Intimate life

What sections does developmental psychology consist of? Cheat sheet: Developmental psychology. If you trace the development of children, you can notice certain changes observed in each of them at one age or another.

1. General characteristics of developmental psychology and age psychology as a science

High school students differ significantly from each other not only in temperament and character, but also in their abilities, needs, aspirations and interests, and varying degrees of self-awareness. Individual characteristics also manifest themselves in the choice of life path. Choosing a profession and mastering it begins with professional self-determination. At this stage, students should quite realistically formulate for themselves the task of choosing a future field of activity, taking into account the available psychological and psychophysiological resources. At this time, students form attitudes towards certain professions and select educational subjects in accordance with the chosen profession.

2. Specifics of the application of basic methods in developmental psychology

Studying developmental psychology - a developing, normal, healthy person changing in ontogenesis. Developmental psychology highlights age-related changes in people’s behavior and seeks to explain these changes and to reveal the patterns of people’s acquisition of experience and knowledge. The focus is on various forms of mental organization, typical for certain periods of a person’s life path. Developmental psychology sets as its task the study of holistic mental development throughout the entire space of human life from birth to death, the ultimate task is the study of a changing, developing individual in a changing world.

developmental psychology - age periods of development, causes and mechanisms of transition from one age period to another, general patterns and trends, pace and direction of mental development in ontogenesis.

The following sections of developmental psychology are highlighted: infant psychology, early age psychology, preschool psychology, primary school student psychology, adolescent psychology, youth psychology, middle age psychology, old age psychology (gerontopsychology).

3. Principles and patterns of mental development in cognitive theories of development

The development of a child’s psyche is distinguished by a number of age periods with characteristic features of the formation of perception and thinking, other higher mental functions (HMF), as well as the sensitivity characteristic of each of them, specific susceptibility for the development of certain HMF, most clearly manifested in the development of speech functions (sensitive periods) . There are also critical periods, or developmental crises, through which the age-related development of the psyche occurs, emphasizing its unevenness. Moreover, the transition from one period to another can manifest itself in the form of a sharp change, a “jump” in development. Physiologically, the critical period is characterized by “the transformation of one dominant state characteristic of the previous age period into a significantly new dominant state required in the subsequent age period.” The criticality of the development of HMF, confined to a certain period, is manifested in the irreversible, as is commonly believed, fading of opportunities for the effective development of relevant abilities after crossing the age boundaries of a given period. In this regard, the concepts of sensitive and critical periods are in many ways close and are often combined. It is known that the unevenness of mental development is its integral, intrinsic property. At the same time, it is necessary to consider it not only in the external aspect, as the uneven pace of development of the psyche as a whole - alternating periods of acceleration and deceleration of the pace of development, and in critical phases the possibility of short-term regression - but also in the internal, structural aspect, as the asynchrony of the development of individual functional systems, or different subsystems within one system (intersystem and intrasystem heterochrony. Heterochrony, being a reflection of the internal inconsistency of development, can be considered as its internal source. Another fundamental principle of mental development is the principle of epigenesis, which is a general systemic principle of progressive development, the formation of systems of increasing complexity with the transition to higher levels of organization by integrating old ways of organizing with new ones and then modifying them

4. Theories of social learning about the principles and patterns of development

The theory of social learning is that the central role in it is given to the processes of self-regulation. People are not simple mechanisms completely dependent on external influences. They themselves select, organize and transform the stimuli that come at them from all sides. Through self-generated drives and their consequences, people can exert significant influence on their behavior. That is, in other words, among the determinants of a person’s actions one can also find influences developed by him independently. The recognition of human self-regulatory abilities has prompted the exploration of self-regulation paradigms, where individuals themselves serve as the main agents of change that occur to them.

Social learning theory approaches the explanation of human behavior in terms of continuous reciprocal interactivity between cognitive, behavioral and environmental determinants. People's ability to influence their destiny, as well as their self-government, is limited by the process of reciprocal determinism. This concept of human functioning, on the one hand, does not make a person a powerless being, abandoned to the mercy of external forces; on the other hand, it does not represent him as an absolutely free physical agent, capable of becoming anyone. A person and his environment are mutually influencing determinants.

5. Determination of age in the cultural-historical theory of development

In the cultural-historical theory (L.S. Vygotsky), age is determined by the relationship between the social situation of development and new formations (the structure of personality, consciousness), and in the theory of activity - by the relationship of the child’s place in the system of social relations and leading activity. “On the problem of periodization of mental development in childhood” D.B. Elkonin generalizes ideas about the driving forces of child development, based on activity theory. The condition for development is the “child-society” system, in which D.B. Elkonin distinguishes two subsystems: “the child is a social adult” and “the child is a public object.” For the first time, age is presented consistently in the logic of the activity approach. When studying the problems of age-related periodization of development, modern domestic psychology is based on several basic principles:

The principle of historicism, which allows us to consistently analyze the problems of child development that arose in different historical periods of time.

A biogenetic principle that makes it possible to systematically study the most important problems of child development, taking into account the interrelations of the driving forces and factors of mental development in each age period.

The principle of analyzing the development of the main aspects of human life - the emotional-volitional sphere, intelligence and behavior.

Domestic psychologists V.P. Zinchenko and E.B. Morgunov formulated a set of principles characterizing developmental processes in childhood and adolescence. Knowledge of these principles and their understanding are necessary for organizing constructive interaction with children and building meaningful work as a teacher.

Creative nature of development. The main thing in development is the generation of experience. The leading role of the sociocultural context of development. Joint activity and communication as a driving force of development, as a means of training and education.

Leading activity, the laws of its change as the basis for the periodization of child development.

The zone of proximal development as a method for diagnosing abilities and possible directions in a child’s development. Amplification of child development as a condition for the versatile upbringing of a child.

The enduring value of each stage of development.

The principle of the unity of affect and intellect or the principle of an active figure.

6.Newborn: congenital characteristics and developmental trends

The peculiarity of a newborn is that the development of vision and hearing occurs faster than the development of bodily movements. This feature distinguishes a child from young animals, whose movements are primarily improved.

The development of the functioning of the visual and auditory apparatus, the improvement of reactions to external stimuli occur on the basis of the maturation of the child’s nervous system and, first of all, his brain. The weight of a newborn's brain is 1/4 the weight of an adult's brain. The number of nerve cells in it is the same as in an adult, but these cells are not sufficiently developed. Nevertheless, already in the neonatal period (and even in children born prematurely) the formation of conditioned reflexes turns out to be quite possible. This fact serves as proof that the higher parts of the brain - the cerebral cortex - are involved in establishing connections between the child and the outside world. From the first days of life, the weight of the brain begins to rapidly increase, and nerve fibers grow and become covered with protective myelin sheaths. At the same time, those areas that are associated with receiving external impressions are formed especially quickly: in two weeks, the area occupied by the visual fields in the cerebral cortex increases by one and a half times.

development of the newborn's sensory organs. This development occurs under the influence of external impressions received by the child. Moreover, without such impressions the maturation of the brain itself is impossible. A necessary condition for the normal maturation of the brain during the newborn period is the exercise of the senses (analyzers), the receipt of impulses into the brain, received with the help of various signals from the outside world. If a child finds himself in conditions of sensory isolation (lack of a sufficient number of external impressions), his development slows down sharply. On the contrary, if the child receives enough impressions, then the rapid development of orienting reflexes occurs (which is expressed in the appearance of visual and auditory concentration), creating the basis for the subsequent mastery of movements and the formation of mental processes and qualities.

7. Direct emotional communication as a leading activity in infancy

According to Leontiev’s definition, this is the activity whose development determines the most important changes in mental processes and psychological characteristics of the individual at a given stage of development.

Inextricably linked with the theory of the leading type of activity is the theory of periodization of development. The basis of A. N. Leontiev’s periodization is the actual type of leading activity. He describes:

1) infancy with direct emotional communication between a child and an adult;

2) early childhood with objective activities;

3) preschool childhood with play;

4) school age with learning;

5) adolescence with socially useful activities and communication with peers;

6) youth.

The periods and stages of child development, according to D. B. Elkonin, look like this:

1. Early childhood stage (infancy and early age - after 1 year);

2. Stage of childhood (preschool age and primary school age);

3. Stage of adolescence (adolescence and early adolescence)

At each age stage of mental development, the leading type of activity has a dual nature: on the one hand, the leading type of activity takes place due to the readiness of the child’s psyche for such activity (for example, the innate unconditioned reflexes of a newborn allow him to interact with his mother), on the other hand, the leading type of activity one stage prepares the “ground” for the child’s transition to the next, higher stage of mental development (for example, the game develops imagination, thinking, etc., which the child will need at the stage of educational activity).

Lecture 1

Plan.

3.Psychological development.

Ontogenesis

Phylogenesis

Tasks of developmental psychology.

The study of the driving forces, sources and mechanisms of mental development throughout a person’s life path.

Periodization of mental development in ontogenesis.

Study of age-related characteristics and patterns of mental processes.

Establishing age-related capabilities, characteristics, patterns of implementation of various types of activities, assimilation of knowledge.

Study of age-related personality development, including in specific historical conditions.

Determination of age norms of mental functions, identification of psychological resources and creative potential of a person.

Creation of a service for systematic monitoring of the progress of children’s mental health and development, providing assistance to parents in problematic situations.

Age and clinical diagnosis.

Performing the function of psychological support and assistance during periods of crisis in a person’s life.

The most optimal organization of the educational process for people of all age categories, etc. (according to I.V. Shapovalenko).

Stages of mental development.

Sensitive period of development- the age period of individual development, during which the internal structures of the body are especially sensitive to the specific influences of the external world; - a period of increased sensitivity to this or that influence, to the development of a certain type of activity, which the child goes through in his development.

General patterns of mental development.

Cyclical development of the psyche (A cycle is the presence and alternation of periods of acceleration and deceleration in development. One age is a complete cycle of development, containing a phase of slow development and a phase of rapid, rapid changes).

Uneven mental development. Mental development has a complex organization in time - heterochrony, i.e. the phenomenon of uneven development of individual mental functions. Manifestations: 1) sensitive periods; 2) rapid development of the psyche in the early stages of ontogenesis compared to the later stages. Each age stage has its own pace and rhythm. Mental development occurs most rapidly from birth to three years of age. The younger the child, the higher the rate of mental development.

At an early age, perception is formed, in preschool age - memory, in primary school age - thinking, in adolescence - imagination.

Unevenness manifests itself in a number of phenomena:

1.DPR (Mental Development Retardation). How is a diagnosis of mental retardation made to a child of preschool age or primary school age? It is at these age stages that correction of the child’s development is possible. If the development of mental functions is negative, this diagnosis changes to a more serious one: “constitutional infantilism” or “mental retardation.”

Biological reasons related to the functioning of the body of the child and his parents:

Pathological pregnancy, during which there could be infectious diseases, severe toxicosis, cases of injury to the mother and fetus, intoxication);

Intrauterine fetal hypoxia;

Premature birth;

Trauma or asphyxia of the fetus during childbirth;

Infectious, traumatic, toxic diseases of a child at an early age;

Hereditary predisposition.

Social reasons for PPD can be the following:

- prolonged isolation of the child from society;

Unfavorable family environment with mental trauma: physical and psychological violence, parental alcoholism, parental indifference, non-participation in the child’s development, etc.

2. Giftedness. Ahead of the age norm in a number of indicators.

3.Acceleration. Accelerating the development of new generations of children compared to previous generations.

4.Metamorphoses. Development is not only quantitative change. This is a qualitative change, the transformation of one form into another.

5. A combination of the processes of evolution and involution (Evolution is the emergence of new properties, involution is the disappearance of old ones).

6. Integration of the psyche during development - the acquisition of increasing integrity, stability and constancy.

6. Plasticity and possibility of compensation. When one mental function is weak, another develops intensively.

Age periodization.

Pythagoras(VI century BC) identified four periods in human life:

spring (human development) - from birth to 20 years;

summer (youth) – 20-40 years;

autumn (prime of life) – 40-60 years;

winter (extinction) – 60-80 years.

Developmental and educational psychology.

Lecture 1

Developmental psychology as a branch of science.

Plan.

1. Introduction to developmental psychology.

2. Subject, structure, tasks, methods of modern developmental psychology.

3.Psychological development.

4. Age periodization of psychological development in childhood.

1. Psychology arose as a general science about the life of an adult. At first, the child’s psyche was not considered, since in a number of cases, the child was considered inferior to an adult. By the beginning of the 20th century, interest in the human psyche at different age stages appeared. The emergence of the principle of development in psychology was influenced by two biological discoveries.

Charles Darwin's law of evolution (Substantiated the idea that all species of living organisms evolve over time from common ancestors. In his theory, a detailed presentation of which was published in 1859 in the book “The Origin of Species,” Darwin called natural selection the main mechanism of evolution. Later developed the theory of sexual selection. He also owns one of the first general studies on the origin of man)

Haeckel's biogenetic law (Before his birth, a person duplicates the stages of evolution step by step. Birth is the appearance of a person. Development from the moment of birth is the dynamics from a primitive state to a modern species.)

“Ontogenesis is a quick and brief repetition of phylogeny” Ernst Haeckel.

Ontogenesis– individual development of the body and psyche.

Phylogenesis- the process of development of the entire species as a whole, throughout evolution and history.

Developmental psychology is a branch of psychology that studies age-related patterns of mental development throughout ontogenesis.

Development is a change caused by differentiation and improvement of qualities, as well as stabilization of properties and complication of the overall structure.

Development in psychology is a unit of mental development, a separate period, a cycle in human development, which has its own unique content and dynamics.

Psychological age is not equal to chronological age.

Mental development includes:

Development of intelligence (mental, cognitive processes - memory, speech)

Development of activities (play, study, work)

Personality development (character, will, motivation, values, worldview)

Subject of developmental psychology- age periods of development, causes and mechanisms of transition from one age period to another, general patterns and trends, pace and direction of mental development in ontogenesis.

The structure of developmental psychology.

1.Psychology of a preschooler (children).

A. Psychology of the newborn (0 – 2 months)

b. Psychology of infancy (2 months - 1 year).

V. Psychology of early childhood (1 – 3 years).

g. Psychology of preschool age (3 – 7 years).

2. Psychology of younger schoolchildren (6-7 to 10-11 years old).

3. Psychology of adolescence (11 – 15 years).

4. Psychology of early adolescence or high school age (16 – 17 years old)

5. Psychology of youth (from 17 to 20-23 years old)

6.Psychology of youth (20-23 to 30 years old)

6. Psychology of maturity (30 – 60,70 years)

7. Psychology of late adulthood (after 60.70 years)

1 AGE PSYCHOLOGY AS A SCIENCE: SUBJECT AND SECTIONS

Developmental psychology is one of the areas of psychology. The subjects of developmental psychology are the study and formation of ideas about the mental development of children of each age stage and the transition from one age to another. Psychological characteristics of each age stage of children's development are compiled. Each age stage has its own unique characteristics and internal conditions of development. Developmental psychology studies the dynamics of mental processes. For developmental psychology, the concept of “age” is interesting, which L. S. Vygotsky described as a certain cycle in human development, which has its own structure and dynamics. During each development cycle, psychological and physiological changes occur that do not depend on individual differences and are inherent in all people (taking into account the norm of their development).

The sections of developmental psychology are the following:

1) child psychology is a branch of psychological science that studies the conditions and driving forces of development of the psyche of children, as well as the patterns of functioning of the child as an individual. She studies the activities of children and the features of this process. This includes children's games, mastering work skills, learning features;

2) psychology of youth - a branch of psychological science that studies the characteristics of children of older adolescence, the crisis of this period, the study of the life positions of children, their aspirations for self-determination;

3) psychology of mature age studies the patterns of human development mechanisms at the stage of his maturity and especially when he reaches the highest level in this development, i.e. this section of developmental psychology deals with the study of personality characteristics characteristic of a given period, as well as the study of crises of mature age ;

4) gerontopsychology - a branch of psychological science that studies mental phenomena and processes associated with the aging of the body, identifying involutional tendencies of dulling and attenuation of some mental functions, decline in activity, weakening of mental stability, exploring the conditions of personal safety of older people, psychological assistance.

The concept of “age” is divided into psychological and chronological. Chronological is called passport age, i.e. the recorded date of birth. It is a kind of background for the processes of mental development and the formation of a person as an individual. Psychological age is not related to the date of birth; it is not determined by the number of psychological processes. It depends on the internal content, on what feelings, aspirations, desires a person experiences.

2 PROBLEMS AND DIRECTIONS IN THE DEVELOPMENT OF AGE PSYCHOLOGY

A number of problems stand out in the development of developmental psychology.

1. Development of the child’s psyche and behavior, determined by the external environment and physiological maturation. The anatomical and physiological state of the body is of great importance for the development of the child’s psyche. Without formed physiological processes, we cannot talk about personal growth. Taking into account organic lesions or diseases suffered at an early age that affect the development of the psyche or delay its processes, it becomes clear that without organic maturation the development of the psyche is impossible. Some scientists consider the influence of the external environment to be more significant than the development of the organism. But the exact answer to the question of what and in what period influences the child’s mental development to a greater extent has not been found.

2. The influence of training and education on the development of the child’s psyche, both spontaneous, spontaneous, and specially organized. At the moment, scientists cannot answer the question of what influences the mental development of children to a greater extent: a specially organized process of upbringing and training or a spontaneous process that develops in everyday life. By organized we mean specially created processes (family education, education in kindergartens, schools, institutes), by spontaneous - processes that arise momentarily when interacting with society.

3. A problem caused by the child’s capabilities, the presence of his inclinations and abilities. Every person is born with certain inclinations. Does their presence in the future affect the development of certain abilities in the child? What are the makings, and are they genetically determined? Is it possible to add to them the mental qualities that a person acquires? Scientists do not have answers to these questions.

4. Comparison and identification of the changes that most influence the mental development of the child (evolutionary, revolutionary, situational). The answer to the question of what largely determines a child’s mental development has not yet been found: processes that occur slowly, but are reversible (evolutionary); processes that occur quite rarely, but occur brightly and deeply (revolutionary), or processes that do not have a permanent form, but act constantly (situational).

5. Identification of the main determinant of mental development. What is this: personality change or intelligence development? What influences mental development more: personal growth or intellectual development? Perhaps these processes themselves depend on each other? Scientists have not yet found answers to these questions.

3 SECTIONS OF AGE PSYCHOLOGY

There are several sections in developmental psychology:

1) child psychology;

2) psychology of youth;

3) psychology of adulthood;

4) gerontopsychology.

Child psychology is a branch of psychological science that studies the conditions and driving forces of mental development in children, as well as the patterns of functioning of the child as an individual. Child psychology studies the activities of children and the features of this process. This section includes the study of children from birth to adolescence, that is, children up to 14–15 years of age. Child psychology studies the formation and development of a child as an individual, his development in early childhood, preschool, primary school, and adolescence. She also studies developmental crises at different stages, studies the social situation of development, leading types of activity, neoplasms, anatomical and physiological changes, features of the development of mental functions, emotional and motivational spheres of the individual, as well as complexes and ways to overcome them.

The psychology of youth deals with the study of the characteristics of children of older adolescence, the crisis of this period, as well as the study of the life positions of children, their desire for self-determination. She studies the imagination of this age, the social situation of development, the characteristics of the cognitive and emotional spheres, communication, the processes of development of self-awareness and the formation of a worldview. The psychology of youth covers the period from 14 to 20 years.

The psychology of adulthood deals with the study of personality traits and crises characteristic of this stage. This period covers ages from 20 to 50–60 years. Just like the first section, it is divided into a number of age stages, which have their own characteristics and differences. The psychology of adulthood studies the characteristics of cognitive processes, the emotional sphere, the formation of the “self-concept” and self-actualization, the characteristics of the sphere of human activity, the contradictions of individual development, the socialization of moral behavior, and the development of individual potential.

Gerontopsychology reveals involutional tendencies of dulling and attenuation of some mental functions, a decline in activity, and a weakening of mental stability. It also explores the conditions of personal safety of older people, psychological assistance and covers the period from 60–70 years to death. Geronto-psychology also studies the behavioral characteristics of people in old age: their fears and anxieties, assessment of their own lives, activity and professional activities, family relationships.

4 RELATIONSHIP OF AGE PSYCHOLOGY WITH OTHER SCIENCES

General psychology, studying a person, explores his personal characteristics and cognitive processes (and these are all psychological functions, such as speech, thinking, imagination, memory, sensations, attention, perception), thanks to which a person knows the world around him, receiving and mastering all incoming information. Cognitive processes play a large role in the formation of knowledge.

Personality includes properties that determine a person’s deeds, actions, emotions, abilities, dispositions, attitudes, motivations, temperament, character and will. Theoretical and practical knowledge about raising and teaching children is inextricably linked with all branches of psychology, such as:

1) genetic psychology;

2) psychophysiology;

3) differential psychology;

4) developmental psychology;

5) social psychology;

6) educational psychology;

7) medical psychology. Genetic psychology studies the mechanisms of the psyche and behavior inherited from parents and studies their dependence on the genotype. Differential psychology deals with the study of individual characteristics of a person that distinguish him from others. In developmental psychology, these differences are presented by age. Social psychology studies the relationships between people in society: at work, at home, at college, at school, etc. Knowledge of social psychology is very important for organizing an effective educational process.

Educational psychology deals with the study of the processes of education and training, the creation of new methods, taking into account the characteristics of each age.

Medical psychology (as well as pathopsychology and psychotherapy) studies emerging deviations in the psyche and behavior of a person from the accepted norm.

The main goals of these branches of psychology are to study and explain the causes of various mental disorders and deviations, as well as to create methods for their prevention and correction (treatment).

There is another branch of psychology - legal, which is of great importance in education. It explores a person's ability to assimilate legal norms and rules.

Developmental psychology itself is divided into several sections: child psychology, psychology of adolescence, psychology of adulthood and gerontopsychology.

All these branches of psychology are closely interrelated, since ignorance or misunderstanding of one of them is a big drawback in the process of forming training and education. Psychological processes of each age have their own characteristics, and in order to avoid or competently eliminate emerging problems, knowledge of other branches of psychology is necessary.

5 METHODS FOR RESEARCHING AGE PSYCHOLOGY AND THEIR CHARACTERISTICS

The research methods of developmental psychology are:

1) observation;

3) experiment;

4) modeling.

Observation can be external and internal. External observation is carried out by observing the subject, and the results obtained are recorded. Internal observation is self-observation when a psychologist examines phenomena occurring in his own mind. A similar method is used in the event of unreliable external factors affecting the conduct of the study. The observation method involves knowledge of the individual characteristics of the human psyche through the study of his behavior. Based on objective externally expressed indicators, the psychologist judges the individual characteristics of the course of mental processes, the mental state of the child, his personality traits, temperament, and character. A characteristic feature of the observation method is that the study of external manifestations of the human psyche occurs in natural living conditions. Observations should be carried out systematically and according to a specific plan, scheme or program, which will ensure that the observer studies exactly those issues and facts that he has previously outlined.

The survey is conducted to examine responses to a number of questions asked. There are several types of surveys: oral survey and written survey-questionnaire. By applying tests, quantitative and qualitative results are obtained. There are two types of tests - a questionnaire test and a task test. In the experimental research method, for the most vivid manifestation of certain qualities necessary for the researcher, situations are created artificially (the experiment takes place in them).

In an experiment, the experimenter conducts an experiment, observes the mental phenomena and processes of the subject. If during observation the researcher passively waits for the manifestation of mental processes of interest to him, then in an experiment he, without waiting for the processes of interest to him to occur, he himself creates the necessary conditions to evoke these processes in the subject. There are two types of experiment: natural and laboratory. They differ from each other in that they allow one to study people’s behavior in conditions that are remote or close to reality. An important advantage of the experiment is that for control it is possible to repeat the experiment many times, and also to interfere with the course of mental processes. The experimenter can vary the conditions of the experiment and observe the consequences of such a change, which makes it possible to find more rational methods in teaching and educational work with students.

The modeling method is used when other research methods are unavailable.

6 THE CONCEPT OF DEVELOPMENT IN AGE PSYCHOLOGY

According to the dialectical understanding, development is not a process of only quantitative changes (an increase or decrease in any mental manifestations, properties and qualities).

Accordingly, mental development cannot be entirely reduced to the fact that with age something increases (vocabulary, attention span, amount of memorized material, etc.) or decreases (children’s imagination, impulsiveness in behavior, etc.). Development is due to the fact that at certain age periods something qualitatively new appears in the psyche - these are the so-called neoplasms.

Such new formations include, for example, the subjective readiness for schooling of seven-year-old children and the sense of adulthood in adolescents. In developmental psychology, the very concept of “development” is used in relation to the human psyche. Age-related mental development is the process of formation of the psyche (its growth, development) of a child from the moment of birth to his maturation as a person, the onset of his social maturity. Development is characterized by qualitative transformations, various changes, and the emergence of completely different mechanisms, structures and processes.

Child development is an amazing and even unique process. Its peculiarity is that it begins from above under the influence of activity, and not from below. This practical activity is determined by the level of social development. Child development does not have specific, defined forms, nor does it have a given final form.

In society, there are no development processes that operate according to an existing, i.e., established, pattern (with the exception of development processes in ontogenesis).

Consequently, the process of human development is not subject to biological laws operating in animals, but is subject to socio-historical laws. At birth, a person does not have formed forms of behavior; they develop over time, thanks to the influence of society and the laws that have developed in it.

Developmental psychology studies the driving forces, conditions and laws of mental development itself.

The driving forces in mental development are those factors that determine the development of the child. They contain the motivating sources of development and direct its process itself.

Necessary conditions are external and internal factors, always present and influencing. Laws of mental development are called patterns. With their help, the process of mental development of people is described and controlled.

7 PERIODIZATION OF HUMAN DEVELOPMENT

The various age classifications can be divided into two groups:

1) private classifications dedicated to individual periods of life, often childhood and school years;

2) general classifications covering the entire life course of a person.

Particular ones include the classification of intelligence by J. Piaget, who distinguishes 2 main periods of development from the moment of birth to the age of 15:

1) period of sensorimotor intelligence (from 0 to 2 years);

2) the period of organization of specific operations (from 3 to 15 years). In this sub-period he distinguishes stages:

a) 8-11 years – specific operations;

b) 12–15 – the period of formal operations, when a teenager can successfully act in relation not only to the reality around him, but also in relation to the world of abstract (verbal) assumptions.

In the classification of D. B. Elkonin, belonging to the first group, three periods of life are considered:

1) early childhood;

2) childhood;

3) adolescence. Also, D. B. Elkonin identified a number of changing types of activities: direct emotional communication (infancy), object-manipulative activity (early childhood), role-playing play (preschool age), educational activity (junior school age), intimate and personal communication ( younger adolescence), educational and professional activities (senior adolescence).

D. Birren's general classification includes the phases of life from infancy to old age. According to this classification, youth is 12–17 years old; early maturity – 18–25 years; maturity – 51–75 years; old age - from 76 years.

E. Erikson described 8 stages of human life (from birth to old age), based on the development of the human “I” throughout life, on personality changes in relation to the social environment and to oneself. These stages include both positive and negative points:

1) the first 12 months of life – the initial stage, characterized by trust and mistrust;

2) 2-3 years of life – the second stage, characterized by independence combined with indecision;

3) 4-5 years of life – the third stage, characterized by the appearance of enterprise and feelings of guilt;

4) 6-11 years of life – the fourth stage, where a feeling of inferiority appears and skills are formed;

5) 12-18 years of life, the child begins to realize himself as an individual, confusing social roles;

6) beginning of adulthood. This stage is characterized by feelings of closeness to others and loneliness;

7) mature age - a person is absorbed in himself and society;

8) old age - a person is formed as a whole personality, but a feeling of hopelessness appears.

Z. B. Loschenkova Developmental psychology. Crib

AGE PSYCHOLOGY AS A SCIENCE: SUBJECT AND SECTIONS

The sections of developmental psychology are the following:

PROBLEMS AND DIRECTIONS IN THE DEVELOPMENT OF AGE PSYCHOLOGY

A number of problems stand out in the development of developmental psychology.

SECTIONS OF AGE PSYCHOLOGY

There are several sections in developmental psychology:

1) child psychology;

2) psychology of youth;

3) psychology of adulthood;

4) gerontopsychology.

There are several sections in developmental psychology:

1) child psychology;

2) psychology of youth;

3) psychology of adulthood;

4) gerontopsychology.

4 Connection of developmental psychology with other sciences

1) genetic psychology;

2) psychophysiology;

3) differential psychology;

4) developmental psychology;

5) social psychology;

6) educational psychology;

Educational psychology deals with the study of the processes of education and training, the creation of new methods, taking into account the characteristics of each age.

Medical psychology (as well as pathopsychology and psychotherapy) studies emerging deviations in the psyche and behavior of a person from the accepted norm.

There is another branch of psychology - legal, which is of great importance in education. It explores a person's ability to assimilate legal norms and rules.

Developmental psychology itself is divided into several sections: child psychology, psychology of adolescence, psychology of adulthood and gerontopsychology.