surely come to him, while he will not be able to complete everything that he so passionately desired and strived for. There is a collapse of hopes associated with infantile ideas about their future life (power, wealth, relationships with others).

The stress in marriage is clearly felt. Spouses who have put up with each other for the sake of their children or have ignored serious relationship problems are often no longer willing to soften their differences. It should also be taken into account that sexual intimacy by this time is dulled by habit, a noticeable decrease in physical fitness, the first symptoms of diseases that weaken the body, the onset of menopause, deep-seated anger at a partner and a vague feeling of something missing in life. The number of divorces among those married for 15 years or more is gradually increasing. That is why in middle age there is a so-called "third wave" of dissolution of marriages.

Great are the social and psychological difficulties faced by the divorced. These include overcoming the sense of failure that follows a long period of personal spending on another; loss of a habitual way of life and the probable loss of friends and relatives who have retained loyalty to a partner who has become a stranger.

It is easier for men to remarry than for women, and sometimes they marry women much younger than themselves. Because of the social stigmatization of marriages in which the wife is older than the husband, women find that the group of age-appropriate and free men is relatively small. In addition, communication and courtship are especially difficult if there are children in the house. Newly formed families face problems of mixing children from two or more previous marriages, the distribution of roles of adoptive parents and the continued influence of the former spouse. If divorce is avoided and marital life is maintained, then the problem of aging remains. The prospect of long-term addiction continues to be a burden, while the "empty family nest" promises newfound freedom.

Stresses on this ground in their totality lead to psychological and emotional tension.

The attitude towards money and wealth is also changing. For many women, economic freedom means material support they did not receive. For many men, financial position means endless restrictions. During the mid-life crisis, there is a revision in this area.

Some differences were found in the course of the mid-life crisis in men and women. It is shown that in women the stages of the life cycle are more structured not by chronological age, but by the stages of the family cycle - marriage, the appearance of children, leaving the grown-up children of the parental family.

Thus, during the mid-life crisis, the need to find one's own path arises and then increases, but there are serious obstacles along the way. Symptoms characteristic of a crisis are boredom, job and/or partner changes, marked violence, self-destructive thoughts and actions, inconsistent relationships, depression, anxiety, and increasing obsessions. Behind these symptoms are two facts: the existence of a huge internal force that exerts very strong pressure from within, and the repetition of previous patterns of behavior that restrain these internal impulses, but at the same time increases the anxiety that accompanies them. When the old strategies worse and worse help to contain the growing internal pressure, there is a sharp crisis in self-awareness and self-awareness.

Crisis of old age. In old age (old age), a person has to overcome three sub-crises. The first of these is the reassessment of one's own "I" in addition to its professional role, which for many people remains the main one until retirement. The second sub-crisis is associated with the realization of the fact of deteriorating health and aging of the body, which gives a person the opportunity to develop the necessary indifference in this regard. As a result of the third sub-crisis, self-concern disappears in a person, and now he can accept the thought of death without horror.

Undoubtedly, the problem of death is all-age. Nevertheless, it does not seem far-fetched, premature, especially for the elderly and the elderly, transforming into the problem of natural death. For them, the question of attitudes towards death is translated from subtext into the context of life itself. There comes a time when a tense dialogue between life and death begins to sound clearly in the space of individual existence, the tragedy of temporality is realized.

Nevertheless, aging, fatal diseases and dying are not perceived as integral parts of the life process, but as a complete defeat and painful misunderstanding of the limited ability to control nature. From the point of view of the philosophy of pragmatism, which emphasizes the importance of achievement and success, the dying is the defeated.

Elderly and elderly people, as a rule, are not afraid of death itself, but of the possibility of a purely vegetative existence devoid of any meaning, as well as the suffering and anguish caused by diseases. We can state the presence of two leading attitudes in their attitude towards death: firstly, unwillingness to burden their loved ones, and secondly, the desire to avoid excruciating suffering. This period is also called “nodular”, because, not wanting to be burdened by their old age and death, many elderly people begin to prepare for death, collect things related to the ceremony, save money for a funeral. Therefore, many, being in a similar situation, are experiencing a deep and all-encompassing crisis, affecting simultaneously the biological, emotional, philosophical and spiritual aspects of life. In this regard, it is important to understand the socio-psychological mechanisms of human adaptation to the phenomenon of death. We are talking about the system of psychological protection, certain models of symbolic immortality, and the social approbation of death - the cult of ancestors, funeral rites, funeral and memorial services, and educational programs of a propaedeutic nature, in which the phenomenon of death becomes a topic of reflection and spiritual search.

The culture of empathy for the death of another person is an integral part of the general culture of both the individual and society as a whole. At the same time, it is quite rightly emphasized that the attitude towards death serves as a standard, an indicator of the moral state of society, its civilization. It is important to create not only the conditions for maintaining normal physiological vitality, but also the prerequisites for optimal life activity, to satisfy the need of the elderly and the elderly for knowledge, culture, art, literature, often beyond the reach of older generations.

Crisis of death. Death from the point of view of psychology is a crisis of individual life, the last critical event in a person's life. Being at the physiological level an irreversible cessation of all life functions, having an inevitable personal significance for a person, death is at the same time an element of the psychological culture of mankind.

A person's attitudes towards death at a certain stage historical development are directly related to self-awareness and comprehension by mankind of itself. He identifies five stages in changing these attitudes.

The first stage is fixed by the statement "we will all die." This is the state of "tamed death", ie. attitude towards it as a natural inevitability, an everyday occurrence, which must be treated without fear and not perceived as a personal drama. F. Aries designates the second stage with the term "one's own death": it is associated with the idea of ​​an individual judgment on the soul of a person who has lived his life and died. The third stage, called by him "death far and near", is characterized by the collapse of the mechanisms of protection from the inevitability - to death, as well as to sex, their wild, untamed natural essence returns. The fourth stage is "your death", which gives rise to a complex of tragic emotions in connection with the death of a loved one. As the bonds between people become closer, the death of a loved one is perceived as more tragic than one's own death. The fifth stage is associated with the fear of death and the very mention of it (repression).

Attitudes towards death changed in several directions: 1) the development of individual self-consciousness; 2) the development of defense mechanisms against the forces of nature; 3) transformation of faith in the afterlife; 4) transformation of faith into a connection between death and sin, suffering Sapogova E.E. Psychology of human development. - M.: Art-Press, 2006. - p. 392-394..

There are five stages in changing a person's attitude towards their own death. These are the stages of denial, anger, bargaining, depression, acceptance.

The first reaction to a terminal illness is usually: "No, not me, that's not true." This initial denial of death is very much like a climber's first desperate attempts to stop his fall, and is a natural human response to stress. As soon as the patient realizes the reality of what is happening, his denial is replaced by anger or frustration: "Why me, because I still have so much to do?" Sometimes this stage is replaced by the stage of trying to make a deal with yourself and others and buy extra time to live.

When the meaning of the disease is fully understood, a period of fear or depression sets in. This stage has no analogues among the experiences associated with sudden death, and, apparently, occurs only in those situations when a person faced with death has time to comprehend what is happening. The final stages of the cycle, anticipating the offensive clinical death are the same for both instant and slow death. If dying patients have enough time to cope with their fears and come to terms with the inevitability of death, or receive appropriate help from others, they often begin to experience a state of peace and tranquility.

People who are not in danger of immediate death have more time to get used to the prospect of death. IN last years many people look at their lives in retrospect. Such a review performs the most important functions: a person resolves old conflicts in himself, rethinks his actions, forgives himself for mistakes, and even discovers something new in himself. Death provides the aging person with the necessary perspective, and, paradoxically, dying can be a process of confirming a person's obligations to life.

So, in this paper, the features and characteristics of age-related crises were presented: their symptoms, psychological content, dynamics of the course. To overcome age-related crises at different age stages, it is necessary to carry out psycho-correctional work among children and adults.

Stable and crisis stages of development are distinguished. The stable period is characterized by a smooth course of the development process, without sharp shifts and changes in the child's personality. Minor, minimal changes that occur over a long period of time are usually invisible to others. But they accumulate at the end of the period. They give a qualitative leap in development: age-related neoplasms appear. Only by comparing the beginning and end of the stable period, one can imagine the huge path that the child has traveled in his development.

Stable periods make up a large part of childhood. They usually last for several years. And age-related neoplasms, which are formed so slowly and for a long time, turn out to be stable, fixed in the personality structure.

In addition to stable, there are crisis periods of development.

L.S. Vygotsky attached great importance to crises and considered the alternation of stable and crisis periods as a law of child development. At present, we often talk about turning points in the development of a child, and actually crisis, negative manifestations are attributed to the peculiarities of his upbringing, living conditions. Close adults can mitigate these external manifestations or, on the contrary, strengthen them.

Crises, unlike stable periods, do not last long, a few months, under unfavorable circumstances stretching up to a year or even two years. These are brief but turbulent stages during which significant developmental shifts occur and the child changes dramatically in many of its features. Development can take on a catastrophic character at this time.

The crisis begins and ends imperceptibly, its boundaries are blurred, indistinct. The aggravation occurs in the middle of the period. For the people around the child, it is associated with a change in behavior, the appearance of "difficulty in education", as L.S. Vygotsky. The child is getting out of the control of adults, and those measures of pedagogical influence that used to be successful are now no longer effective. Affective outbursts, whims, more or less acute conflicts with loved ones - a typical picture of the crisis, characteristic of many children. Schoolchildren's working capacity decreases, interest in classes weakens, academic performance decreases, sometimes painful experiences and internal conflicts arise.

Thus, each stage of life opens with a crisis (accompanied by the appearance of certain neoplasms), followed by a period of stable development, when the development of neoplasms takes place.

Neonatal crisis (0-2 months).

Infancy (2 months - 1 year).

Crisis of one year.

Early childhood (1-3 years).

Crisis of three years.

Preschool age (3-7 years).

Crisis of seven years.

School age (8-12 years).

Crisis of thirteen years.

Adolescence (pubertal) period (14-17 years).

The crisis of seventeen years.

Youth period (17-21 years).

Construction criteria age periodizations in homelands and abroad age psychology.

There are different age periods of development. They distinguish different periods, these periods are called differently, age limits are different, because. their authors based on different criteria.

According to L.S. Vygotsky, all periodizations can be divided into 3 groups:

* First group including periodizations built on based on an external criterion related to the development process.

It can be attributed to the periodization created by biogenetic principle : the biological processes of maturation are put as the basis, and the rest of the development processes are considered as derivatives.

1) Per-tion Rene Zazzo(the systems of education and training coincide with the stages of childhood):

0 - 3 years - early childhood; 3 - 5 years - preschool childhood; 6 - 12 years old - first school arr;

12 - 16 years - education in secondary school; 17 years old and older - higher and university obre.

2) Blonsky proposed to build a periodization according to change of teeth:

0-8 months - 2.5 years - toothless childhood; 2.5 - 6.5. years - childhood milk teeth

6.5 and older - childhood permanent teeth (before the appearance of the wisdom tooth)

*Co.2nd group include periodization, based on a single internal criterion chosen arbitrarily.

1) Sigmund Freud traces the line - psychosexual development. Freud built a periodization taking into account puberty. Age development, its stages, are associated with a shift in erogenous zones - those areas of the body, the stimulation of which causes pleasure.

0 - 1 year oral stage . The Reb enjoys sucking milk, and in the absence of food, his own finger or some object. People begin to divide into optimists and pessimists, gluttony and greed can form. In addition to the unconscious "It" is formed "I").

1 - 3 anal stage . Neatness, accuracy, aggressiveness are formed. There are many requirements and prohibitions, as a result of which the child begins to form in the personality - "Super-I" as the embodiment of social norms, internal censorship, conscience).

3 - 5 l phallic stage . The genitals become the leading erogenous zone. Children begin to experience sexual attachment to adults, boys to their mother (Oedipus complex), girls to their father (Electra complex).

5 - 12 l latent st as if temporarily interrupting the sexual razv reb. Children's sexual experiences are repressed, and the interests of the children are directed to communication with friends, schooling.

12 - 18 l genital st corresponds to the actual sexual development reb.

2) L . Kohlberg placed emphasis on moral development.

1. Fear of punishment (up to 7 liters): fear of the right to power, fear of being deceived and not receiving benefits.

2. Shame in front of the environment (13 l): in front of comrades, inner circle; shame of public condemnation, negative assessment of large social groups.

3. Conscience (after 16 years): the desire to comply with their moral principles, their own system of moral values.

3) E. Erickson per-tion of personal equal: (normal line razv / abnormal line razv)

1) trust - distrust (1 year);

2) achieving balance: independence and indecision (2 - 4 years);

3) enterprise and guilt (4 - 6 years); 4) skill and inferiority (6 - 11 l);

5) identification of personality and confusion of roles (12 - 15 years old - girls and 13 - 16 years old - small);

6) intimacy and loneliness (beginning of maturity and family life);

7) general humanity and self-absorption (mature age);

8) integrity and hopelessness.

At each stage, a new quality necessary for social life, opposite character traits, is formed, and preparations are underway for the next life stage.

4) F . Piaget took as a basis intellectual development:

1) sensorimotor stage (from birth to 18 - 24 months); 2) preoperative stage (from 1.5 - 2 to 7 liters);

3) the stage of specific operations (from 7 to 12 liters); 4) stage of formal operation (from 12 to 17 years).

* Third group identifies periods of development based on essential criteria, features.

1) Periodization L.S. Slobodchikov:

Stage 1 - revitalization (from birth to 1 year); Stage 2 - animation (from 1 g to 5 - 6 l);

Stage 3 - personalization (from 6 to 18 years old); Stage 4 - individualization (from 17 to 42 liters).

2) Periodization Vygotsky and Elkonin are used 3 criteria- social situation developed, leading activities and age-related neoplasm.

Infancy (from birth to 1 year), Early childhood (1-3 years), Playing age, doshk (3-6 years),

School age (6-12), Youth (12-20), Youth (20-25 l), Adulthood (25-60 years), Old age (from 60 l)

28. The problem of periodization the life of an adult.

Age periodization mental development of an adult.

Taking into account social, psychological and biological factors, researchers define the boundaries of adulthood in different ways.

For example Erickson highlights early adulthood (20-45 years old), middle adulthood (40-60) and late adulthood (over 60 l)

According to Bromley, adulthood consists of 4 stages:

early (20-25 l), middle (25-40 l), late adult (40 - 55 l) and pre-retirement age (55-65 l)

After it, aging sets in, in which the stages of \"retirement \", or \"retirement\" (65-70 years), old age (70 liters or more and decrepitude \"painful old age and death) are distinguished

By periodization Ananyeva, the average age (maturity) consists of 2 phases (from 21-22 to 35 l and from 36 to 55 - 60 l), then comes old age (from 55-60 to 75 l), then old age (75-90 l ) and age centenarians 5-90 years)

One of specific problems- this is the definition of objective criteria for the maturity of a person. These difficulties have led to the fact that in modern psychological literature quite often the concept of " maturity ” is replaced by the concept “ adulthood ”, which avoids many difficulties and, as a rule, there are 3 stages:

Early adulthood 20 to 40

Mature adulthood 40 to 60

Late adulthood 60 and older.

To determine the age of a person, the concept is also used \" biological age\", \"social age\" and \"psychological age\"

Psychological age indicates the level of a person's adaptation to the requirements of the surrounding world, characterizes the development of his intellect, learning ability, motor skills, as well as such subjective factors as identity, life plan, experiences, attitudes, motives, meanings, etc.

social age determine, taking into account the compliance of a person’s position with the norms existing in a particular society

biological age most often indicates the correspondence of the state of the body and its functional systems to a certain moment of human life

30. Crisis of youth .Growing up options in youth. Crises of age development.

The most obvious manifestation of the crisis of adolescence, the transition to an independent life, occurs in boys and girls, not enrolled in universities or colleges . The collapse of hopes is experienced very hard - it is necessary to start work on self-determination again.

Their dangers and difficulties lie in wait for young men and women who have entered educational institutions and thereby confirmed their life plans. The process of adaptation of first-year students to the university is usually accompanied by negative experiences associated with the departure of yesterday's students from the school team with their mutual help and moral support; unpreparedness for studying at a university; inability to carry out psychological self-regulation of one's own behavior and activities, aggravated by the absence of the habitual; search for the optimal mode of work and rest in the new conditions; improvement of everyday life and self-service, especially when moving from home conditions in a hostel etc.

By virtue of insufficiency life experience young people confuse ideals with illusions, romance with the exotic. In the behavior of boys and girls, internal self-doubt is manifested, sometimes accompanied by external aggressiveness, swagger or a feeling of incomprehensibility, and even an idea of ​​​​one's own inferiority.

In student age, it is not uncommon and disappointments in professional and life choices , discrepancy between expectations and ideas about the profession and the reality of its development.

In the crisis of youth, young people for the first time face with a crisis of the meaning of life. Topical questions are about the meaning of life in general and the meaning of one's life, about the purpose of a person, about one's own self. Hence the interest in moral and ethical problems, the psychology of self-knowledge and self-education. The lack of internal means of resolving the crisis leads to such negative development options as drug addiction, alcoholism.

youth crisis

Negative moments are associated with the loss of well-established forms of life - relationships with others, methods and forms of educational activities, habitual conditions of life - and the entry into a new period of life, for which there are still no necessary organs of life.

positive the beginning of the crisis of youth is associated with new opportunities for the formation of a person's individuality, the formation of civic responsibility, conscious and purposeful self-education. The beginning of the stage of individualization (according to the periodization of V.I. Slobodchikov) means the entry of a person into a period not only of age (common to all), but also of individual formation.

Crises of age development

Age crises are special, relatively short (up to a year) periods of ontogenesis, characterized by sharp mental changes.

In a crisis, development acquires a negative character: what was formed at the previous stage disintegrates, disappears. But something new is also being created.

neonatal crisis. Associated with a sharp change in living conditions. A child from comfortable habitual conditions of life gets into difficult ones (new nutrition, breathing). Adaptation of the child to new conditions of life.

Crisis 1 year. It is associated with an increase in the child's capabilities and the emergence of new needs. A surge of independence, the emergence of affective reactions. Affective outbursts as a reaction to misunderstanding on the part of adults. The main acquisition of the transitional period is a kind of children's speech, called L.S. Vygotsky autonomous. It is significantly different from adult speech and in sound form. Words become ambiguous and situational.

Crisis 3 years. The border between early and preschool age is one of the most difficult moments in a child's life. This is a destruction, a revision of the old system of social relations, a crisis of singling out one's "I". The child, separating from adults, tries to establish new, deeper relationships with them. The appearance of the phenomenon “I myself”, according to Vygotsky, is a new formation “the external I myself”. "The child is trying to establish new forms of relationship with the environment - a crisis of social relations."

Crisis 7 years. The discovery of the meaning of a new social position - the position of a schoolchild associated with the implementation of highly valued by adults educational work. A change in self-consciousness leads to a reassessment of values. There are profound changes in terms of experiences - stable affective complexes. offended self-esteem or a sense of self-worth, competence, exclusivity. Children's spontaneity is lost; the child thinks before acting, begins to hide his feelings and hesitations.

A purely crisis manifestation of the differentiation of the external and internal life of children usually becomes antics, mannerisms, artificial stiffness of behavior.

Neoplasm - arbitrariness and awareness of mental processes and their intellectualization.

Pubertal crisis (11 to 15 years old) associated with the restructuring of the child's body - puberty. The activation and complex interaction of growth hormones and sex hormones cause intense physical and physiological development. There are difficulties in the functioning of the heart, lungs, blood supply to the brain. In adolescence, the emotional background becomes uneven, unstable.

Due to the rapid growth and restructuring of the body in adolescence, interest in one's appearance sharply increases. A new image of the physical "I" is being formed.

There is a feeling adulthood - feeling like an adult, a central neoplasm of younger adolescence. In addition to the desire for emancipation, a teenager has a strong need for communication with peers. Intimate-personal communication becomes the leading activity during this period.

Crisis 17 years (from 15 to 17 years). It arises exactly at the turn of the usual school and new adult life. There was a fear of a new life, of the possibility of a mistake, of failure when entering a university, among young men - of the army. High anxiety and, against this background, pronounced fear can lead to neurotic reactions, such as fever before graduation or entrance exams, headaches.

At this time, a system of stable views on the world and one's place in it is formed - a worldview. Known associated with this youthful maximalism in assessments, passion in defending their point of view. Self-determination, professional and personal, becomes the central new formation of the period.

Crisis 30 years. It is expressed in a change in ideas about one's life, sometimes in a complete loss of interest in what used to be the main thing in it, in some cases even in the destruction of the former way of life.

It arises as a result of the unfulfilled life plan. If at the same time there is a “reassessment of values” and a “revision of one's own Personality”, then we are talking about the fact that the life plan turned out to be wrong in general. If the life path is chosen correctly, then attachment “to a certain Activity, a certain way of life, certain values ​​and orientations” does not limit, but, on the contrary, develops his Personality.

It is with this period that the search for the meaning of existence is usually associated. This quest, like the whole crisis, marks the transition from youth to maturity.

Some people in adulthood have another, "unscheduled" crisis. This so-called crisis 40 years. It's like a repetition of the crisis of 30 years.

A person is acutely experiencing dissatisfaction with his life, the discrepancy between life plans and their implementation.

In addition to the problems associated with professional activity, the crisis of 40 years is often caused by the aggravation of family relations. The loss of some close people, the loss of a very important common side of the life of spouses - direct participation in the lives of children, everyday care for them.

Retirement Crisis. Contradictions between the remaining ability to work, the ability to benefit and their lack of demand. A decrease in one's social status sometimes leads to a sharp deterioration in the general physical and mental state, and in some cases even to a relatively quick death.

The process of psychological development of the child is carried out unevenly. At different stages, changes in the child's psyche can occur slowly and gradually, or they can happen quickly and abruptly. Accordingly, stable and crisis stages of development are distinguished.

For stable periods the smooth course of the development process is characteristic, without sharp shifts and changes in the personality of the child. During stable periods, the child accumulates quantitative changes, and not qualitative ones, as during critical ones. These changes accumulate slowly and imperceptibly. Only by comparing the beginning and end of the stable period, one can imagine the huge path that the child has traveled in his development.

Stable periods make up a large part of childhood. They usually last for several years. And age-related neoplasms that appear slowly and for a long time turn out to be stable, fixed in the personality structure.

In addition to stable ones, there are crisis periods of development. The age crisis is a special period of transformation of the social situation of development: the neoformation of the previous period destroys the old situation of development and provokes the formation of a new one.

Features of crisis periods

Crisis periods of age development are characterized by the following features:

• Crises, unlike stable periods, do not last long, a few months, under unfavorable circumstances stretching up to a year or even two years. These are brief but turbulent stages during which significant developmental shifts occur and the child changes dramatically in many of its features.
• The boundaries separating the beginning and end of the crisis from adjacent periods are extremely indistinct. The crisis occurs imperceptibly, it is very difficult to determine the moment of its onset and end. A sharp aggravation is observed in the middle of the crisis.
• Difficulty in raising children. There is obstinacy, a drop in academic performance and performance, an increase in the number of conflicts with others. The inner life of the child at this time is associated with painful experiences.
  However, different children have crisis periods in different ways. The behavior of one becomes unbearable, and the second hardly changes, just as quiet and obedient. There are much more individual differences during crises than during stable periods. And yet, in any case, changes in the psychology of the child occur. To notice them, you need to compare the child not with a peer who is going through a difficult crisis, but with himself - the way he was before.
• The negative nature of development. During crises, in contrast to stable periods, more destructive than creative work is done. Involutionary processes come to the fore: what was formed at the previous stage disintegrates, disappears. The child loses the interests that yesterday directed all his activities, refuses the old values ​​and forms of relationships. However, the emergence of the new in development necessarily means the death of the old. At the same time, during critical periods, constructive processes of development are also observed. Neoplasms that have arisen in a stormy, short period turn out to be unstable and in the next stable period they are transformed, absorbed by other neoplasms and die off.

The value of crisis periods in the development of the child

In developmental psychology, there is no consensus on the place and role of crises in the mental development of the child. L.S. Vygotsky gave crises great importance and considered the alternation of stable and crisis periods as the law of child development. According to Vygotsky, the age crisis is the norm of a child's mental development. According to Leontiev, a crisis is evidence of a transition that did not take place in a timely manner. In the works of the 40-70s of the twentieth century, the crisis was interpreted as an unfavorable syndrome (difficulty in education) of the age transition. The reason for this behavior is the child's desire for a new social position. The frustration of this desire is the source of the difficulties of behavior. The psychological interpretation of the crisis was reduced to pedagogical correction. Overcoming the difficulty of education is achieved with adequate pedagogical management of the age transition. Position D.B. Elkonina: crisis is the norm of ontogeny, the condition of crisis is the discrepancy between the operational and need sides of the child's activity.

At present, more often they talk about turning points in the development of a child, and actually crisis, negative manifestations are attributed to the characteristics of his upbringing, living conditions. Close adults can mitigate these external manifestations or, on the contrary, strengthen them.

Causes of age crises

The cause of crises is the emergence of contradictions between the new needs of the child and the previous conditions for their satisfaction, which do not suit him. The central neoformation of each age period contains a motivating force for further development and becomes the basis for the formation of personality in the next age period. During periods of crisis, the main contradictions are aggravated: on the one hand, between the increased needs of the child and his still limited opportunities, on the other hand, between the new needs of the child and previously established relationships with adults. Now these and some other contradictions are often considered as the driving forces of mental development. It is during the crisis periods of development that the child moves to a qualitatively new stage of his development.

Types of age crises

Age crises are described in detail in the works of Vygotsky. Crisis and stable periods of development alternate. Therefore, Vygotsky's age periodization has the following form: neonatal crisis - infancy (2 months - 1 year) - crisis of 1 year - early childhood (1-3 years) - crisis of 3 years - preschool age (3-7 years) - crisis of 7 years - school age (7-13 years) - crisis 13 years - puberty (13-17 years) - crisis 17 years.

age problem

L. S. Vygotsky called the problem of age periodization of development "central for all child psychology" and "the key to all questions of practice." Periodization of mental development is the allocation of a sequence of stages (periods) of mental development in the integral life cycle of a person. Scientifically based periodization should reflect the internal laws of the development process itself (L.S. Vygotsky) and meet the following requirements:

1. describe the qualitative originality of each period of development and its differences from other periods;
2. determine the structural relationship between mental processes and functions within one period;
3. establish an invariant (universal, remaining unchanged) sequence of stages of development;
4. periodization should have such a structure, where each subsequent period is based on the previous one, includes and develops its achievements.

In domestic psychology, the principles of periodization were developed by L.S. Vygotsky, based on the idea of ​​the dialectical socially determined (conditioned) nature of mental development in ontogenesis (the development of an individual throughout his life). The unit of analysis of ontogenetic development and the basis for the allocation of periods of development, according to L.S. Vygotsky, is the psychological age. Accordingly, two criteria for constructing periodization are established:

1. structural - age-related neoplasms, that "new type of personality structure and its activity that arise for the first time at a given age stage and which determine the child's consciousness and his attitude to the environment ... and the entire course of his development in a given period";
2. dynamic - the dynamics of the transition from one period to another (it can be sharp, critical and slow, gradual, lytic).
3. the problem of the ratio of inclinations and abilities.
4. the problem of comparative influence on the development of evolutionary, revolutionary and situational changes in the psyche and human behavior.
5. the problem of the correlation of intellectual and personal changes in the general psychological development of a person.

Dynamics of development: characteristics of stable and critical periods.

CRISIS OF AGE DEVELOPMENT- special, relatively short in time (up to 1 year) periods in human development, characterized by sharp mental changes. Discovered by Vygotsky experimentally from practice, not in the sequence that the child experiences. Symptoms:

1. The boundaries of the crisis are blurred. there is no start or end point.
2. Difficulty in bringing up children. (obstinacy, conflicts increase, internal life is associated with strong feelings)
3. The negative nature of development.

In a crisis, quantity turns into quality.

In critical periods, meteoconstructive processes of development are observed. Vygotsky called them neoplasms. Neoplasms of the crisis are not preserved in the human psyche and are of a transitional nature, i.e. they are not stored in the form in which they are formed (autonomous speech of a one-year-old child - sounds that are understandable to a loved one.

STABLE PERIODS- during which the child intensifies quantitative changes. They accumulate slowly and imperceptibly, they are not isolated or described.

1. Dynamics of development By the beginning of each period, a unique relationship of the child with the surrounding reality is formed. This is called the SOCIAL SITUATION OF DEVELOPMENT,
2. This social situation of development naturally determines the way of life of the child, which leads to the emergence.
3. These neoplasms will change the structure of consciousness and attitudes of the child.
4. If relations have changed, then the social situation of development changes and a critical period begins.

SENSITIVE PERIODS- the periods most sensitive to the influence of the environment, the development of realities, the development of abilities.

They are related:

1. with a leading activity
2. with actualization (translation of knowledge, skills and feelings in the learning process from a hidden, latent, state to an explicit, active one) at each age of basic needs. (For example, 1.5-3 years is a sensitive period of speech development. From 4-6 years old is a sensitive period - a period of imagination development.)

2. Dynamics of teacher professionalization (models of professional development according to L.M. Mitina). The role of psychological self-education. According to the idea of ​​the Russian psychologist Yu.P. Povarenkov, the initial stage of the teacher's professionalization is personal and professional self-determination, which lays the motivational-targeted sphere of future pedagogical activity. An important step towards obtaining professionalism is vocational training, the achievements of which are professional orientation, professional competence and professional self-awareness. Detailing the structure of the teacher's professionalism, the above-mentioned scientist defines the following components:

1. operational, which is expressed in the presence and involvement of qualification knowledge, skills, pedagogical abilities (professional competence)
2. motivational, focuses the motives of pedagogical activity that are relevant to the individual (professional orientation)
3. semantic, which is characterized by the formed self-concept of a professional and professional self-esteem (professional self-awareness).

Pedagogical orientation, which, according to L.N. Mitina, is a central professionally significant quality in the structure of the teacher's personality, is a system of value orientations, sets hierarchical structure dominating motives of the teacher's personality, inducing the teacher to her self-affirmation in pedagogical activity and communication In the psychological and pedagogical literature, there are several points of view on the relationship between the personal and professional lines of development of the teacher. Leading researchers distinguish such patterns of personal and professional development of a teacher as levels, stages, stages of personal and professional development (N. V. Kuzmina, L. M. Mitina, E. A. Klimov, N. S. Pryazhnikov, E. I. Rogov , L. N. Gorbunova, etc.) Within the framework of the concept of professional development of the teacher L. M. Mitina, two models of the professional activity of the teacher are distinguished.

With adaptive behavior (the first model), the teacher's self-consciousness is dominated by a tendency to subordinate his professional activity to external circumstances determined by social norms and requirements.

An alternative, in fact, is the second model - the model of professional development of a teacher; the development factor in the implementation of this model is the internal environment of the individual - its activity, the need for self-realization. Outwardly, the behavior of the teacher in the implementation of the first model is characterized by conformity, passivity, and the strategy of “saving forces”. The second model allows the teacher to creatively comprehend past experience, look for new ways to improve the pedagogical process, which means that it is constructive in the context of the modernization of education, meets its requirements and needs. Considering the features of the development of modern domestic education, L. M. Mitina emphasizes that the adaptive model of teacher behavior is typical for the Russian school, which is non-constructive at all stages of functioning, especially at the stage of stagnation. The predominance of an adaptive behavior model makes it difficult to introduce innovations and innovations into the professional activities of a teacher.

The role of psychological self-education

Self-education is a purposeful cognitive activity controlled by the person himself to acquire systemic knowledge in any field of science, technology, culture, political life, etc. Independent work on self-education allows the teacher to replenish and concretize his knowledge, to carry out a deep and detailed analysis of situations that arise in working with children. professional, educational level, and this, in turn, affects the quality of the educational process and the effectiveness of pedagogical activity.

An important condition is the properly organized and ongoing work on self-education.

Psychological and pedagogical self-education includes:

• in-depth study of pedagogical and psychological literature, tk. the teacher experiences the greatest difficulties in the field of psychological competence and the choice of means of influence

The result of self-education:

Every activity is meaningless if it does not create a product, or there are no achievements. And in the teacher's personal plan of self-education, there must be a list of results that must be achieved within a certain period of time. What can be the results of the teacher's self-education at some stage? (self-education is continuous, but it needs to be planned in stages)

• improving the quality of teaching the subject
• developed or published methodological manuals, articles, textbooks, programs,
• scenarios, research
• development of new forms, methods and techniques of teaching
• reports, speeches
• development of didactic materials, tests, visualizations
• development of methodological recommendations on the application of new information technology
• development and conduct of open lessons on our own, innovative technologies
• creation of sets of pedagogical developments
• conducting trainings, seminars, conferences, master classes, summarizing experience on the problem (topic) under study