The main causes and forms of adolescent behavior. Peculiarities of behavior of adolescents Pedagogical methods for reducing the level of anxiety in children
Adolescence is the period of completion of childhood, growing out of it, transitional from childhood to adulthood. Usually it correlates with chronological age from 10-11 to 14-15 years. The ability to reflect, formed in educational activities in the middle grades of the school, is “directed” by the student to himself. Comparing oneself with adults and with younger children leads the teenager to the conclusion that he is no longer a child, but rather an adult. A teenager begins to feel like an adult and wants others to recognize his independence and significance. The main psychological needs of a teenager are the desire to communicate with peers (“grouping”), the desire for independence and independence, “emancipation” from adults, to the recognition of their rights by other people.
2. Leading activity in adolescence
The teenager continues to be a schoolboy; educational activity retains its relevance, but psychologically recedes into the background. The main contradiction of adolescence is the child's insistence on the recognition of his personality by adults in the absence of a real opportunity to establish himself among them.
D.B. Elkonin believed that communication with peers becomes the leading activity of children of this age. It is at the beginning of adolescence that the activity of communication, conscious experimentation with one's own relationships with other people (searching for friends, sorting out relationships, conflicts and reconciliation, changing companies) stand out as a relatively independent area of life. The main need of the period - to find one's place in society, to be "significant" - is realized in the community of peers.
According to Feldstein, the intimate-personal and spontaneous-group nature of communication prevails if there are no opportunities for socially significant and socially approved activities, the opportunities for pedagogical organization of socially useful activities of adolescents are missed.
3. Specific features of the psyche and behavior of adolescents
The desire of a teenager to occupy a position that satisfies him in a group of peers is accompanied by increased conformity to the norms of behavior and values of the reference group, which is especially dangerous if he joins an asocial community.
The transitivity of the psyche of a teenager consists in coexistence, the simultaneous presence in it of features of childhood and adulthood.
In adolescence, there is often a tendency to behavioral reactions that are usually characteristic of more younger age. These include the following:
1. Refusal reaction. It is expressed in the rejection of the usual forms of behavior: contacts, household duties, study, etc.
The reason most often is a sharp change in the usual conditions of life (separation from the family, change of school), and the soil that facilitates the occurrence of such reactions is mental immaturity, features of neuroticism, inhibition.
2. The reaction of the opposition, protest. It manifests itself in opposing one's behavior to the required one: in demonstrative bravado, in absenteeism, escapes, thefts, and even acts that seem ridiculous at first glance, performed as protests.
3. Imitation reaction. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object of imitation most often becomes an adult who impresses his ideals in one way or another (for example, a teenager who dreams of a theater imitates his favorite actor in manners). The reaction of imitation is characteristic of personally immature adolescents in an asocial environment.
4. Compensation reaction. It is expressed in the desire to make up for one's failure in one area by success in another. If antisocial manifestations are chosen as a compensatory reaction, then behavioral disorders occur. So, an underachieving teenager may try to gain authority from classmates with rude, defiant antics.
5. Hypercompensation reaction. It is conditioned by the desire to achieve success precisely in the area in which the child or adolescent shows the greatest failure (with physical weakness - a persistent desire for sports achievements, with shyness and vulnerability - to social activities etc.).
Actually teenage psychological reactions arise when interacting with the environment and often form characteristic behavior during this period:
1. Reaction of emancipation. It reflects the adolescent's desire for independence, for liberation from adult care. Under adverse environmental conditions, this reaction may underlie runaways from home or school, affective outbursts directed at parents, teachers, as well as individual antisocial acts.
2. Reaction of "negative imitation". It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of an emancipation reaction, the struggle for independence.
3. Grouping reaction. It explains the desire to form spontaneous teenage groups with a certain style of behavior and a system of intra-group relationships, with their leader. In adverse environmental conditions, with various kinds of inferiority nervous system In adolescents, the propensity for this reaction can largely determine their behavior and be the cause of antisocial behavior.
4. Passion reaction (hobby reaction). It reflects the features of the internal structure of the personality of a teenager. Passion for sports, the desire for leadership, gambling, a passion for collecting are more typical for teenage boys. Classes, the motive of which is the desire to attract attention (participation in amateur performances, passion for extravagant clothing, etc.), are more typical for girls. Intellectual and aesthetic hobbies, reflecting a deep interest in a particular subject, phenomenon (literature, music, fine arts, technology, nature, etc.), can be observed in adolescents of both sexes.
5. Reactions caused by the emerging sexual desire (increased interest in sexual problems, early sexual activity, masturbation, etc.).
Adolescence is the most difficult of the human ages, the second birth. The study of adolescence as a transition from childhood to adulthood, the formation of a special subculture with its own norms, attitudes, specific forms of behavior, clothing, language, symbolic attributes and rituals.
Teenage years- this is the period of development between childhood and adulthood in a boy or girl, which has a biological beginning and a culturally determined end. modern science determines adolescence depending on the country (region of residence) and cultural and national characteristics, as well as gender (from 11 - 14 to 15 - 17 years).
The special position of adolescence in the development of the child is reflected in its names: "transitional", "critical", "difficult", "critical". They recorded the complexity and importance of the developmental processes occurring at this age, associated with the transition from one era of life to another. The transition from childhood to adulthood is the main content and specific difference of all aspects of development in this period - physical, mental, moral, social. Qualitatively new formations are emerging in all directions. Elements of adulthood appear as a result of the restructuring of the body, self-awareness, relationships with adults and comrades, ways of social interaction with them, interests, cognitive and educational activities, the content of moral and ethical standards that mediate behavior, activities and relationships.
During this period, the formation moral values, life prospects, there is an awareness of oneself, one's abilities, abilities, interests, the desire to feel oneself and become an adult, craving for communication with peers, general views on life, on relationships between people, on one's future are formed, in other words, personal meanings are formed life.
The main neoplasms in adolescence are: conscious regulation of their actions, the ability to take into account the feelings, interests of other people and focus on them in their behavior. Neoplasms do not arise on their own, but are the result of the child's own experience, obtained as a result of active involvement in the performance of various forms of social activity.
The skeletal system develops, changes in blood composition and blood pressure are observed. There are various structural and functional changes in cerebral activity. The features of this period are the intensity and uneven development and growth of the body - the “pubertal leap”, which determines the unevenness and significant individual variability in the rate of development (temporal differences in boys and girls, acceleration and retardation) and forms the so-called puberty period.
Pubertal period (Latin pubertas - maturity, puberty) is a time of accelerated physical development and puberty, characterized by important changes in the body of a teenager, including the appearance of secondary sexual characteristics. Age from 11 to 16 years for girls and from 13 to 17-18 years for boys; corresponds to puberty.
The age of 13 years is the time when the first phase of pubertal development ends in girls (11-13 years old) and the second phase begins (13-15 years old), and in boys the first phase of pubertal development begins rapidly, which lasts from about 13 to 15 years. Rapid growth, maturation of the body, ongoing psychological changes - all this is reflected in the functional states of a teenager.
11 - 12 years - a period of increased activity, a significant increase in energy. But this is a period of increased fatigue, some decrease in efficiency. Often, behind the motor restlessness, increased excitability of adolescents, it is precisely the rapid and abrupt onset of fatigue that the student himself, due to insufficient maturity, cannot yet not only control, but also understand. Despite significant individual differences between children, in general it can be said that at this time the number of insults, quarrels between children, as well as between children and adults, increases. Children at this time often show increased irascibility, resentment, primarily in relation to an adult. Their behavior is often characterized by demonstrativeness. This situation is exacerbated by the influence of beginning (in boys) or intensively passing (in girls) puberty, which contributes to an even greater increase in impulsivity, often a change of mood, affects the severity of the teenager's perception of "insults" from other people, as well as the form of expression of insults and protest. Crying without any visible (and often conscious) reason, frequent and abrupt mood swings are most typical for girls. Especially increases during menstruation. In boys, motor activity increases, they become more noisy, fussy, restless, all the time they turn something in their hands or wave them. Many schoolchildren during this period have partial violations of coordination and accuracy of movements, they become clumsy and awkward.
Monotonous situations are extremely difficult for teenagers. The phenomenon of specific teenage laziness is associated with increased fatigue. You can often hear complaints from adults that a teenager wants to lie down all the time, cannot stand up straight: he constantly strives to lean on something, and answers requests: I have no strength. The reason for this is increased growth, which requires a lot of strength and reduces endurance. A temporary violation of coordination is noted, adolescents become awkward, fussy, make a lot of unnecessary movements. As a result, they often break something, destroy it. Since such phenomena often coincide with adolescent outbursts of negativism, which reduce or block the possibilities of his self-control, it seems that there is malicious intent in such destruction, although, as a rule, this occurs against the desire of the adolescent and is associated with the restructuring of the motor system. The maturation process also affects the development of speech, especially in boys. Their speech becomes more laconic and stereotypical, which is manifested in the specific "verbal speech" of many adolescent boys. Certain difficulties in writing are also associated with this. It is known that in adolescence, girls, as a rule, express their thoughts better in writing than boys. However, in the future, after 14 - 15 years, the boys not only catch up, but often outstrip them in this skill. Due to the peculiarities of the speech sphere, adolescents often react slowly to something. What they are told. Obvious consequences of this are frequent complaints about teenagers not understanding the teacher's explanations.
Personal development in adolescence. The transition to adolescence is characterized by profound changes in the conditions affecting the child's personal development. They relate to the physiology of the body, the relationships that develop in adolescents with adults and peers, the level of development of cognitive processes, intelligence and abilities. All this marks the transition from childhood to adulthood. The body of the child begins to quickly rebuild and turn into the body of an adult. The center of the physical and spiritual life of the child moves from home to the outside world, passes into the environment of peers and adults. Relationships in peer groups are built on more serious than recreational joint games, affairs covering a wide range of activities, from working together on something to personal communication on vital topics. A teenager enters into all these new relationships with people already being an intellectually sufficiently developed person and possessing abilities that allow him to take a certain place in the system of relationships with peers. Usually the process of general intellectual development of children begins and ends somewhat earlier than the process of their formation as individuals. If the child's intellect, understood as the ability to set and solve problems in practical, figurative and symbolic terms, seems to be developed already by the beginning of adolescence, then the formation of the child as a person here actively continues and ends much later, in the years of adolescence. During three or four years of high school education, the motivational sphere of a person is formed, his personal and business interests are determined, professional inclinations and abilities are manifested.
Adolescence is the most difficult and complex of all childhood ages, which is a period of personality formation. At the same time, this is the most crucial period, since the foundations of morality are formed here, social attitudes, attitudes towards oneself, towards people, towards society are formed. In addition, at this age, character traits and the main forms of interpersonal behavior are stabilized. The main motivational lines of this age period associated with an active desire for personal self-improvement are self-knowledge, self-expression, self-affirmation.
At the beginning of adolescence, the child develops and intensifies the desire to be like elders, children and adults, and such a desire becomes so strong that, forcing events, the teenager sometimes prematurely begins to consider himself already an adult, demanding appropriate treatment of himself as an adult. At the same time, he still does not fully meet the requirements of adulthood. All teenagers, without exception, strive to acquire the qualities of adulthood. Seeing manifestations of these qualities in older people, a teenager often imitates them uncritically. Adolescents' own desire for adulthood is strengthened by the fact that adults themselves begin to treat adolescents no longer as children, but more seriously and demandingly. They ask more from a teenager than from a primary school student, but he is allowed a lot of things that are not allowed to first graders. For example, a teenager, much more than a younger student, can be out of the house, on the street, in the company of friends and among adults. He is allowed to participate in such situations, which are usually junior schoolchildren not allowed. This confirms the more equal and independent position of the adolescent in the system of human relations. All this taken together gives the teenager an idea of himself as a person who has ceased to be a child, who has stepped over the threshold of childhood. The result of these processes is the strengthening internal desire of the teenager to become an adult as soon as possible, which creates a completely new external and internal situation of personal psychological development. It requires and generates a change in the entire system of adolescent relations with other people and with himself.
A teenager is also forced to grow up quickly by the circumstances of life associated with physical changes in his body. Rapid maturation, physical strength give rise to additional responsibilities that a teenager receives both at school and at home.
In adolescence, the content and role of imitation in personality development change. If at the early stages of ontogenesis it is spontaneous, little controlled by the consciousness and will of the child, then with the onset of adolescence, imitation becomes manageable, begins to serve the numerous needs of the child’s intellectual and personal self-improvement. A new stage in the development of this form of learning in adolescents begins with the imitation of the external attributes of adulthood.
Most easy way to achieve the goal of "being like an adult" is to imitate the external forms of observable behavior. Adolescents, starting from the age of 12-13 (girls a little earlier, boys later), copy the behavior of adults who enjoy authority in their circle. This includes fashion in clothing, hairstyles, jewelry, cosmetics, a special vocabulary, demeanor, ways of relaxing, hobbies, etc. In addition to adult models for. imitations on the part of teenagers can become their older peers. The tendency to look like them and not like adults in adolescence increases with age.
For teenage boys, the role model is often the person who behaves “like a real man”and has willpower, endurance, courage, courage, endurance, loyalty to friendship. Girls develop a tendency to imitate those who look "like real woman»: older girlfriends, attractive, popular adult women. To my physical development many teenage boys are very attentive, and starting from the V-VI grades of the school, many of them begin to perform special exercise aimed at developing strength and endurance. girls, on the other hand, are more likely to imitate the external attributes of adulthood: clothes, cosmetics, coquetry techniques, etc.
In adolescence, the process of formation and development of the child's self-awareness continues. Unlike the previous age stages, just like imitation, it changes its orientation and becomes a person directed at the consciousness of his personal characteristics. The improvement of self-awareness in adolescence is characterized by the child's special attention to his own shortcomings. The desired image of "I" in adolescents usually consists of the merits of other people that they value.
Since both adults and peers act as role models for adolescents, the ideal they create turns out to be somewhat contradictory. He combines the qualities of both an adult and a more young man, and not always these qualities are compatible in one person. This, apparently, is one of the reasons for the inconsistency of adolescents with their ideal and their constant worries about this.
Formation of volitional qualities. In the 7th-8th grades of the school, some teenagers begin to systematically and purposefully engage in self-education. This is especially true for boys, among whom the ideal of masculinity becomes one of the main ideals that give rise to criteria for evaluating the surrounding people. Teenagers love adventure, romantic films and related literature, since it is in them that heroes are found who have the necessary qualities of masculinity, courage, character and willpower. Teenagers try to imitate these characters in real life, reproducing in games and situations they create scenes read in books or seen in films. This is especially typical for younger teenagers between the ages of 11 and 13.
In older adolescence, many boys begin to engage in self-development of the necessary volitional personality traits. Comrades who are older in age, young men and adult men, become the object of imitation for them. In companies with them, a teenager takes part in cases that require the manifestation of will.
A very common way among modern teenagers to develop their volitional qualities of a personality is to engage in sports associated with a large physical activity and risk, those that require extraordinary strength and courage. This is boxing, wrestling, weightlifting, hockey. Being carried away by many types of sports at first for the sake of developing strong-willed personal qualities, some teenagers then continue to engage in them in order to achieve high results. Thanks to this, the motivation to achieve success is further developed.
Having become habitual, physical culture and sports in adulthood sometimes turn into effective remedy maintaining health and working capacity, and the useful volitional qualities of the individual, initially formed and consolidated in the course of these classes, then move on to other activities, in particular to professional work, determining, together with the motivation to achieve success, its practical results.
There is a certain sequence in the development of volitional qualities of personality in a teenager. In the beginning, mainly dynamic physical qualities develop. This is strength, speed and speed of reaction. Then the qualities associated with the ability to withstand large and prolonged loads are developed: endurance, endurance, patience and perseverance. This is followed by the formation of more complex and subtle volitional qualities, such as, for example, concentration, focus, and efficiency.
The general logic of the development of all volitional qualities can be expressed as follows: from the ability to manage oneself, concentrate efforts, withstand and endure heavy loads to the ability to manage activities and achieve high results in it. According to this logic, the methods of developing volitional qualities are being replaced and improved. At first, a teenager simply admires them in other people, in a good way envies those who have these qualities (10-11 years old). Then the teenager declares his desire to have such qualities in himself (11-12 years old) and, finally, proceeds to their self-education (12-13 years old). The most active period of volitional self-education in adolescents is considered to be the age from 13 to 14 years.
The desire to develop useful personality traits characteristic of adults of the same sex with them is characteristic not only of teenage boys, but also of teenage girls. However, unlike boys, the development of specific personality traits, similar to strong-willed ones, in girls follows a different path. For them, such activities in which the corresponding qualities are formed and fixed are most often teaching, various types of arts, housekeeping, and also female species sports. Adolescent girls especially try to excel in their studies, they do a lot of those school subjects where they do not succeed.
The described sex-role differences between boys and girls contribute to the fact that they develop perseverance and efficiency in just such activities that they will have to do as adults.
Development of business personality traits. If we raise the question of at what age a child experiences the most significant processes associated with the choice of a future profession, with the development of appropriate skills and abilities, the necessary business qualities of a person, then the answer to it will be one: in adolescence. Indeed, children of this age are distinguished by an increased interest in various activities, the desire to do something with their own hands, increased curiosity and the first dreams of a future profession. Relevant interests are born at school, at home, in extracurricular activities; their sources can be teachers, parents, peers, other older people. But most often, primary professional interests arise in one's own teaching and work, and this creates favorable opportunities for the development of the necessary business qualities in those types of activities in which the teenager is mainly involved.
Children of this age are distinguished by increased cognitive and creative activity, they always strive to learn something new, learn something, and do everything for real, professionally, like adults. This encourages teenagers to go beyond the usual school curriculum in developing their knowledge, skills and abilities. The need for everything that is necessary for this, the teenager satisfies himself, through self-education and self-service, often with the help of his friends, who are passionate about the same thing as he is. Many boys and girls in adolescence themselves try to master various professional skills, and the professionally oriented hobby of children of this age can acquire the character of a real passion, when everything else fades into the background for the child and he devotes all his free time to his favorite business. On the basis of such interests, informal groups of comrades and friends are often formed during adolescence.
Children at this age are already quite noticeably different from each other in interest in learning, in terms of intellectual development and outlook, in terms of the volume and strength of knowledge, in terms of personal development. These differences determine their differentiated attitude to learning. This circumstance determines the selective nature of the attitude to school subjects. Some of them become more needed and therefore loved by teenagers, interest in others decreases. Often the attitude of a teenager to a particular subject is determined by the attitude towards the teacher who teaches this subject. Teenagers usually like the subjects taught by their favorite teachers. The performance of many children in the middle grades of school temporarily falls due to the fact that outside of school they have strong, competing interests with learning.
In adolescence, new motives for learning appear, associated with the expansion of knowledge, with the formation of the necessary skills and abilities that allow you to engage in interesting work, independent creative work. Teaching is supplemented by self-education, acquiring a deeper personal meaning. Knowledge, skills and abilities at this age become a criterion of value for a teenager of the people around him, as well as the basis for showing interest and imitating them.
There is a formation of a system of personal values that determine the content of a teenager's activity, the scope of his communication, selective attitude towards people, assessments of these people and self-esteem. Older teenagers begin to be interested in different professions, they have professionally oriented dreams, that is, the process of professional self-determination begins. However, this positive age trend is not characteristic of all adolescents. Many of them even at a later age do not seriously think about their future profession.
At this age, good conditions are created for the formation of organizational skills, efficiency, entrepreneurialism, and many other useful personal qualities associated with people's relationships, including the ability to establish business contacts, agree on joint affairs, distribute responsibilities among themselves, etc. personal qualities can develop in almost all areas of activity in which a teenager is involved and which can be organized on a group basis: teaching, work, play. In teaching, these personal qualities are formed and developed when adolescents themselves become the organizers of the educational process and take responsibility for it. This happens, for example, in cases where the teacher instructs a group of children to independently find, read and report this or that information in the lesson. Especially valuable is the experience of independent work in the library acquired in adolescence, as well as the fulfillment of training assignments for the preparation and conduct of classes in the classroom, including materials and visual aids.
Even greater opportunities for the accelerated development of the business qualities of adolescent children are opened up by labor activity, when children participate in it on an equal footing with adults. These can be school affairs, participation in the work of children's cooperatives, small school enterprises, etc. It is important that in all these cases children are given maximum independence, so that adults notice and support any manifestations of children's initiative, efficiency, enterprise, and practical wisdom.
Along with learning and work, play at this age still provides rich opportunities for the personal development of children. However, here we are no longer talking about entertainment games, but about business games built on the model of those on which adults learn the art of management. Such games should be included in the educational process at school along with the usual school subjects, and from an educational point of view, adolescence seems to be the most favorable period of life for this.
Achievements of psychological development of teenagers. In adolescence, all cognitive processes, without exception, reach a very high level of development. In the same years, the absolute majority of the vital personal and business qualities of a person are openly manifested. For example, direct, mechanical memory reaches the highest level of its development in childhood, forming, together with enough advanced thinking prerequisites for further development and improvement of logical, semantic memory. Speech becomes highly developed, varied and rich, thinking is represented in all its main forms: visual-effective, visual-figurative and verbal-logical. All these processes acquire arbitrariness and verbal mediation. In adolescents, they already function on the basis of the formed inner speech. It becomes possible for a teenager to learn various types of practical and mental (intellectual) activities, moreover, using a variety of techniques and teaching aids. General and special abilities are formed and developed, including those necessary for future professional activities.
Adolescence has many contradictions and conflicts that are characteristic of this particular age. On the one hand, the intellectual development of adolescents, which they demonstrate when solving various problems related to school subjects and other matters, encourages adults to discuss with them enough serious problems and teenagers themselves are actively striving for this. On the other hand, when discussing problems, especially those related to the future profession, ethics of behavior, responsible attitude to one's duties, one discovers the amazing infantilism of these people, outwardly looking almost adults. A psychological and pedagogical dilemma arises, which can only be resolved by an experienced adult: how, while treating a teenager in a serious way, that is, in an adult way, at the same time treat him like a child who constantly needs help and support, but outwardly at the same time, such a “childish” treatment cannot be detected.
It is known that with age, the interest of adolescents in themselves changes rapidly. Children studying in grades IV-V of the school are characterized by increased attention to the position that they occupy in the classroom among their peers. Sixth graders begin to show a certain interest in their appearance, in children of the opposite sex and relationships with them. Seventh graders have common hobbies of a business nature, there is a special interest in developing their abilities in various types practical activities and to their future profession. Eighth graders highly value independence, individuality, personality traits that are manifested in friendship and camaraderie. Relying on these types of emerging interests of adolescents one after another, it is possible to actively develop the necessary role, business and other useful qualities in them.
The main new feature that appears in the psychology of a teenager compared to a child of primary school age is a higher level of self-awareness. Along with it, a clearly expressed need arises to correctly assess and use the available opportunities, to form and develop abilities, bringing them to the level at which they are in adults.
At this age, children become especially sensitive to the opinions of their peers and adults; for the first time, they face acute problems of a moral and ethical nature, related, in particular, to intimate human relationships.
Adolescence - as adolescence is sometimes called - is the time of the formation of a true individuality, independence in learning and work. Compared to younger children, adolescents show confidence in the ability to determine and control their own behavior, their thoughts and feelings. Adolescence is a time of heightened desire for self-knowledge and evaluation, for the formation of a holistic, consistent image of the “I”.
Between the ages of 12 and 14, when describing themselves and other people, adolescents, in contrast to younger children, begin to use less categorical judgments, including the words “sometimes”, “almost”, “I think” and others in self-descriptions, which indicates a transition on the position of evaluative relativism, on the understanding of ambiguity, inconstancy and diversity personal manifestations person.
In the middle classes of the school, instead of one teacher, several new teachers appear, who usually have very different styles of behavior and manner of communication, as well as methods of conducting classes. Different teachers have different requirements for teenagers, which makes them individually adapt to each new teacher. In adolescence, a differentiated attitude towards different teachers appears: some are loved, others are not, and others are treated with indifference. New criteria for assessing the personality and activities of adults are also being formed. On the one hand, this creates an opportunity for a more accurate and correct assessment of people by comparing them with each other, and on the other hand, it creates certain difficulties due to the inability of adolescents to correctly perceive an adult, to give him a correct assessment.
Adolescents appreciate knowledgeable teachers more, who are strict but fair, who treat children kindly, are able to explain the material in an interesting and understandable way, give fair grades, and do not divide the class into favorites and unloved ones. The erudition of the teacher, as well as his ability to properly build relationships with students, is especially highly valued by the teenager.
At the age of ten to fifteen, significant changes take place in the motives of the adolescent, in his ideals and interests. They can be represented and described as follows. In the initial period of this age (10-11 years old), many adolescents (about a third) give themselves mostly negative personal characteristics. This attitude towards oneself remains in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular, an increase in self-esteem and a higher assessment of oneself as a person.
As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in individual social situations, and then private actions.
In the development of reflection, that is, the ability of adolescents to realize their own strengths and weaknesses, there is a tendency, as it were, of the opposite nature. In the initial period of adolescence, children are mainly aware only of their individual actions in certain life situations, then - character traits, and, finally, global personality traits.
It has been established that with age, the perception of the surrounding people by adolescents also changes. The standards of interpersonal perception that they use when evaluating the people around them are becoming more and more generalized and do not correlate with the opinions of individual adults, as it was at primary school age, but with ideals, values and norms. The content of evaluative moral standards continues to expand and deepen, they become more subtle and differentiated, individually different.
The desire of a teenager to take a position that satisfies him in a group of peers is accompanied by increased conformity to the norms of behavior and values of the reference group.
The transitivity of the psyche of a teenager consists in coexistence, the simultaneous presence in it of features of childhood and adulthood.
In adolescence, there is often a tendency to behavioral reactions that are usually characteristic of a younger age. These include the following:
Refusal reaction. It is expressed in the rejection of the usual forms of behavior: contacts, household duties, study, etc.
The reaction of the opposition, protest. It manifests itself in opposing one's behavior to the required one: in demonstrative bravado, absenteeism, running away, theft, etc.
imitation reaction. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object of imitation most often becomes an adult who impresses his ideals in one way or another.
compensation response. It is expressed in the desire to make up for one's failure in one area by success in another.
hypercompensation reaction. It is conditioned by the desire to achieve success precisely in the area in which the child or teenager shows the greatest failure (with physical weakness - a persistent desire for sports achievements, etc.).
Adolescent psychological reactions occur when interacting with environment and often form characteristic behavior during this period:
emancipation reaction. It reflects the desire of a teenager for independence, for liberation from adult care.
Reaction of "negative emancipation". It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of an emancipation reaction, the struggle for independence.
Grouping reaction. It explains the desire to form spontaneous teenage groups with a certain style of behavior and a system of intra-group relationships, with their leader.
Passion reaction (hobby reaction). It reflects the features of the internal structure of the personality of a teenager.
Reactions due to emerging sexual desire (increased interest in sexual problems, early sex life, onanism, etc.).
Give a special shape teenage egocentrism associated with the characteristics of the adolescent's intellect and his affective sphere. A teenager finds it difficult to differentiate the subject of his thinking and the thinking of other people. Since he is most interested in himself, in the psychophysiological changes taking place with him, he intensively analyzes and evaluates himself. At the same time, he gets the illusion that other people are preoccupied with the same thing, i.e. continuously evaluate his behavior, appearance, way of thinking and feeling. The phenomenon of "imaginary audience", one of the components of egocentrism consists in the belief that some spectators constantly surround him, and he, as it were, is on stage all the time. Another component of adolescent egocentrism is personal myth. A personal myth is a belief in the uniqueness of one's own feelings of suffering, love, hatred, shame, based on focusing on one's own experiences.
Adolescence crisis.
The crisis of transition to adolescence (15-18 years old) is associated with the problem the formation of a person as a subject of his own development.
The crisis of adolescence resembles the crises of 1 year (speech regulation of behavior) and 7 years (normative regulation). At the age of 17 it happens value-semantic self-regulation of behavior. 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.
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).
VI. YOUTH from 15-18 to 18-23 years old.
social situation development.
In adolescence, significant morphofunctional changes occur, the processes of physical maturation of a person are completed. Life activity in adolescence becomes more complicated: the range of social roles expands with a measure of independence and responsibility corresponding to them. This age has a lot critical social events: obtaining a passport, the onset of criminal liability, the opportunity to marry. In adolescence, the independence of the individual is more asserted. But along with the elements of adult status, the young man still retains a certain degree of dependence coming from childhood: this is both material dependence and the inertia of parental attitudes associated with leadership and subordination.
The psychological criterion for "entering" adolescence is associated with a sharp change internal position, with a change of attitude towards the future. In adolescence, there is an expansion of the time horizon - future becomes the main dimension. The main orientation of the personality is changing, which can now be designated as aspiration to the future, determination of the further life path, choice of profession.
The beginning of this process refers to adolescence, when a teenager thinks about the future, tries to anticipate it, creates images of the future, without thinking about the means to achieve it. Society, in turn, sets before the young person a very specific and vital task of professional self-determination, and thus a characteristic social development situation. In 9th grade high school and once again in the 11th grade, the student inevitably falls into choice situation- completion or continuation of education in one of the specific forms, entry into working life. The social situation of development in early adolescence "threshold" of independent life.
In youth, a fundamentally important change occurs in thinking about the future, now the subject of reflection is not only the final result, but also the ways and means of achieving it. Independence of meeting with the “changing world” (as opposed to other ages, when the child is faced with a new one for himself, but sustainable form next age) is generally specific to adolescence. In the course of the crisis of 17 years, the task of becoming a person as subject of own development.
The transition from early to late youth is marked by a change in developmental emphasis: the period of preliminary self-determination ends and the transition to self-realization takes place.
Leading activity.
In the psychological periodizations of D.B. Elkonin and A.N. Leontiev is recognized as the leading activity in his youth educational and professional activities. Despite the fact that in many cases the young man continues to be a schoolboy, learning activities in the upper grades must acquire a new direction and new content, oriented towards the future. We can talk about a selective attitude to certain academic subjects related to the planned professional activity and necessary for entering a university, about attending preparatory courses, about being included in the real labor activity in trial forms.
According to D.I. Feldstein, in adolescence, the nature of development determines labor and teaching as the main activities.
Other psychologists speak of professional self-determination as a leading activity in early adolescence. In the upper grades, it is formed psychological readiness for self-determination. Readiness for self-determination does not mean psychological structures and qualities that are completed in their formation, but a certain maturity, i.e. the formation of psychological formations and mechanisms that provide the possibility of personal growth now and in the future.
Professional self-determination is a multidimensional and multi-stage process in which the tasks of society are identified and an individual lifestyle is formed, of which professional activity is a part. In the process of professional self-determination, a balance is established between personal preferences and inclinations and the existing system of division of labor.
In the modern sense, professional self-determination is seen not only as a specific choice of profession, but as a continuous process of searching for meaning in the chosen, mastered and performed professional activity. With this understanding, professional self-determination is a process of alternating choices, each of which is regarded as an important life event that determines further steps on the path of professional development of the individual.
Decision on career choice taken over several years, passing through a series of stages. On the stage fantastic choice(up to 11 years old) a child, thinking about the future, still does not know how to connect ends and means. The primary choice made at this stage is made under the conditions of a poorly differentiated idea of professions, in the absence of expressed interests and inclinations. As the intellectual development progresses, the teenager or young man becomes more and more interested in the conditions of reality, but is not yet confident in his abilities - the stage trial selection(up to 16-19 years old). Gradually, the focus of his attention shifts from subjective factors to real circumstances. From the many options, several of the most realistic and acceptable options are gradually distinguished, between which you have to choose. Stage realistic choice(after 19 years) includes discussion of the issue with knowledgeable persons, awareness of the possibility of a conflict between abilities, values and objective conditions of the real world.
cognitive development .
The characteristic level of cognitive development in adolescence and youth is formal-logical, formal-operational thinking. This is abstract, theoretical thinking, not connected with the specific conditions of the external environment that exist at the moment. By the end of adolescence mental capacity already formed, but throughout adolescence they continue to improve.
Interest in school and learning among high school students is noticeably increasing, since learning acquires a direct life meaning associated with the future. The need for self-acquisition of knowledge is growing, cognitive interests are becoming broad, stable and effective, conscious attitude to work and study.
Occurs in these years and improvement memory. This applies not only to the fact that the amount of memory is increasing in general, but also to the fact that the methods of memorization are changing to a significant extent. Along with involuntary memorization, older schoolchildren are widely using rational methods of arbitrary memorization of material.
Possession of complex intellectual operations of analysis, synthesis, theoretical generalization and abstraction, argumentation and proof is improved. For boys and girls, the establishment of cause-and-effect relationships, systematic, stable and critical thinking, and independent creative activity become characteristic. There is a tendency to a generalized understanding of the world, to a holistic and absolute assessment of certain phenomena of reality.
age feature is the rapid development special abilities , often associated with the chosen professional area. As a result, cognitive structures in adolescence acquire a very complex structure and individual originality.
Later in youth intellectual development implies a quality new level developmental creativity and involving not just the assimilation of information, but the manifestation of intellectual initiative and the creation of something new: we are talking about the ability to see a problem, pose and reformulate questions, and find non-standard solutions.
Main neoplasms:
The need for self-determination;
Readiness for personal and professional self-determination;
life plans;
Sustainable self-awareness;
Identity;
Value orientations;
Worldview is the inner position of a man (woman).
A life plan is a broad concept that covers the entire sphere of personal self-determination (occupation, lifestyle, level of aspirations, income level, etc.) For high school students, life plans are often still very vague and cannot be isolated from a dream. A high school student simply imagines himself in a wide variety of roles, but does not dare to finally choose something for himself and often does nothing to achieve his plan.
One can talk about life plans in the exact sense of the word only when they include not only goals, but also ways to achieve them, when a young person seeks to evaluate his own subjective and objective resources. Preliminary self-determination, building life plans for the future is the central psychological neoplasm of adolescence.
In Western psychology, the process of self-determination is referred to as the process of identity formation. E. Erikson considered the search for personal identity as the central task of the period of growing up, although the redefinition of identity can also occur in other periods of life. Identity as a consciousness of the identity of the subject to himself, the continuity of his own personality in time requires answering the questions: “What am I? What would I like to become? Who do they take me for? In the period of growing up, against the backdrop of dramatic physical and psychological transformations and new social expectations, it is necessary to achieve a new quality of identity, i.e. combine various properties associated with family, gender, professional roles into a consistent integrity (what kind of daughter and granddaughter I am, an athlete and a student, a future doctor and future wife), which contradict her, discard, agree on the internal assessment of oneself and the assessment given by others.
As they grow older, as they gain experience in reality and communication, a more realistic assessment of their own personality develops and independence from the opinions of parents and teachers increases. A positive self-concept, a sense of self-respect, self-worth favorably affects the setting of promising goals and the active pursuit of their achievement. The negative self-concept (manifestations of which are low self-esteem, low level of claims, weak self-confidence) has the most negative effect.
In adolescence, the self is discovered, its own world of thoughts, feelings and experiences, which seem unique and original to the subject himself.
Changes in cognitive structures, the desire to know oneself as a person serve as a prerequisite for the emergence of the ability to introspection, reflection. The individual's own thoughts, feelings, actions become the subject of his mental consideration and introspection: how and why he acted in certain circumstances, showed himself smart, restrained or behaved unleashed, or went on about another. Another important aspect of introspection is related to the ability to distinguish contradiction between thoughts, words and deeds to operate with ideal situations and circumstances. There are opportunities to create ideals(family, society, morality or person), to compare them with reality, to try to implement them.
Thinking about character traits, about his strengths and weaknesses, a young man begins to look at other people, compare the properties of their personality and behavior with their own, look for similarities and dissimilarity. This knowledge of others and self-knowledge leads to the setting self-improvement tasks.
In youth, they develop value orientations(philosophical, moral, aesthetic), in which the very essence of man is revealed. Builds up outlook as a system of generalized ideas about the world as a whole, about the surrounding reality and other people about oneself and the willingness to be guided by it in activities. A conscious “generalized, final attitude to life” (S.L. Rubinshtein) is formed, which allows you to reach the problem the meaning of human life. There is an interested, excited attitude to the personal meaning of life.
emotional sphere.
The sphere is actively developing in youth feelings. A focus on the future, a sense of the flourishing of physical and intellectual capabilities, opening horizons create in boys and girls optimistic feeling, increased vitality. General emotional well-being becomes more even than that of adolescents. Sharp affective outbursts, as a rule, are a thing of the past.
Youth is a period characterized by conflicting experiences, internal discontent, anxiety, and tossing, but they are less demonstrative than in adolescence.
The emotional sphere in youth becomes much richer in content and thinner in shades of experiences, emotional susceptibility and the ability to empathize increase.
At the same time, emotional susceptibility is often combined with categorical and straightforward youthful assessments surrounding, with a demonstrative denial of moral axioms, up to moral skepticism.
Communication in youth.
The content and nature of young men's communication with all categories of partners are determined by the solution of problems associated with the formation and implementation of them as subjects of relations in significant areas of life. Value-semantic dominant communication is found in the leading topics of high school students' conversations: discussion of personal affairs (their own and partners), relationships between people, their past, plans for the future, the relationship between the sexes.
Relationships with adults are complex, but in fact the influence of parents on many important issues remains predominant for young men. Content of communication with adults includes the problems of finding the meaning of life, knowing oneself, life plans and ways to implement them, relationships between people. Communication with adults proceeds unevenly, the rapid intensification of communication, the discussion of problems and questions is replaced by a period of decline in the intensity of communication, until new disturbing problems accumulate.
Communication with peers keeps playing big role in the lives of young people. In the senior classes, there is a change in the orientation towards preferred places of communication, along with a focus primarily on communication at home and at school, further development is taking place. social space(streets, downtown).
In adolescence occurs increase in the need for communication, increase in time for communication and expansion of his circle(not only at school, in the family, in the neighborhood, but also in different geographical, social, virtual spaces).
In early youth, the need for solitude is stronger than in previous age stages. Communicative seclusion is communication with a certain ideal partner, with one's self, with the represented persons. In seclusion, boys and girls play roles that are not available to them in real life. They do it in dream games and in dreams predominantly reflexive and social.
First love also, to a certain extent, a consequence of the young man's desire for emotional contact, intimacy, and understanding. The manifestation of love in adolescence usually takes the form of sympathy, infatuation, falling in love, or the form of friendship-love. In all its manifestations, first love is an important test in youth, which largely affects the development of a young man's personality.
VII. YOUTH from 20-23 to 30 years.
Adolescence is a difficult stage of growing up, which on average lasts from 12-13 to 18 years old and is accompanied by rapid growth, serious physiological and psychological changes. Since there are many changes in the body of a teenager, many behavioral features can be caused by physiological processes, puberty, hormonal changes in the body. Adolescence leaves a strong imprint on the nervous system, in which at this age the processes of excitation predominate over the processes of inhibition. All these changes make adolescents overly excitable, provoke strong emotional reactions even to minor stress from an adult point of view, as well as overly impulsive and hysterical behavior.
At the same time, the teenager is busy searching for himself and forming his own identity. The most significant people in a teenager's life are no longer parents and relatives, but friends and groups of peers. Attempts to win authority over a significant group of peers can push yesterday's child to very rash acts. It is especially difficult for parents to accept the fact that a teenager often begins the search for himself and his place in life by rejecting parental values and rebelling against parental authority. Adolescents are very active in resisting parental care, almost all the time, taking it for control and in every possible way trying to win back their independence and autonomy.
The search for oneself often leads teenagers to informal groups, with a pronounced leader, code of conduct, and characteristics. appearance. Favorite music, sports club or hobby allow teenagers to create their own closed groups and often become a more significant place for the manifestation of their abilities and talents than school classes, additional courses, or any activities suggested by parents. At the same time, the interests of adolescents are very changeable and their worldview, along with the corresponding behavior, can change literally every day.
Parents often note the inconsistency of teenage behavior. So rough and aggressive behavior can be replaced by excessive vulnerability and emotionality. And periods of feverish activity are apathy, when teenagers become sullen and spend their days shut up in their room. All behaviors during adolescence are a normal part of the process of separation and maturation. However, this age is one of the most difficult and sometimes a teenager may need the help of a psychologist in order to successfully pass the crisis stage of adolescence. Parents should pay attention to their teenager if the behavior is constantly too aggressive or too vulnerable. It is necessary to worry when periods of apathy are prolonged, since teenage depression is not as rare as many parents think. An important factor successful passage through the teenage crisis is the ability of parents to talk to a growing child, to compromise and provide him with more freedom, while maintaining the boundaries of what is permitted.
If a teenager maintains contact with his parents, then the rest of the manifestations are just a normal stage of growing up. Parents should worry when their child closes in on himself and refuses to make contact. Thus, maintaining trust between a teenager and parents is one of the key factors in the ability of a family to successfully navigate through crises. Very often, the best solution is a consultation with a psychologist, which is especially appropriate when problems in the relationship between a teenager and parents are just beginning and many of the negative aspects of adolescence can be smoothed out so that this period goes well and with minimal losses for the whole family.
The system of children's cultural and educational institutions
The concept of age. Classification of age periods
Age - the duration of the period from the birth of a living organism to the present or any other specific point in time. Usually, the word "age" refers to the calendar age (passport age, chronological age), which does not take into account the developmental factors of the organism. Observed differences individual features development of the body from average indicators served as the basis for the introduction of the concept of "biological age", or "age of development". Age periodization is the periodization of stages in a person's life and the determination of the age boundaries of these stages, the system of age stratification adopted in society. Some historical and currently used periodization systems for age periods in a person's life:
Vygotsky's periodization
neonatal crisis (up to 2 months)
infancy (up to 1 year old)
crisis 1 year
early childhood (1-3 years)
crisis 3 years
preschool age (3-7 years)
crisis 7 years
school age (7-13 years old)
crisis 13 years
pubertal age (13-17 years)
crisis 17 years
Periodization of Elkonin
Stage of early childhood
Infancy (up to a year)
Early age (1-3 years)
childhood stage
preschool age(3-7 years old)
Junior school age (7-11 years old)
Adolescence stage
Adolescence (11-15 years old)
Early adolescence (15-17 years old)
Erickson periodization
Infancy
Early childhood
Playing age(5-7 years old)
School age
Youth
Adulthood
Mature age (old age)
12 periods
Neonatal period (neonatal period) - first 4 weeks
Breast period - 1 month - 1 year
Early childhood - 1-3 years
First childhood - 4-7 years
Second childhood
boys 8-12 years old
girls 8-11 years old
Teenage years
boys aged 13-16
girls 12-15 years old
Youth period
boys aged 17-23
girls 16-21 years old
Mature age (1 period)
men 24-35 years old
women 22-35 years old
Mature age (2nd period)
men 36-60 years old
women 36-55 years old
old age
men 61-74 years old
women 56-74 years old
Senile age - 75-90 years
Long-livers - 90 years and more
The network of cultural institutions that provide leisure activities for children and adolescents is represented by institutions additional education children, municipal children's libraries, museums, institutions of cultural and leisure type.
Institutions of additional education for children
Activities in the field of art education are carried out by children's art schools (including by types of art).
Children's art schools today are one of the main institutions of spiritual and moral education of young citizens. Basically, their work is aimed at creating favorable conditions for the formation of the artistic and aesthetic potential of children and youth aged 6 to 17 years, the development of their creative abilities and interests, as well as ensuring social and professional self-determination.
It should be noted the great role of this category of institutions in the formation of cultural space in the cities and towns of the Autonomous Okrug. At the moment, they are actively carrying out a large cultural and educational work among different segments of the population. The forms of this activity are diverse, first of all, these are program festivals and concerts, festive performances and lectures, musical and theatrical performances and art exhibitions and other activities.
Currently, a system of innovative teaching methods is being actively introduced in the schools of the district, the educational process is being updated with modern variable curricula and programs focused on the individual capabilities of each child.
Children's libraries
Most libraries have organized clubs for children and teenagers. One of the activities of the clubs is the prevention of neglect and bad habits, propaganda healthy lifestyle life and organization of children's leisure.
In the development of librarianship, there are a number of problems that negatively affect library service children. The staffing problem is getting worse. Raising the qualifications of library specialists by means of municipal budgets is practically not carried out. So far, only the heads of centralized library systems have the opportunity to systematically update their professional knowledge, who annually participate in directors' meetings, within the framework of which trainings and seminars are organized, at the expense of the district target program "Culture of Yamal". There is an urgent need for specialists with knowledge of computer technology. In children's libraries, especially in rural areas, book stocks continue to decrease, which is due to a reduction in funding for library book supply.
In recent years, among the main functions traditionally performed by museums, the function of popularizing the historical heritage of the Autonomous Okrug among the population, and, above all, children and youth, has firmly entered. The activities of the Okrug's museums in this direction are characterized by the creation and implementation of comprehensive programs for children, which include talks, lectures, video lectures, competitions, quizzes, theatrical performances, and museum lessons.
As part of cultural and educational (scientific and educational) activities, museum and educational programs are being implemented in the institutions, designed for children of different ages, and aimed at supplementing the educational process. For the most part, these are thematic cycles of lectures and classes.
Thanks to the systematic work of museum-type institutions with children and youth, the number of excursion visits has remained fairly stable in recent years.
Institutions of cultural and leisure type
Among the cultural institutions involved in the organization of children's leisure, the leading place is occupied by institutions of a cultural and leisure type, on the basis of which various club formations operate to organize the activities of children and adolescents. The main task of the club formation is the development of social activity and the creative potential of the individual, the organization of various forms of recreation, the creation of conditions for self-realization.
Many leisure-type cultural institutions have developed and are implementing comprehensive programs and projects of an artistic and leisure orientation for working with children and adolescents, which are aimed at creating conditions for identifying, developing and realizing the creative abilities of talented children, introducing new forms and methods of working with children. These are such programs as: “Where it is warm, there is kindness”, “City of magic words” and “Adventures in Igrograd” (Vyngapurovsky village), “Our Northern Land” (Tazovsky village), “Planet of Childhood”, “XXI century without drugs” (Limbiakh village), “Holiday as a gift”, “I am a citizen of Russia” (Purovsky district), “Prevention of neglect and juvenile delinquency” (Gubkinsky), “Star carousel” (Novy Urengoy), “Organization of cultural and educational activities for children under 14 years old (2005-2007)”, “Teenager” (Khanymey village) and others.
The studio form of work is developing, which gives children the opportunity to try their hand at various areas of art: music, theater, fine arts, choreography, arts and crafts, folklore. songs, competitive and entertainment programs, meetings with participants of the Great Patriotic War, military operations in zones of armed conflicts, Conscript Days, initiation into cadets, actions dedicated days military glory of Russia, concerts, literary and musical compositions and other events.
One of the important activities of club institutions is to support children's amateur creativity by organizing various festivals and competitions.
The formation of a system of measures aimed at preventing asocial manifestations among children, adolescents and youth is another area of activity for leisure institutions. Thus, in 2006, the following major projects were implemented: the II regional festival-competition "Creativity against drugs", the VI regional rock festival "Rock-Anthill" (MUK "Center of National Cultures", Noyabrsk), an exhibition of a drawing-poster " Children against drugs”, “Think about what you are doing” (Center for National Cultures, Tazovsky village), the film festival “Life without illusions” (GDK “Rus”, Noyabrsk) and others.
In recent years, more and more attention has been paid to the organization of work on the rehabilitation and social adaptation disabled children. Amateur associations work on the basis of club institutions for disabled children. Many of the children with disabilities are members of various circles of arts and crafts and fine arts.
Decorative and applied art
In addition to the network of art institutions of additional education, whose activities include the development artistic creativity children, at the houses of culture and the Centers of national cultures there are various circles of arts and crafts, the main participants of which are children.
Every year, in order to form continuity in the fine and decorative arts, to revive interest in the traditional culture of peoples, the House of Crafts, the leading institution in the sub-sector, holds events attended by young artists and craftsmen from many municipalities of the district.
Along with the above forms of leisure activities, film services for children and adolescents are provided.
6. Methodology and forms of organization of SKD in children's cultural and educational institutions
In organizing the leisure of the child, S.A. Shmakov identifies the following methods of cooperation and co-creation with children:
gaming;
Theatrical methods;
Competitive;
Methods of cooperation;
Methods of educational situations;
Improvisations.
Game methods based on the interest of children and developing all the higher mental functions of the child. Game methods are implemented through games and game training. The game is an independent and important activity for children, equal in rights with all others.
Theatrical methods contribute to the development of children's creative imagination, acting skills and the formation of their skills to enter into various social relationships prescribed by the role. The methods of theatricalization include impersonation and imitation.
Competitive methods develop physical activity, dexterity, endurance and a healthy spirit of competition in children. Competitive methods include competitions, which can be both physical and intellectual content. Competition extends to all areas creative activity child.
Methods of cooperation consist in equal spiritual contact between adults and children. These include: joint discussions, discussions that activate communication in pairs "adult-child", in the team "adult-children". Methods of cooperation are based on the joint activities of children and adults "on an equal footing". Teachers and children are members of school clubs, drama groups, choirs, creative associations based on democratic, humanized communication.
Methods of educational situations, which consist in updating moral qualities child, in stimulating the moral behavior of children. The methods of educational situations include problem situations created by adults in the process of conducting any leisure activities, such as discussions, and stimulating moral ideas and moral consciousness of children.
The methods of improvisation are manifested in the creative enterprise and the activation of the creative forces of children. Improvisation is an action that is not conscious and not prepared in advance, impromptu. It brings a person to practical and creative enterprise.
Methods of direct pedagogical influence involve an immediate or delayed reaction of the student and his corresponding actions aimed at self-education.
Methods of indirect pedagogical influence involve the creation of such a situation in the organization of activities in which the child develops an appropriate attitude towards self-improvement, towards the development of a certain position in the system of his relations with teachers, comrades, and society.
Methods of influencing the emotional sphere involve the formation of the necessary skills in a person in managing their feelings, understanding their emotional states of the reasons that give rise to them.
Methods of influencing the volitional sphere involve the development of initiative in children, self-confidence; development of perseverance, the ability to overcome difficulties in order to achieve the intended goal; the formation of the ability to control oneself (restraint, self-control); improving the skills of independent behavior, etc. Methods of demand and exercises can have a dominant influence on the formation of the volitional sphere.
The requirement as a method of influencing the volitional sphere of the child involves the development of the ability to control one's behavior, to subordinate the motives of behavior (personal to public and vice versa). According to the form of presentation, direct and indirect requirements are distinguished.
Exercises - repeated performance of the required actions, bringing them to automatism. As a result of exercises, stable personality traits are developed - skills and habits. These qualities play an important role in human life.
Methods of influencing the sphere of self-regulation (S.G. Yakobson) are aimed at developing mental and physical self-regulation skills in children, developing analysis skills life situations, teaching children the skills of understanding their behavior and the condition of other people, developing the skills of an honest attitude towards themselves and other people. One of them is the method of behavior correction.
The method of behavior correction is aimed at creating conditions under which the child will make changes in his behavior, in relation to people.
In organizing children's leisure activities, it is possible to use the method of dilemmas. It consists in a joint discussion of moral dilemmas by schoolchildren. A dilemma is a situation of moral choice. For each dilemma, questions are developed, in accordance with which the discussion is built. For each question, children give convincing arguments for and against. It is useful to analyze the responses on the following grounds: choice, value, social roles and justice.
For each dilemma, one can determine the value orientations of a person. Dilemmas can be created by any teacher, provided that each of them must:
Be related to the real life of schoolchildren;
Be as simple as possible to understand;
be unfinished;
Include two or more questions filled with moral content;
Offer students a choice of answers, focusing on the main question: “How should the central character behave?”.
Pedagogical techniques that develop communication skills in children include:
"Role mask". The student is invited to enter into a certain role and speak no longer on his own behalf, but on behalf of the corresponding character;
"Continuous Relay of Opinions". Students “along the chain” speak on a given topic: some begin, others continue, supplement, clarify. From simple judgments (when the main thing is the very participation of each student in the proposed discussion), it is necessary to move on to analytical ones, after putting forward the appropriate requirements, and then to problematic statements of students;
"Self Stimulation". The students, divided into groups, prepare each other a certain number of counter questions. The questions posed and the answers to them are then subjected to collective discussion;
"Improvisation on a free theme". Students choose the topic in which they are strongest and which arouses a certain interest in them, creatively develop the main storylines, transfer events to new conditions, interpret the meaning of what is happening in their own way, etc.;
"Improvisation on a given theme." Students freely improvise on the topic designated by the teacher (modeling, designing, staging, making literary, musical and other sketches, commenting, developing assignments, etc.). In contrast to the “improvisation on a free topic” technique, in this case, students are placed in more creative conditions, and the teacher can gradually raise the “bar of difficulty”;
"Exposure of Contradictions". This is the differentiation of students' positions on a particular issue in the process of performing a creative task, followed by a clash of conflicting judgments, different points of view. Reception involves a clear distinction between differences of opinion, the definition of the main lines along which the discussion should take place.
The pedagogical techniques associated with the organizational activities of the teacher, aimed at improving the joint activities of children include:
"Instructing". For the duration of the performance of a creative task, rules are established that regulate the communication and behavior of students. They determine in what order, taking into account what requirements, one can make their proposals, supplement, criticize, and refute the opinion of their comrades. Such prescriptions largely remove the negative aspects of communication, protect the status of all its participants;
"Distribution of roles". This is a clear distribution of the functions of students in accordance with the level of knowledge, skills and abilities that will be required to complete the task;
Position Correction. This is a tactful change in students' opinions, accepted roles, images that reduce the productivity of communication and impede the performance of creative tasks (reminder of similar situations, return to original thoughts, prompt question, etc.);
"Self-dismissal of the teacher". After the goals and content of the task are determined, the rules and forms of communication during its implementation are established, the teacher, as it were, removes himself from direct guidance or assumes the obligations of an ordinary participant;
"Distribution of Initiative". It involves the creation of equal conditions for the manifestation of initiative by all students. The main thing here is to achieve a balanced distribution of initiative throughout the program of the assignment, with the very specific participation of all trainees at each stage;
Function exchange. Students exchange roles (or functions) that they received when completing assignments. Another variant of this technique involves the complete or partial transfer by the teacher of his functions to a group of students or an individual student;
"Mis-en-scene". The essence of the reception is to activate communication and change its nature by distributing students in the class in a certain combination with each other at certain moments of performing creative work.
Humor, the teacher's personal example, changing the environment, turning to independent experts, etc., occupy a large place among the many pedagogical techniques.
2. Forms of leisure activities
IN pedagogical theory and practice, many forms of organization have been developed pedagogical process, as well as the organization of leisure activities for children.
Forms differ from each other in the following features:
1. quantitative. Forms differ from each other in the time of their preparation and conduct, as well as the number of participants. According to the time of holding, all forms can be divided into:
Short-term (lasting from several minutes to several hours);
Long-term (lasting from several days to several weeks);
Traditional (regularly repeated).
By the number of participants, the forms can be:
Individual (educator - pupil);
Group (teacher - a group of children);
Mass (educator - several groups, classes;
2. by types of activity - forms of educational, labor, sports, artistic activities;
3. according to the way the teacher influences - direct and indirect;
4. by the subject of the organization:
Children are organized by teachers, parents and other adults;
Activities are organized on the basis of cooperation between adults and children;
The initiative and its implementation belongs to the children.
5. by result.
The result is an information exchange;
The result is the development of a common decision (opinion);
The result is a socially significant product.
Group forms of work include case councils, creative groups, self-government bodies, micro circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Unlike collective forms, its influence on children is more noticeable, since the attention of schoolchildren is paid more to the teacher. Its main task, on the one hand, is to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all members of the team. The influence of teachers in group forms is also aimed at the development of humane relationships between children, the formation of their communication skills. In this regard, an important tool is an example of a democratic, respectful, tactful attitude towards children.
The mass forms of work of teachers with schoolchildren include various cases, competitions, performances, concerts, propaganda teams, hikes, tours, sports competitions, etc. Depending on the age of students and a number of other conditions, teachers can play a different role when using these forms: a leading participant, organizer; an ordinary participant in an activity that influences children by personal example; a novice participant who influences schoolchildren by a personal example of mastering the experience of more knowledgeable people; adviser, assistant to the guys in the organization of activities.
Determining the form of leisure organization, the teacher primarily focuses on the content of children's activities, their interests and needs.
According to the features discussed above, each form can be characterized.
We offer a diagram of the characteristics of the form of leisure activities:
1) name;
2) the duration of the event;
3) preliminary preparation or impromptu conduct;
4) the number of participants;
5) the organizer of the activity;
6) the nature of the influence of the teacher;
7) the result of joint activities.
Making attempts to classify forms educational work, it should also be borne in mind that there is such a phenomenon as the mutual transition of forms from one type to another. So, for example, an excursion or a competition, which is more often considered as an event, can become a collective creative activity if these forms are developed and carried out by the children themselves.
Construction new form can go like this:
1. A well-known type of form is selected, which is filled with specific content and methods of organizing activities. For example, there was a desire to hold a competition, KVN or a themed evening;
2. then the question of what they will be devoted to, what will be the content is decided.
Another way of constructing a form is more logical, because it follows from the objectives of the event: a meaningful idea is taken as a basis, and then a search is made for a form of organization, construction, and implementation of the selected content. For example, the teacher and students decided to discuss the problem of relationships in the class team, and then determine the form of the conduct, develop the structure, ways of organizing the discussion.
One of the forms of organizing children's leisure activities are events.
Adolescence is the stage of ontogenetic development between childhood and adulthood (from 11–12 to 16–17 years old), which is characterized by qualitative changes associated with puberty and entry into adulthood. During this period, the individual has increased excitability, impulsiveness, which is superimposed, often unconscious, sexual desire. main leitmotif mental development in adolescence is the formation of a new, still rather unstable, self-awareness, a change in the self-concept, an attempt to understand oneself and one's capabilities. At this age, the formation of complex forms of analytical and synthetic activity, the formation of abstract, theoretical thinking takes place. It is very important that a teenager develops a sense of belonging to a special “teenager” community, the values of which are the basis for their own moral assessments. Specific features of the psyche and behavior of adolescents
The desire of a teenager to occupy a position that satisfies him in a group of peers is accompanied by increased conformity to the norms of behavior and values of the reference group, which is especially dangerous if he joins an asocial community.
The transitivity of the psyche of a teenager consists in coexistence, the simultaneous presence in it of features of childhood and adulthood.
In adolescence, there is often a tendency to behavioral reactions that are usually characteristic of a younger age. These include the following:
1. Refusal reaction. It is expressed in the rejection of the usual forms of behavior: contacts, household duties, study, etc.
The reason most often is a sharp change in the usual conditions of life (separation from the family, change of school), and the soil that facilitates the occurrence of such reactions is mental immaturity, features of neuroticism, inhibition.
2. The reaction of the opposition, protest. It manifests itself in opposing one's behavior to the required one: in demonstrative bravado, in absenteeism, escapes, thefts, and even acts that seem ridiculous at first glance, performed as protests.
3. Imitation reaction. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object of imitation most often becomes an adult who impresses his ideals in one way or another (for example, a teenager who dreams of a theater imitates his favorite actor in manners). The reaction of imitation is characteristic of personally immature adolescents in an asocial environment.
4. Compensation reaction. It is expressed in the desire to make up for one's failure in one area by success in another. If antisocial manifestations are chosen as a compensatory reaction, then behavioral disorders occur. So, an underachieving teenager may try to gain authority from classmates with rude, defiant antics.
5. Hypercompensation reaction. It is conditioned by the desire to achieve success precisely in the area in which the child or adolescent shows the greatest failure (with physical weakness - a persistent desire for sports achievements, with shyness and vulnerability - for social activities, etc.).
Actually teenage psychological reactions arise when interacting with the environment and often form characteristic behavior during this period:
1. Reaction of emancipation. It reflects the adolescent's desire for independence, for liberation from adult care. Under adverse environmental conditions, this reaction may underlie runaways from home or school, affective outbursts directed at parents, teachers, as well as individual antisocial acts.
2. Reaction of "negative imitation". It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of an emancipation reaction, the struggle for independence.
3. Grouping reaction. It explains the desire to form spontaneous teenage groups with a certain style of behavior and a system of intra-group relationships, with their leader. In adverse environmental conditions, with various kinds of inferiority of the adolescent's nervous system, the tendency to this reaction can largely determine his behavior and be the cause of antisocial acts.
4. Passion reaction (hobby reaction). It reflects the features of the internal structure of the personality of a teenager. Passion for sports, the desire for leadership, gambling, a passion for collecting are more typical for teenage boys. Classes, the motive of which is the desire to attract attention (participation in amateur performances, passion for extravagant clothing, etc.), are more typical for girls. Intellectual and aesthetic hobbies, reflecting a deep interest in a particular subject, phenomenon (literature, music, fine arts, technology, nature, etc.), can be observed in adolescents of both sexes.
5. Reactions caused by the emerging sexual desire (increased interest in sexual problems, early sexual activity, masturbation, etc.).
The described reactions can be presented both in behavioral variants that are normal for a given age period, and in pathological ones, not only leading to school and social maladjustment, but also often requiring therapeutic correction.
The criteria for pathological behavioral reactions are the prevalence of these reactions beyond the situation and the microgroup where they arose, the addition of neurotic disorders, and violations of social adaptation in general. It is very important to differentiate pathological and non-pathological forms of behavioral disorders in time, since they need different forms of pedagogical and social assistance and, in some cases, medical treatment is required.
An important direction of mental development in adolescence is associated with the formation of strategies or ways to overcome problems and difficulties. Some of them are formed in childhood to resolve simple situations (failures, quarrels) and become habitual. In adolescence, they are transformed, filled with a new "adult meaning", acquire the features of independent, actually personal decisions when faced with new requirements.
Among the variety of ways a person behaves in a difficult situation for him, constructive and non-constructive strategies can be distinguished.
Constructive ways of solving problems are aimed at actively transforming the situation, overcoming traumatic circumstances, resulting in a feeling of growth in one's own capabilities, strengthening oneself as a subject of one's own life. This does not mean the absence of worries and doubts about the future.
constructive ways:
Achieving the goal on your own (do not retreat, make efforts to achieve what was planned);
Asking for help from other people who are involved in this situation or who have experience in resolving such problems (“I turn to my parents”, “I consulted with a friend”, “we decide together with those who are concerned”, “my classmates helped me”, “I would turned to a specialist");
Thinking carefully about the problem and the various ways to solve it (think, talk to yourself; act thoughtfully; “do not do stupid things”);
- change your attitude to the problem situation (treat what happened with humor);
- changes in oneself, in the system of one’s own attitudes and habitual stereotypes (“you need to look for reasons in yourself”, “I’m trying to change myself”),
Non-constructive strategies of behavior are not aimed at the cause of the problem, which is “moved” into the background, but are various forms of complacency and a way out. negative energy creating the illusion of relative well-being.
Non-constructive ways:
Forms of psychological defense - up to the displacement of the problem from consciousness (“ignore”, “look at everything superficially”, “withdraw into yourself and not let anyone in”, “I try to avoid problems”, “I did not try to do anything”) ;
Impulsive behavior, emotional breakdowns, extravagant actions, inexplicable by objective reasons (“I was offended by everyone”, “I can throw a tantrum”, “I slam doors”, “I hang around the streets all day”);
aggressive reactions.