Developmental psychology

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- Preface
- Theoretical problems of development psychology
  - 1.1 The subject, objectives and methods of psychology
  - 1.2 Conception of age and psychological development stages
- The problem of the periodization of mental development in developmental psychology
  - 2 The problem of the periodization of mental development in developmental psychology
  - 2.1 Biogenetic concepts in foreign developmental psychology
  - 2.2 The theory of Jean Piaget’s mental development
  - 2.3.Epigenetic principle of development by E.Erikson
  - 2.4 Cultural-historical concept of mental development by Vygotsky
- Psychological aspects of ontogenetic development period
  - 3.1.Newborn crisis
  - 3.2 Infancy (2-12 months)
  - 3.3 Toddlerhood (1-3 year)
  - 3.4 Preschool age (3- 6-7 year)
  - 3.5 Early school age (7—10,11 years)
  - 3.6 Adolescence (10-11 — 15-16 years)
  - 3.7 Youth (17-18 – 26 years)
  - 3.8 Aduldhood
  - 3.9 Late aduldhood
- Practice
  - 1.1 The subject, objectives and methods of psychology
  - 2 The problem of the periodization of mental development in developmental psychology
  - 2.4 Cultural-historical concept of mental development by Vygotsky
  - 3.4 Preschool age (3- 6-7 year)
  - 3.6 Adolescence (10-11 — 15-16 years)

- Алғы сөз
- Даму психологиясының теориялық мәселелері
  - 1.1 Психологияның пәні, міндеттері мен әдістері
  - 1.2 Жастың психологиялық тұжырымдамасы және психикалық дамудың кезеңділігі туралы мәселе
- Даму психологиядағы психикалық дамудың кезеңділігі туралы мәселе
  - 2 Даму психологиядағы психикалық дамудың кезеңділігі туралы мәселе
  - 2.1 Шетелдік және отандық психологиядағы қозғаушы күштердің, ақыл-ой дамуының көздері мен жағдайлары туралы пікірлер
  - 2.2 Ж.Пиаженің психикалық даму теориясы
  - 2.3.3Э. Эриксонның жеке тұлғаны дамытудың эпигенетикалық теориясы
  - 2.4 Л.С. Выготскийдің психикалық дамуының мәдени-тарихи тұжырымдамасы
- Онтогенетикалық даму кезеңдерінің психологиялық сипаттамалары
  - 3.1.Сәби дағдарысы
  - 3.2 Нәресте (2-12 ай)
  - 3.3 Ерте жастағы (1-3 жас)
  - 3.4 Мектепке дейінгі жас (3- 6-7 жас)
  - 3.5 Кіші мектептік жас (7-10,11 жас)
  - 3.6 Жасөспірім жас (10,11-15,16 жас)
  - 3.7 Жастық жас (17,18 – 26 жас)
  - 3.8 Кемел жас
  - 3.9 Кәрілік
- Практика
  - 1.1 Психологияның пәні, міндеттері мен әдістері
  - 2 Даму психологиядағы психикалық дамудың кезеңділігі туралы мәселе
  - 2.4 Л.С. Выготскийдің психикалық дамуының мәдени-тарихи тұжырымдамасы
  - 3.4 Мектепке дейінгі жас (3- 6-7 жас)
  - 3.6 Жасөспірім жас (10,11-15,16 жас)

2.The problem of the periodization of mental development in developmental psychology

In the process of ontogeny, a number of successive periods are distinguished empirically, qualitatively differing from the point of view of the structure, functioning and correlation of various mental processes and characterized by special personality formations. Therefore, the search for the scientific basis for the periodization of the child's mental development acts as a fundamental problem of the domestic developmental psychology, from the development of which the strategy of building an integral system of educating growing people largely depends.
The problem of the periodization of mental development has been repeatedly discussed in the foreign psychology of development. In his works D.I.Feldstein gives a detailed analysis of the foreign periodizations of mental development - E. Erickson, E. Spranger, G. Sullivan, etc. - indicating that these concepts differ primarily in accordance with different criteria that lie in the their basis. In some cases, the boundaries of age periods were allocated based on the existing system of educational institutions, in others - in accordance with the "crisis" periods in the development of the child, and thirdly - according to the anatomical and physiological characteristics that characterize this development. A significant group of periods of mental development was built on the basis of the isolation of any one sign of child development as a conditional criterion for dividing it into separate periods. So, Z. Freud, considering the development of the child only through the prism of his puberty, singled out in this connection the stages - oral, anal, phallic, latent, genital, corresponding to asexual, neutral, two-sex and sexual childhood. G. Sullivan created a periodization of age development by analogy with Freudian: as with Freud, the source of the child's development is a certain primary need that is irreducible to others, but, in contrast, as such, the need for interpersonal relations is accepted.

1. Spranger divided the psyche into the physical and spiritual spheres and attributed each of them to existence independent of each other. L. Kohlberg in the basis of periodization put the genesis of moral consciousness, which is not just the assimilation of external rules of behavior, but the process of transformation and internal reorganization of norms and rules imposed by society. As a result of "moral development", internal moral standards develop. A. Gesell attempted to streamline the accumulated empirical material in the operational concept of development by the criterion of "degree of adulthood." By measuring the degree of adulthood, A. Gesell sought to overcome the dualism of the organism and environment. Trying to distinguish the alternating developmental scales-renewal, integration, balance-A. Gesell, while acknowledging the fact of cultural influences, denied the character that determines them for the development of the personality. Culture, in his opinion, models and channels, but does not generate stages and development trends.

The most famous and widespread in foreign psychology is the periodization of E. Erickson, which for the first time characterized the stages of the entire life cycle from birth to old age. With the undoubted value of the isolation in the given periodization of tumors that are the most important characteristics of individual periods of childhood, E. Erikson considers them separately from each other (each stage, he claims, arises independently of the neoplasms of the previous stage) without determining the driving forces of the psychosocial development of the individual, mechanisms that connect the development of the individual and the development of society. From its periodization, the most important link that Vygotsky designated as "the social situation of development" falls out. And since the mechanism of communication between the development of society and the individual is not open, it remains to explain its predestination, which Erickson does.

As D.I.Feldstein points out, all these attempts to classify periods of ontogeny have not received sufficient confirmation in concrete results of studying the mental development of children, although among the scientists who worked on building the periodization of mental development, there were the largest psychologists.

Analysis of classification schemes for the periodization of child development shows that to improve the educational process, which aims at the harmonious development of the individual, it was required to create a scientific theory of its construction, based on the study of the inner essence of ontogenesis, because "only internal changes in development itself, only fractures and rotations in its flow can provide a reliable basis for determining the main epochs of building the personality of the child "(L.S. Vygotsky). Ideas of L.S. Vygotsky and A.I. Leontyev served as a support for D.B. El'konin, who managed to create a scientific and productive concept of the periodization of the mental development of the personality, generally accepted in domestic psychology.

The cornerstone of the scientific basis of the concept of the periodization of mental development, Vygotsky's doctrine of age, its structure and dynamics was generally accepted in Russian psychology. This teaching allowed us to view development as internally determined, that is, determined not by an occasional set of external circumstances, but by internal contradictions. Vygotsky wrote that only internal changes in the development itself, only fractures and rotations in its current can provide a reliable basis for determining the main epochs of building the personality of the child [2]. When creating the principles of the periodization of development, in the opinion of the author, it is necessary to take into account the dynamics of the transition from one age to another, when the "smooth", evolutionary periods are replaced by "jumps", "interruptions of gradualness".

As Vygotsky pointed out, age changes here can occur either sharply, critically, or gradually, smoothly, lytic. During the lytic periods, for a long time, there have been no sharp fundamental shifts and changes. Changes accumulate slowly, then a jump occurs, and an age-related neoplasm is found. The results of the turning-point changes in personality characteristics clearly only appear when comparing the characteristics of children at the beginning and at the end of the age stage.

Critical age periods are different in that for a relatively short time there are pronounced psychological changes, changes in the personality of the child. Development takes on a violent character of the revolutionary process. The main features of such periods are:

> the indistinctness of the beginning and the end of the crisis;

> the appearance of difficulties in the upbringing of children. They consist in the fact that "every child at this age becomes relatively difficult to educate in comparison with himself at an adjacent stable age".

Alternating with stable lytic, critical periods are turning points in development, confirming that child development occurs according to dialectical laws. The emergence of a new in development is always associated with the withering away of the elements of the old. However, the significance of critical periods is not only in the known concentration of the processes of withering - here constructive work and positive changes always take place; they constitute the main meaning of each critical period.

In addition to L.S. Vygotsky's study of the age, the concept of the periodization of mental development created by D.B. Elkonin was based on such generally accepted in the domestic development psychology positions and principles as a concrete historical understanding of the nature of childhood, taking into account the socio-historical conditions for the development of the child, and also recognition of the role of leading activities in mental development. D. El'konin finds the theoretical and methodological solution to the question of the grounds for distinguishing ages and their dynamics within the framework of the theory of activity, with its consideration of the social nature of the psyche and the child's activity, the social nature of his connections with other people, and with physical objects. All activity develops within the framework of the "child in society" system, the subsystems of which are "child - thing" and "child - adult". What exactly is their social character? Subsystem "child - thing" is in fact a subsystem "child - a public thing". Publicly worked out ways of dealing with an object are not given directly, like some physical characteristics of things. Therefore, a special process of assimilating the child's social modes of action with objects becomes an internal necessity. This "naturally leads him to an adult man as a carrier of public tasks of activity".

In the "child-adult" subsystem the adult speaks to the child not from the side of random and individual qualities, but as the bearer of certain types of social activity in nature. "There is reason to suppose that the children's mastering of the tasks, motives and norms of relations existing in the activities of adults is carried out through the reproduction or modeling of these relations in the children's own activity, in their communities, groups and collectives". Thus, the system "child - adult" is transformed, according to D.B. Elkonin, into the system "child - a social adult". The adult takes on certain tasks in the public by nature, enters into various relations with other people and himself obeys certain norms. These tasks, motives and norms of relations that exist in the activities of adults, children learn through the reproduction or modeling of their own activities (for example, in the role-playing game for preschoolers), of course, with the help of adults. In the process of assimilating these norms, a child faces the need to master increasingly complex, new objective actions.

D.B. El'konin showed that the child's activity in the systems "child - a public subject" and "child - a social adult" represents a single process in which the personality of the child is formed. Another thing, he writes, is that "this single process of child's life in society in the course of historical development splits, splits into two sides".

D.B. El'konin discovered the law of alternation, periodicity of various types of activity: activity of one type, orientation in the system of relations, is followed by an activity of a different type, in which orientation takes place in the methods of using objects. Each time there are contradictions between these two types of orientation. They are the cause of development. Each era of child development is built on one principle. It opens with an orientation in the sphere of human relations. Action can not continue to develop if it is not inserted into a new system of the child's relationship with society. While the intellect has not risen to a certain level, there can be no new motives.

The law of alternation, periodicity in children's development allows us to re-imagine the periods (epochs) in the ontogenesis of the psyche.

The hypothesis of D.B. El'konin, taking into account the law of periodicity in child development, explains the content of development crises in a new way. So, 3 years and 11 years - the crises of relations, followed by an orientation in human relations; 1 year, 7 years - worldview crises, which open the orientation in the world of things.

In the concept of D.B. El'konin one of the serious shortcomings of foreign psychology is overcome, where the problem of splitting the two worlds constantly arises: the world of objects and the world of people. D.B. El'konin showed that this splitting is false, artificial. In fact, human action is two-fold: it contains the actual human sense and the operational side.

Strictly speaking, the world of physical objects does not exist in the human world, the world of public objects dominates there, satisfying socially formed needs in a socially developed way. Man is the bearer of these social ways of using objects. Hence the ability of a person is the level of possession of social ways of using public objects. Thus, every object contains a social object. In human action, you always need to see two sides: on the one hand, it is oriented towards society, on the other hand - on the way of execution. This microstructure of human action, according to the hypothesis of D.B. El'konin, is reflected in the macrostructure of the periods of mental development.

However, according to D.I. Feldstein, the pathos of Elbenin's theory is not at all that it emphasizes the infidelity of the absolute opposition of the child's relationship to people and objects and indicates the social character of both relations-all these are only necessary introductory provisions DB El'konin, leading to the real, original core of his concept. The essence of D.B. El'konin's position is that he proposes, let him suggest, not an exhaustive but constructive solution on the basis of which it is possible to construct a logically complete concept of periodization, of its internal driving forces within the framework of the theory of activity, to solve the problem of the relationship of the child-thing subsystems and "the child is an adult".

D.B. El'konin on a large experimental material, the age frames of individual periods were determined. Clearly highlighted crisis transitions between them are shown. It is assumed that they are associated with the change of individual leading activities. It is further assumed that this change is explained by the self-movement of activity, the presence of internal contradictions in it. Developing the ideas of A. Wallon, who pointed out that "the transition from one stage of development of the child to another is the result of the fact that the activity that prevails in the first stage becomes secondary and, perhaps, even completely disappears on the next", D.B. El'konin I saw my task in concrete demonstration of the content of the movement of activity. Within the system of leading activity, D.B. El'konin discovers a dialectical contradiction between the two aspects of the leading activity (emerging on the surface only during the so-called psychological crises) between the two aspects of the leading activity-operational-technical (intellectual-structural, as Piaget said) subsystem "child is a thing", and emotionally-motivational, associated with the development of the subsystem "child-adult". Accordingly, in the general sequence of leading activities, alternating activities alternate with the predominant development of one or the other side. D.B. El'konin writes about this, pointing out that he formulates a hypothesis about the periodicity of the processes of mental development, consisting in the regularly repeating replacement of certain periods by others. Over the periods in which the development of the motivational and demanding sphere takes place, the periods in which the children's operational and technical capabilities are predominantly formed are naturally followed, and vice versa.

The periodization developed by D.B. Elkonin made it possible to reveal many important features of the child's mental development-first of all, the patterns of change in the leading types of activity, the appearance of major neoplasms at different ages, etc. The productivity of the periodization in question and its adequacy to the actual process of child development is confirmed by numerous numerical empirical studies of various stages ontogeny, carried out in the last 20 years.

The core principles of the periodization of D.B.El'konin, its main provisions served as a basis for further research into the process of developing the personality of growing people, determining the direction of new searches, in particular, on revealing the contradictions that ensure the movement of activity, identifying the development of certain types of activity at different age stages development of personality. These studies helped D.I. Feldstein develop the LS representation. Vygotsky and D.B. El'konin on the laws of the development of the personality in ontogeny, to give them a modern sound and to create on their basis the concept of the regularity of level-based social development of the personality in ontogeny.

According to this concept, the purposeful examination of the characteristics of the social development of children, the conditions for the emergence of their social maturity and the analysis of its formation at different stages of modern childhood as an object of study allowed the author to identify the two main types of really existing positions of the child in relation to society, conditionally called " society "and" I and society ".

The first position, where the emphasis is on oneself, reflects the child's desire to understand his Self - what is I and what can I do. The second concerns the awareness of oneself as a subject of social relations.

Control questions:

1. What is the most important about age theory of V.I.Vygotsky in developmental psychology?
2. What are the main components of age?
3. What A.N.Leontiev, D.B.El’konin, P.Y.Galperin and D.I.Felshtein think about child development? Describe the views of each scientist
4. According to L.I.Vygotsky what is age crisis? What is the difference between foreign and native psychology about psychological content of age crisis?
5. What is the importance of theories for identifying mental development of child?
6. What is the issue of step by step development of person in ontogenesis D.I.Felshtein and what is the role of social development of person?

Give the definition to the following notions:

- Psychological age
- Social situation of development
- The main action
- Age crisis
- Central formation of age
- Periodization of mental development