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INTRODUCTION... 3

1 Modern parents and upbringing... 6

2 Consequences of the influence of computers on children ... 10

3 The impact of toys on the spiritual and moral development of the child ... 14

4 Contemporary cartoons and media... 25

CONCLUSION... 30

LIST OF USED SOURCES... 33

Introduction

The relevance of this topic is determined by the fact that children in any state of the world are the most valuable resources of the state, the key to its future development. In today's Russia, children under 18 make up 23.3% of the state's population. According to many scientists and analysts, children are the future "human capital", which is one of the main components of not only the individual well-being of each citizen of the state, but also its overall socio-economic growth and development.

An assessment of the social situation of childhood development in our country opens up disappointing changes in all areas of the composite structure of children's personality: physicality, mental manifestations and spiritual being. General state physical health small people (from one to 14 years old) has recently caused concern among teachers, parents, and government agencies. The indicator of mental, mental health is also disappointing: general neuroticism, the number of psychosomatic and mental illnesses increase. Behind the gloomy statistics, one can see such reasons as: ecology, consumption alcoholic beverages, the state of children's health care, etc. Nevertheless, for all the significance of these reasons, they are clearly insufficient and cannot solve all the problems child development, since they do not take into account its main psychological parameters, mental and moral-spiritual nature. The real indicators of spiritual trouble in the field of childhood in our country are: child vagrancy, an increase in juvenile delinquency and child cruelty, the criminalization of children's consciousness, language and way of life, as well as a terrible unprecedented increase in child suicides, starting from the age of six, including group ones.

The basis of these problems lies in the spiritual and moral health and development of children, in violation of the child's attitude to the world: the environment, adults, peers and themselves. It follows from this that purposeful spiritual and moral upbringing and education is needed, recreating the unity of a person, assuming the development of all his forces, sides, observing the hierarchical principle of arranging his personality, in which the ideal, perfect man it could reveal itself in its entirety.

The main means of spiritual and moral development as education is the formation of a spiritually renewing and educating personality. educational environment, in which an adequate hierarchy of tasks and values ​​of people's life and the necessary components of their full-fledged life activity are laid.

The problems of modern childhood are studied in general psychology, social psychology, developmental and educational psychology, as well as in philosophy, sociology, and other sciences.

The problems of modern childhood are closely intertwined with the spiritual and moral development of society as a whole.

The subject of the research is modern children, their spiritual and moral development.

The object of this research is the problems of modern childhood.

The purpose of the study is to consider the main problems of modern childhood.

Hypothesis. The assumption that you are exploring in this work

The objectives of the study are:

• to consider the main problems of education on the part of parents;
• explore the effects of computers on children;
• to identify the impact of toys on the spiritual and moral development of the child;
• describe the influence of modern cartoons and media.

The theoretical significance of the work lies in the study and reduction of the problems of modern upbringing and raising children, as well as minimizing the negative consequences of the modern environment.

Fragment of the work for review

1 Modern parents and upbringing

Kindergartens can be considered the best solution for working parents. There are many advantages of this preschool institution. But, recently, more and more young mothers, as an alternative to kindergartens, are considering hiring a nanny.

The negative impact of kindergartens is related to many factors, such as: the quality of kindergartens, the amount of time children spend there, the age of the children, the work of employees.

2 Consequences of the influence of computers on children

Today, computer games have replaced the toys they previously loved for modern children: various dolls, soft animals, balls, cubes and other various games. It is reliably known that children who are fond of computer toys spend a large amount of time in front of monitor screens. They “live” in the virtual world, plunging into it, as they say, “with their heads”. They, as it were, are present in the game themselves: they roam the labyrinths, participate in races, fight with a virtual opponent, etc.

3 The impact of toys on the spiritual and moral development of the child

The toy is one of the fundamental inventions of human life; it serves to transfer the experience of many generations. In Russian traditions, it combines various periods of historical development, as well as several generations of a family: grandfathers, great-grandfathers - grandparents - with parents and children.

Toys are a tool of socialization, a kind of link between children and the objective world, as well as a part of children's games.

4 Contemporary cartoons and media

Today, psychologists and educators are increasingly confronted with the distortion of children's behavior. On the one hand, there are stiffness and underdevelopment of speech. On the other hand, there are: pronounced aggressiveness and demonstrative behavior. Such children are afraid to answer questions, but at the same time, they do not hesitate to make faces in front of strangers. Their behavior is uncontrollable, there is hyperexcitability and inattention, models of bad behavior are attractive to them, and they seem not to hear adults.

CONCLUSION

The life of all modern people consists of endless fuss and daily stress, which is associated with congestion at work and the pursuit of material well-being.

It is much harder for a working parent to raise a child than for those who are not employed. Parents who leave early in the morning for work and come back when the kids are ready to go to bed are always tormented by the guilt that their kids are abandoned and left to their own devices all day.

It is time for children over the age of three to gradually learn to communicate with their peers. But kindergarten education cannot replace the love and care of the family, and you cannot rely entirely on kindergarten teachers to teach your children everything they need.

Bibliography

1. Abramenkova V. What do our children play /V. Abramenkov. - M .: Publishing house "Lepta book", 2010.
2. Aleksandrov, V. V. Intellect and computer / V. V. Aleksandrov. - St. Petersburg: Anatolia Publishing House, 2004.
3. Bodker, S. Interaction of a person with a computer from the position of the theory of activity / S. Bodker // Psychological journal. - 1993. - No. 4.-S. 71-81.
4. Bordovskaya, N.V. Psychology and Pedagogy: Textbook for High Schools. Third generation standard / N.V. Bordovskaya, S.I. Rosum. - St. Petersburg: Piter, 2013. - 624 p.
5. All secrets // Computer and health - http://vse-sekrety.ru/15-kompyuter-i-zdorove.html

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L.S. Vygotsky proposed to use the term neoplasm, which is “a new type of personality structure and activity, those mental and social changes that first occur at a given age level and which in the most important and fundamental way determine the child’s consciousness, his attitude to the environment, his inner and external life, the whole course of its development in a given period. In his opinion, neoplasms can be used as a criterion for dividing development into separate ages.

Features of the course of the I age crisis(2-4 years). Vygotsky distinguishes five main psychological signs of the first age crisis: negativism, stubbornness, obstinacy, self-will, and jealous attitude towards other children.

Negativism is a behavior in which the child does not want to do something just because it was suggested by an adult, i.e. this is the child's reaction not to the content of the proposal made, but to the proposal itself. According to Vygotsky, "negativism forces the child to act contrary to his affective desire."

Stubbornness is such a child's behavior in which he insists on something not because he really wants to, but because he demanded (L.S. Vygotsky).

Obstinacy, unlike negativism, is impersonal and rather directed against the norms of education; is tendentious.

Self-will, reflecting a tendency towards independence, is another sign of crisis. It is important to establish it in a timely manner, since the lack of independence is typical for infantilism.

Features of the course of the II age (children's) crisis. II age (children's) crisis (6-7 years) - the period of the birth of the social "I" (LI Bozhovich) - coincides in time with the beginning of schooling. With the loss of interest in the game as an activity, a child at this age begins to form a new activity - learning.

The most important indicator of this crisis period is the readiness or unpreparedness of the child for school, since the formation of the biological basis for such readiness belongs to this age, namely: the maturation of the most complex frontal areas (A. R. Luria) and the strengthening of the processes of inhibition of the cerebral cortex over instinctive and emotional reactions (N.Y. Krasnogorsky).

Features of the course of the pubertal crisis. The pubertal period falls on the age of 11-20 years and is characterized by rapid morphological and functional changes, especially pronounced in the genital area (the beginning of the functioning of the gonads). Distinct psychological characteristics of adolescents are often called "teenage complex".

It is now generally accepted that the puberty crisis is heterogeneous in its structure (Sh. Buhler, O. Kro, M. Tramer, L.S. Vygotsky, A.E. Lichko, E. Kretschmer, etc.). There are various gradations of puberty. Usually, two phases of this period are distinguished (Sh. Buhler, M. Tramer, etc.): negative (11-15 years old) and positive (16-20 years old), which have both common and distinctive features.

In addition, the so-called phase III (post-puberty - E. E. Sukhareva) is distinguished, which is practically devoid of the common features of the critical period and is interpreted as a stable age (post-critical phase - L. S. Vygotsky).

Common features pubertal crisis conditionally merged into five groups of signs:

a) a clearly expressed affective instability that determines all the behavior of adolescents - “pubertal mood lability” (M. Tramer);

b) the inconsistency of certain aspects of the mental makeup of adolescents;

c) the orientation of mental activity to the outside world, the desire to expand contacts (LI Bozhovich and others);

d) signs of maturation of drives;

e) a variety of behavioral disorders ( deviant behavior) in the form of antidisciplinary, antisocial, delinquent (illegal) and auto-aggressive (A.G. Ambrumova, LA. Zhezlova, V.V. Kovalev, etc.) behavior. This is stated as one or another degree of violation of social adaptation.

Along with common features each phase of the pubertal crisis is characterized by their own special features. The negative phase (denial phase - V.E. Smirnov; negativistic - V. Vilinger; protest against fathers - E. Kretschmer, G. Nissen) is characterized by the predominance of an unstable mood, increased excitability, a desire for independence, a protest against elders (A. Vallon and etc.). The positive phase (philosophical - M. Tramer; leading intellectual excitement - V.E. Smirnov) is characterized by a pronounced desire for creativity, the growth of self-awareness, the transformation of drives into interests (L.S. Vygotsky).

L.I. Bozovic, studying the age-related features of personality development, together with her colleagues, came to the conclusion that the formation of a child's personality is determined by the ratio of the place that it occupies in the system of human relations available to him (hence, the corresponding requirements for him), and those psychological features which he has already formed as a result of his previous experience.

It is from this ratio that inner position of the child arises, i.e. that system of needs and aspirations(subjectively represented in the corresponding experiences), which, refracting and mediating the influence of the environment, becomes the direct driving force behind the development of new mental qualities in him.

Bozhovich believed that these provisions are valid not only for understanding the conditions for the formation of the individual characteristics of the child's personality, but also for understanding the driving forces of the age-related development of children and the reasons that determine the typical features of their age-related psychological appearance.

Thus, human development is conditioned (determined):

Internal contradictions and psychophysiological features;

The social situation of development;

Type of leading activity;

The measure of his own activity in the process of formation and improvement of personality;

gender and individual characteristics.

The process of human age development is associated with sensitive periods- periods of ontogenetic development, in which the developing organism is especially sensitive to certain kinds of influences environment; periods of optimal combination of conditions for the development of certain mental properties and processes.

The onset of the sensitive period is determined by the functional maturation of brain structures, internal connections necessary for the implementation of the mechanisms of certain functions.

For example: 1.5-3 years - speech; 3-6 years - perception, thinking, imagination, etc.; 5-6 years - coordination of movements (ballet, figure skating, etc.), reading, etc. Training has the greatest impact on those mental functions that are just beginning to develop, but training that is premature or delayed in relation to the sensitive period may not be effective enough, which generally adversely affects the development of the psyche.

A number of scientists believe that the unused opportunities inherent in the body fade away rather quickly.

So, for example, there are cases when children who fell into the hands of animals and remained alive, being returned to human society, practically did not recover as representatives of the human race, since those opportunities that were in the corresponding sensitive periods of their development turned out to be irretrievably missed.

Any age periodization is rather conditional.(a growing organism develops individually, goes its own unique way), but it is necessary for a comprehensive analysis of the properties of the body that change in the process of ontogenesis, to develop a scientifically based system for the protection of mental and physical health, to create adequate for each age level of techniques and methods of training and education, the optimal development of physical and mental capabilities.

TASKS

1. Make a generalized table of the age periodization options given in the paragraph. Draw a general conclusion.

2. Describe the main age-related crises.

The main problems, on the solution of which the coverage of all other issues of pedagogical anthropology depends, are problems of children's nature.

For many centuries, the child was perceived as a small adult, who, in accordance with this, should understand everything almost like an adult.

Indicative in this regard is the dialogue between a father and son in one of the ancient Egyptian sources. The father is dissatisfied with his son’s school success and reprimands him in the spirit that, for example, a donkey is an animal, they explain to him what they want from him, in human language, and he eventually understands what he needs to do, and the son is a man, and how can he not understand the explanation of the teacher, who speaks to him in his own, human language.

Among peoples living at the stage of tribal communities, childhood is very short - at 8-11 years old (in different peoples) after the initiation rite, the child becomes a full member of the tribe. Infanticide, the permitted destruction of children, has existed in many cultures for many centuries. In the myths of antiquity there are no children's characters. The child is not a subject of spiritual culture. The exceptions are some mythological heroes, but their childhood is evaluated according to the laws of adult behavior. visual illustration non-perception of children's specificity are the canvases of medieval authors, in which the child was depicted with the proportions of an adult, but of small stature. It is possible to determine that this is a child only by a toy, an apple in the hands, or other details of belonging to childhood.

The “discovery” of childhood happened gradually. Speaking about the period of childhood, medieval thought singled out features inherent in all children in general: susceptibility, sinfulness and unreasonableness, and special features inherent in different stages of childhood and different individuals.

Compared with all other ages, susceptibility to education was considered a positive feature of childhood.

Philip of Navarre, in his essay The Four Ages of Man, argued that childhood is the foundation of life, and on a good foundation a large and good building can be built.

A significant contribution to changing attitudes towards childhood was made Erasmus of Rotterdam(1467-1536). In the process of raising a child, he believed, one must take into account age and not allow anything that exceeds the child's strength, even games.

The educator needs to recognize the inclinations and abilities of the child as early as possible and rely on them, because a person more easily grasps what his nature is predisposed to.

He claimed that inner world a child is a divine world and it cannot be treated with the cruelty that reigned in relation to him everywhere.

Scientific understanding of the originality of children's nature began to take shape only in the second half of the 19th century. based on the assertion of the intrinsic value of the child, his inclusion in the civil-legal and moral communities that provided children with legal and moral rights.

But only in the XX century. there is a steady interest of society in childhood as a social phenomenon and a whole "children's" industry is being formed, covering both the material and spiritual spheres.

It was at this time, through the efforts of F. Frebel, N.F. Pestalozzi, M. Montessori and other reformers of pedagogy developed socio-psychological and cultural ideas about the special status of childhood, including the right of the child to play and play consciousness, which have a special role in the development of man and society as a whole.

In this regard, philosophical and pedagogical anthropology faced specific questions:

1. if the characteristics of the nature of the child are due to his age, then what is the relationship between childhood and the general nature of man;

2. whether the nature of children expresses the original essence of man or whether human properties are acquired in the process of individual socialization and upbringing;

3. is it permissible to evaluate the sincerity, openness, trustfulness and other traits inherent in children as morally ideal qualities of a person;

4. Is the task of education to preserve and strengthen these traits, or does the state of "moral innocence" characterize the moral infantilism of the individual?

The concept of childhood at the present stage is associated not with the biological state of maturity of the child, but with a certain social status, with the range of rights and obligations inherent in this period of life with a set of types and forms of activity available to him - this is how historians define childhood.

Psychologists interpret childhood as a complex, multidimensional phenomenon, which, having a biological basis, is mediated by many sociocultural factors. “The child appropriates society,” wrote D. B. Elkonin. “Everything that should appear in a child already exists in society, including needs, social tasks, motives and even emotions.”

V.A. Sukhomlinsky believed that childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life.

famous psychologist and teacher F. Dolto wrote that the child future man, but simply a person who has the freedom to be and become, the right to be understood and accepted by others, the ability to accept and understand others, make responsible choices, build relationships with adults not as with masters and mentors, but as with equal, although not identical, partners in life.

Humanist educators emphasized that the understanding of supervalue adult life leads to the conclusion that the world of childhood is completely devoted to the tasks of adapting the child to the world of adults.

Adaptation based on complete obedience leads ultimately to the denial of the child's personality.

Recognition of the inherent value of childhood has become a key idea of ​​educational concepts of a humanistic orientation: the orphanages of J. Korczak, A. Neil's Summerhill, the new French school of S. Frenet, the free school community in Vickersdorf G. Vinet-kenadr.

According to eminent educators, it is precisely recognition of the intrinsic value of childhood leads to the thought of the value of the child's today.

Pedagogical-humanists argued that the educational activity of a teacher should be based on the idea of ​​the absolute value of childhood and the needs of the child.

In modern Russian legislation the rights of the child are interpreted as the rights of a person who has age restrictions in capacity.

They are a set of legislative norms aimed at protecting the interests of the child in all spheres of life.

It is noted that the child is an independent subject of law, that children, as citizens of the state, must enjoy all human rights and freedoms and have appropriate guarantees for their implementation, that they cannot act on an equal basis with adults and need special protection and protection.

The state, in the legal regulation of social relations, legislates special rights for children and the norms for their provision for all children in general, and in particular for children deprived of parental attention and care for various reasons.

The rights of the child are presented in the "UN Convention - an international treaty binding on the signatory parties. The UN Convention on the Rights of the Child was ratified by the Supreme Soviet of the USSR on July 13, 1990.

The appearance of the Convention played a certain role in the process of humanization of education.

The Convention calls adults to responsibility for the fate of children, emphasizes that childhood is the time of the most intensive development of a person, the formation of his personality, but it is in childhood that a person is the least protected and needs the help and support of elders.

The convention draws public attention to legal protection children from all forms of physical, mental and sexual abuse.

The child has the right to be protected from insults, rough treatment, he has the right to be cared for by adults.

The Convention sets out in detail the rights of physically and mentally handicapped children, orphans and refugees, children involved in criminal liability for offences.

An important place is occupied by articles on the protection of children from economic exploitation, which prohibit the involvement of children in work that is dangerous to their health.

A special place in the Convention is given to the problem of school discipline.

The need for discipline for the safety of children is emphasized, attention is drawn to the methods of achieving it.

In several articles we are talking about equal starting opportunities for children in the process of obtaining education, which should be aimed at fostering respect for the national values ​​of one's own country, as well as for other civilizations.

In modern pedagogical science, the rights of the child are systematized for the first time:

The 1st group of rights - "social subsystem" - represents the rights of the child to a higher social status.

This includes the rights of children to equality with adults in the discussion of common problems, to participate in reasoning and sentences to themselves, to complain, to protest, to freely exchange opinions and statements on any issue, to be protected from the arbitrariness of adults (tyranny and despotism).

The right to protect one’s health, to secrecy and rejection of the hard work of growth, to self-government, to independently manage one’s own life, to property as respect for personal belongings and money, to respect for today and the current hour (the child lives today, and he is valuable as an individual today).

The 2nd group of rights is physical, or "environmental". Includes requirements for control over the child's environment.

3rd group of rights - "personal rights" associated with the inner life of the child, which are subjective in nature.

The main one is the right to be yourself. Recognition of this right does not mean pedagogical passivity - it is about non-violence against the nature of the child, about the refusal to bring him under the standard or bring him in line with the goals that adults have set for themselves.

Recognizing the right of the child to be who he is, the educator creates conditions for the development of the child, showing benevolence and understanding.

Modern world is the world of computer technology and all kinds of innovations in the world of technology and science. Today, every child without exception, even the smallest one, finds mutual language with tech. And many children prefer communication in social networks, except for live meetings with their peers.

Real life example:
Little Mishenka is 4 years old, already well versed in computers. And he happily sits (or lies) on the couch with a tablet, watching cartoons, playing games ... And the weather is wonderful outside, warm and sunny. But he is not interested ... And yet, elder sister, Katyusha, 12 years old, is already a rather big girl, and it would seem that she could already help her mother in a lot of ways around the house. Mom works, coming home from work she runs to feed and check on an old grandmother in the next entrance. Then cook dinner, wash dishes, clean up, etc. Meanwhile, Katyusha, instead of helping her mother, plays with the phone (gadget) ...
And he doesn't want to help his mother.
How to be? Mom is tired, and it’s easier for her to quickly do everything herself than to persuade her to help ....
Familiar situation?
What to do?

Many parents ask themselves this question and are confused when choosing parenting strategies and punishment measures. There are many techniques that allow you to become a more experienced parent. By resorting to them, it is possible to improve, and in many cases completely eradicate the behavior and habits of children that annoy or disturb.

Problems faced by today's parents:
Why is raising children modern world has become quite a difficult task, and parental responsibilities have become even greater?
Today, the problems that parents face are very different from those that our parents faced. Exists great amount reasons why parents experience stress.
Many people have small families, consisting of only three or four people, and there are no relatives nearby who could come to the rescue. Parents have to fulfill a huge number of different responsibilities, especially in families where both work and work 20 hours a day to ensure better life for their children, sometimes even forgetting that they have children. Attention is an integral part in raising a child.
There is no attention and the child is left to himself and it is not uncommon that this is the main problem in raising children that parents face.

Modern technologies have taken away the opportunity for parents to completely “forget”. All possible gadgets have hit all areas of life. On the one hand, all communications can make life easier, on the other hand, parents are forced to respond to them constantly.
And children are more and more on the Internet, and more and more often communicate in social networks, forgetting about live communication and games.

Another stress for parents is the number of different circles for their children, and many lessons begin already at kindergarten age. Parents want to give their children all the best and useful. Therefore, many people think that if their child attends as many sections and circles as possible, he will be more developed and do not think that they simply overload their children. As a result, the child loses interest in all these activities, he becomes irritable and uncontrollable. How so the parent wants a better life for him, but he still opposes this. And on this basis, conflict often arises between parents and children.

For the sake of the safety of children, due to all sorts of threats from the outside world, many parents forbid their children to go outside, and they have no choice but to sit at a computer on the Internet. And the Internet, as you know, poses no less threats to children.

Modern parents , experience stress and, for any reason, begin to blame, scold, condemn and yell at children in order to meet a certain deadline. Same way The behavior of parents influences children in many ways. A parent who pays positive attention to his child, namely, gives him care, affection, hugs, a smile, instead of irritation and criticism with or without cause, receives in response the same positive emotions from the child. You need to praise the child as often as possible, even if he does something that is not quite right. But still, he does it on his own and learns by trial and error. From this, he becomes more self-confident and feels supported by his parents. And everyone is happy, both children and parents.
And a child who most of the time hears reproaches addressed to him and receives irritable glances becomes an insecure person who is unable to please his parents and earn their trust.

The main strategies for raising a modern child:

And so we will figure out how to properly educate modern child so that he could listen and hear his parent.
One of the main concerns for parents- this is, for starters, to highlight problem areas in the family, but you don’t need to try to solve all the problems at once, if there are a lot of them. It is important to find time together to discuss existing problems in the family and decide what needs to be changed.
For many parents, one of the most frustrating things about family life is that they have to repeat their requests many times. To prevent this from happening, you need to approach every issue of education positively.
For your child to hear you, you need to change your behavior and ensure that the child hears everything that they want from him.

You need to stop doing what you are doing and go to the child so that he can see you;
Wait until the child finishes what he is busy with;
Give the child an instruction - only once;
Let him repeat it;
Stay and wait;
Praise the child and also learn to listen to him and listen to him.

If you change, first of all, your behavior, the child will learn to hear, listen and understand, not forgetting that you need to hear and understand him in response. Only then can success be achieved in raising a child.

1. The computer and all kinds of innovations are wonderful, but they are abused in childhood it is forbidden. No more than 1-2 hours a day. Otherwise, the child becomes irritable, capricious. He does not want to obey anyone, nor does he want to help.
2. Try to spend more time with your child. To walk outside.
3. Interest him in something, go to the theater together, to an exhibition, etc.
4. Play outdoor games.
5. Let children interact more often with their peers.
6. Teach helping adults, the little ones, the weaker ones. Cultivate the kindness and good qualities of the child.
7. Teach love for animals, teach to love the natural world. Teach children to love and care for them.
8. Develop a love of work. Let the child see how adults work, give the opportunity to help. And praise him.

All of the tips I have listed should be followed. And then the child will learn to navigate in life, find his place in it. will grow happy man and useful to society (no matter how trite it sounds).

Develop in him such qualities as: kindness, intelligence, love, love for parents, love for elders, the elderly, the weak and defenseless. That he could come to the rescue at any moment.
Form love for nature and for our smaller brothers - animals. Learn to see the beauty of nature.
The formation of a kind and caring attitude towards the world around children does not appear by itself. He needs to be educated.
And it is necessary to form all these qualities on a content that is understandable, close and accessible to them (children). The material basis of such content should really belong to the children and be at their full disposal (toys, etc.).

And your child will grow up to be a kind, honest, hardworking and decent person!

I hope my article helps someone. Be happy!

Mironova V.D.

Pedagogy wants to educate a person in all respects, then she must also know him in all respects. When identifying the age characteristics of children and fixing a certain period of childhood, anatomical indicators, features of the course of physiological processes, qualitative changes in growth, the development of the psyche of the emotional-volitional and effective-practical spheres, the degree of spiritual and moral maturity are taken into account. In modern periodizations of childhood, phenomena of accelerated physical development children (acceleration); their ability to withstand significant physical, emotional, mental and intellectual stress; spiritual readiness to enter into diverse social relations. K.D.Ushinsky

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Alafyeva O.V.,

Educator MBDOU

Kindergarten No. 57 "Rainbow"

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Problems of modern childhood.

Periodization of childhood and developmental features of children.

Alafyeva O.V.,

Educator MBDOU

Kindergarten No. 57 "Rainbow"

K. D. Ushinsky emphasized that if pedagogy wants to educate a person in all respects, then she must also know him in all respects. When identifying the age characteristics of children and fixing a certain period of childhood, anatomical indicators, features of the course of physiological processes, qualitative changes in growth, the development of the psyche of the emotional-volitional and effective-practical spheres, the degree of spiritual and moral maturity are taken into account. In modern periodizations of childhood, phenomena of accelerated physical development of children (acceleration) are noted; their ability to withstand significant physical, emotional, mental and intellectual stress; spiritual readiness to enter into diverse social relations.

In its development, the child goes through two stages: biological, during nine months of development in the womb, and social, for about 17-18 years in various forms social education. The periodization of the social stage has the following structure.

1. From birth to 1 year - early infancy. This is the period of initial adjustment and bringing the essential forces into readiness for initial adaptation.

2. From 1 year to 3 years - actually infancy. One of the most fruitful and intensive periods of the child's accumulation of social experience, the formation of physical functions, mental properties and processes.

3. From 3 to 6 years - early childhood - the period of transition from infancy to childhood. The time of intensive accumulation of socially significant experience and orientation in the social space, the formation of the main character traits and attitudes towards the outside world. All three periods - from birth to 6 years - are also called pre-preschool and preschool. Systematic training in kindergarten and school starts for many children from the age of 6. It is carried out taking into account the fact that the full psycho-physiological, moral and volitional readiness of children for systematic educational work, intellectual, physical, emotional stress occurs by the age of 7.

4. From 6 to 8 years old - actually childhood. During this period, the completion of the initial maturation of the physiological and psychological structures of the brain, the further accumulation of physical, neurophysiological and intellectual forces, ensuring readiness for full-fledged systematic educational work.

5. From 8 to 11 years - the pre-adolescent period - the time of mature childhood, the accumulation of physical and spiritual strength for the transition to adolescence. Together with the period of childhood, the pre-adolescence period is also referred to as the primary school age.

6. From 11 to 14 years old - adolescent, adolescence- a new qualitative stage in the development of man. His most characteristic features are: physiologically - puberty, psychologically - personal self-awareness, a conscious manifestation of individuality. Teenage years also called middle school age.

7. From 14 to 18 years old - adolescence - the period of completion of physical and psychological maturation, social readiness for socially useful productive work and civic responsibility. Girls and boys - older students - receive some training in the field of psychology and ethics of family life.

In each period of age formation, it is important for a child to achieve the fullness of development necessary for this period, psychophysiological and spiritual maturity, which does not always coincide with the age limits and requirements of schooling. So, by the end of the period, six-year-olds are still not ready for systematic studies at school. And high school students demand more resolute and intensive involvement in public life and productive work in order to ensure effective moral; physical and civic maturation. Any attempts to shape the development of children due to excessive stress in early age inevitably lead to overload and overwork, physical and mental breakdowns. Protection from work and civic responsibility in the period of youth leads to social infantilism, to breakdowns in spiritual and moral formation.

Describing each of these age periods development of children from the point of view of their spiritual and moral development, it should be noted the limited experience of real social relations among preschoolers and younger schoolchildren. This explains their great craving for the accumulation of impressions, the desire to orient themselves in life and assert themselves. Preschoolers and younger students are able to appreciate and appreciate the moral qualities in another person, especially kindness, caring, attention and interest in themselves. They evaluate these qualities utilitarian-practically, and see human beauty in external, attractive, directly contemplated forms of clothing, behaviors and actions. The period of preschool and early school childhood is the most important for the development of aesthetic perception, creativity and the formation of a moral and aesthetic attitude to life. At this age, the most intensive formation of the properties and qualities of the personality is carried out, which remain more or less unchanged for life.

Adolescence is the most difficult period in a child's life. This is the age of fixation acquired in early childhood moral and aesthetic baggage, its comprehension and enrichment. An important feature is that the child is going through puberty. The real complexity of his life lies in the gradually growing wave of self-awareness, self-knowledge, self-esteem in the system social relations, in the development of moral and aesthetic consciousness and thinking. If a teenager feels and understands that he is harmoniously included in life, finds satisfaction in his needs, then the physiological processes proceed normally. If he conflicts with peers and adults, his interests are suppressed, conflicting situations arise one after another, then puberty complicates the depressed mental state.

Adolescents are not far from younger students, but they have already stepped over the barrier of self-consciousness. They are still very much attracted by the external form of life phenomena, but they are already interested in their meaningful social content. In the perception of the moral and aesthetic appearance of another person, the functional-romantic approach dominates. A teenager evaluates aesthetically not only appearance, but also separate, attracting his moral qualities. He highlights, for example, courage and courage, activity and fidelity, justice and decisiveness. And depending on their presence or absence, he judges a person as a whole: he is good or bad. handsome or ugly. A teenager can also be carried away by an antisocial type of behavior, a pseudo-romantic lifestyle of people who commit offenses. All this makes adolescence a period of special attention from adults and a thoughtful individual approach.

Adolescence is no less difficult. During this period, the physical maturation of a person is completed, the conditions for his mental and moral and aesthetic maturity actually arise. Boys and girls are already ready to participate in social production activities, in productive labor. However, the family and the school still do not provide the necessary conditions, keep high school students in the position of wards, constantly controlled people, as if incapable of independent decisions, responsible for their behavior and their actions. This prevents the development of amateur performances in boys and girls, the formation of a team, and the implementation of multilateral activities. public organizations, school student self-government.

Boys and girls are capable of a holistic moral and aesthetic assessment of a person in the unity of his spiritual and external physical beauty. Their consciousness is saturated with knowledge, impressions, ideal aspirations, maximalist requirements for the moral behavior of a person. Individual high school students, striving in their maximalism to form high moral qualities and social ideals in themselves, do not have the opportunity for their real implementation. As a result, they internally “burn out”, calm down, tend to indifference and skepticism, and go into “informal” associations. Others, overcoming life's obstacles, find a way out to real affairs, responsible social relations and are formed as whole individuals. Still others are imbued with petty-bourgeois worldly wisdom. In personal practice, they are convinced that it is not at all profitable to be themselves. It is necessary to appear, to act, to pretend to be a social activist, and then you can get a good job.

The main way to form the personality of high school students is to resolve the contradiction between their readiness for a full-fledged social life and limitation, lagging behind life, the content and organization of their daily activities. It is overcome on the basis of combining the education of the young generation with production work, carried out in the conditions of modern industry and advanced forms of labor organization.

A feature of adolescence and youthful ages is that adolescents, boys and girls do not always consider it necessary and able to express their moral and aesthetic attitude to life in an aesthetic form. In their midst, you can encounter facts when good guys look comical and pathetic or act outwardly defiantly rude. It is important to help teenagers understand themselves, find adequate forms of self-manifestation.

We can talk about the formation of a socially valuable moral and aesthetic attitude to life in a young person when his moral and aesthetic sense and consciousness act as an effective incentive for an active struggle against ugliness, immorality and anti-aesthetic. This feeling and consciousness turn into an internal controller that does not allow one to overstep the moral law. It becomes conscience, a means of self-enlightenment and self-punishment, bringing moral satisfaction and peace of mind or repentance and remorse.

Yes, to accumulate life experience sensations, emotions and for fixing them there is a certain period of childhood. This is the period when the child strives in his acquaintance with outside world exercise the sense organs. He needs objects that have sensory stimuli. At an older age, sensory stimuli alone do not satisfy the child and hold his attention only for a short time; here we need incentives that correspond to the child’s desire for literacy, counting, acquaintance with nature, the structure of the native language, social life, various types labor, etc. External material development, corresponding to the developing mental needs of the child, is, as it were, the steps of a ladder that help the child to climb up: these steps should lead to the formation of higher perfections. This is the development of personality.

The idea of ​​sensitive periods closely tied the problems of education to the solution of problems of development, conditions, prerequisites and factors of development.

Among the three factors of development:. heredity, environmental influences and upbringing - the latter is the most significant. Therefore, if education cannot make everything out of everyone, then it can help to ensure that natural inclinations that are not clearly expressed in themselves are developed through exercise and that, on the contrary, other inclinations do not develop or are completely obscured. There is no doubt that from a lack of education, outstanding, even brilliant natural inclinations stall and perish.

State educational institution additional professional education (advanced training) for specialists of the Moscow region Pedagogical Academy of Postgraduate Education
(GOU PEDAGOGICAL ACADEMY)
Department of General and Pedagogical Psychology

Independent work No. 2 on the topic "Features of modern childhood"

performed by the listener
cathedral variable module
"Psychological and pedagogical competence of the teacher"
chemistry and technology teacher
MOU SOSH pos. MIS Podolsk region
Sokova T.V.
Head: Ph.D., Pavlenko T.A.
Moscow 2012

Modern children are called differently and all definitions have a basis.

For example: "Children of the new millennium" - young creatures with unusual mental abilities;

"Children of the Light" - the worldview of children differs from the usual; "Gifted Children" - the level of development is above average (not to be confused with school grades); in France, unusual children, the current generation are called "Teflon Children", because. generally accepted stereotypes of behavior do not stick to them; in America - "Indigo Children".

There are quite a lot of attempts to define modern children, although there is no official term.

All children are born innocent and kind, each child is special. The main task of adults is to help children grow, to reveal their natural talent.

The opinion of modern parents, why there are more and more difficult children:

1. Negative changes in society (advertising, violence on TV);
2. Permissiveness out of guilt in front of children, that little time is devoted to education;
3. The point is outdated methods of education in kindergarten, school, etc.

Children's problems begin at home and can be solved there, parents must understand that it depends only on them how their children will grow up.

The world is changing and so are children. Old methods of upbringing, such as intimidation, shouting or slapping, do not help to establish control over modern children, but kill the child's desire to obey and cooperate, encourage modern children to rebel. Close adults are becoming a problem for today's children. hinder their development. In working with modern children, it is necessary to abandon punishment. The modern child learns everything by imitation, not fear. If a child sees violence or is subjected to it, he will do the same with others. Violence teaches a child in an incomprehensible, difficult situation for him to achieve his goal by violence. Abused children either hate themselves or the world: boys become hyperactive, with attention deficit disorder; girls - self-destructive tendencies, low appetite, low self-esteem.

New means of education: cooperation, motivation, control. Modern children need help, but for growth, difficulties are no less necessary, problems from which cannot be protected, but it is necessary to help overcome them.

According to John Gray:

1. A child cannot learn to forgive if he has no one to forgive.
2. A child will not develop patience or the ability to wait for the fulfillment of his desires if you always immediately give him everything he wants.
3. A child will not learn to accept his shortcomings if everyone around him is perfect.
4. A child will not learn to cooperate if everything always goes the way he wants.
5. A child will not develop creative talent if everyone else does it for him.
6. A child will not learn empathy and respect if he does not see that others are hurting and failing.
7. A child will not develop courage and optimism unless he has to face adversity.
8. A child will not develop perseverance and strength if everything comes easy.
9. A child will not learn to correct his mistakes if he does not know difficulties, failures and mistakes.
10. The child will not develop the feeling dignity and healthy pride if he does not overcome obstacles and achieve something himself.
11. A child will not develop a sense of self-sufficiency if he does not experience feelings of isolation and rejection.
12. A child will not develop a sense of purpose if he does not have the opportunity to resist authority and achieve what he wants.

Difficulties help the child become stronger. When children misbehave, they do not want to obey the will and desires of adults. In order to regain control over the child, he needs to be given a time-out, time to think (4 years - 4 minutes, 15 years - 15 minutes). This is a short-term restriction of freedom, after which the child returns to the desire and the basic attitude that was originally laid down in the child - to bring joy to parents and adults. The old ways of parenting based on fear awaken in today's children a tendency to self-destruction. Children retaliate for violence with academic failure; enslaved children take revenge by inhibition (ZPR, autism), they slow down everything around, block, freeze - this is the reaction of slaves and prisoners. Children should feel that strong, experienced, patient adults are ready to help them at any moment.

From the age of three, systematic education should begin. Naturally, one must start with what is closer to the child, and one must understand that it is not cows and horses that are close to the modern child, which he does not see in his life, but cars, buses, planes. It seems to us that we are showing something very close to him and nature, but in fact for a child this is not at all close, he does not have this, he sees completely different images on the street. We draw this approach to children from past centuries, when they lived on the edge of the forest, there was a house, and everything was in front of the child: flowers, and the sun, and a meadow, and, naturally, all kinds of plants and animals. He was shown a normal living environment. Now what can you show him? Our modern education not yet adapted to modern look life, to where the child is born and grows. The child needs to be shown what he sees in his world, this is where to start. We must change our philosophy, our methodology, our approach to the child. And if we show him animals, then these must be such animals that they really surround him at least a little, so that at least part of his life passes among them. It is not enough to take him to the zoo on a Sunday, this will remain incomprehensible to him.

A degree is a must. From the age of three, a child should begin to understand letters, the alphabet. By the age of four, he should be able to read. From the same age, he must begin to teach the elements of arithmetic. In order to overcome the reluctance to learn, it is necessary to include an element of the game, an element of jealousy, an element of envy, an element of environmental influence. But the most effective tool of education is an example. Moreover, the example set by the father and mother, and not just the peers around him, when a child sees that he is doing the same as adults. And adults should deliberately show that they are engaged in subjects, activities that are very close to what he does.

From all of the above, we can draw the following conclusion: children come into this world with their own intentions and talents, which are clearly manifested from the moment of birth. They can soak up knowledge like a sponge, especially if they enjoy a subject that brings them to a higher level of development in their area of ​​interest. Gaining life experience helps them learn better, so they themselves decide in which area they need to be recruited in order to solve pressing problems or replenish their knowledge. They respond best if you treat them like respectable adults.

With the help of their intuition, they not only perfectly recognize the hidden intentions and motives of other people, but with no less skill can switch the attention of their authors to something else. Often used by them method of psychological "button pressure" leads to the fact that they are considered non-conformists. If they notice an ulterior motive in your attempts to get them to do something, they stubbornly resist and at the same time feel that they are doing absolutely right. From their point of view, if you are not doing your part in maintaining relationships, they have every right to challenge you.

Children are great push buttons: they work with us adults to help us learn how we manipulate our partners. Therefore, if you constantly encounter resistance from children, check yourself first. Perhaps they are holding a mirror in front of you, or, in their unapologetic manner, asking you to help them set new boundaries, reveal their hidden talents and abilities, or rise to a new level of development.

And so, we can distinguish 10 main features of modern children and their childhood:

1. They are less independent. They do not know how to make decisions, make choices and conclusions without the help of adults, they believe that there is no need for this.
2. Now in the development of children, the emphasis is on the development of memory, and not on verbal-logical and abstract thinking. This is partly due to the preparation for passing the tests. They do not calculate well in their minds, because there are many other devices that will do it for them. A modern child does not even know his neighborhood well, and this affects the development of spatial thinking that they develop at the computer, so they are poorly oriented.
3. The children are very educated. They know more than their parents, and there is a huge difference between them. They easily and quickly perceive information, they have a faster reaction, better developed attentiveness. But write school essay- a problem, because you need to collect information, systematize and come up with a plot. Informationally, they mature earlier, and socially - much later. Many graduates are completely dependent.
4. They communicate little, they talk, it is difficult to make contact. If the child is stuck on the computer, then he has big problems with communication, but this does not mean that he will not learn to communicate. He will do this, but a little later or when it is vital.
5. They have a conflict resolution problem. After all, in the yard he had a fight with a friend, and he had to go and put up. On the Internet, you do not need to do this, you can simply not answer, go to another site. And in the end, you don’t know how to put up, or compromise, or cooperate, or talk, or explain yourself.
6. They are shy. The computer does not teach to overcome this complex, only personal communication.
7. They have problems with emotionality, it is not enough. Many do not understand what is bad, painful, very scary. What we experienced at 6-9 years old, modern children experience at 10-12 and more traumatically.
8. These children are less romantic and more pragmatic. Their world is filled with material values.
9. They rarely make independent decisions; their parents decide everything for them.
10. These kids are more talented. They have more opportunities to develop their abilities, starting from schools early development. They can find any information at any time. The modern world is a world of individuals, and these children have everything for its development that children of past generations could only dream of.

The principles of raising modern children can be as follows:

1. While setting boundaries for children to behave, be creative in parenting.

• Let's release their excessive physical energy. Consider this need in any situation.
• Let your child set their own boundaries, not the other way around. Even ask your child about it. You will be surprised when you find out what your child is capable of.

2. Treat children as adults and equals, but do not impose adult responsibilities on them.

• Give children detailed explanations, and also give them the right to express their opinion when making decisions on different issues and, moreover, give them several options to choose from!
• Don't talk down to them.
• Hear them! They are truly wise and know things that you do not know.
• Show them just as much respect as you would your parents or a close, dearly loved friend.

3. If you tell your kids you love them but treat them with disrespect, they won't believe you.

• They won't believe you love them if you treat them disrespectfully. No words in the world can replace the manifestations of sincere love.
• Your lifestyle and your behavior in the family will help clearly answer the child's question, do you love him or not!

4. Communicating with a child is both hard work and a privilege.