Changes in the external entails a change of consciousness of the person

Regardless of when the child went to school, he passes through a special stage of development – crisis 7 (6) years.

Changed social status of the former baby – there is a new social role “disciple”. This can be considered the birth of the social “I” of the child.

The changes in the external position entails a change of consciousness of the person 1-grader, there is a revaluation of values. What was meaningful before, becomes secondary, and what is relevant to learning, becomes more valuable.

Such changes occur in the child’s mind with the favorable development events, successful adaptation to school. Will you be watching their own child is the issue of psychological readiness for school. About “internal position schoolboy” can speak only when the child really wants to learn, not only to go to school. Half of the children, entering the school, this position has not yet been formed. This is especially true the problem for 6-year-olds. They more often than 7-year-olds, impeded the formation “feeling the need to exercise”, they are less focused on common forms of behaviour in the school. When faced with such difficulties need help child to take “student”: more unostentatious to talk about why you need to learn why the school of such rules, what would happen if nobody is going to abide by them. You can play house with your first grader to school existing according to the rules, likes, or just without rules.

In any case, you must show respect and understanding of the child’s feelings, because his emotional life is characterized by vulnerability, insecurity see more on international adoption public discussion group.

In the period of 6-7 years there have been profound changes in the emotional sphere child. In preschool childhood, when faced with setbacks or having unflattering the reviews about your appearance, child, of course, felt hurt or disappointment, but it not so radically influenced the formation of his personality as a whole. In the same period crisis 7 (6) years intellectual development of the child, it developed the ability to generalize entail and summarizing experiences. So by the way, the chain of failures (in studies in communication) can lead to the formation of sustainable inferiority complex provided for the post by International Adoption research blogger and columnist. This “acquisition” to 6-7 years adversely affects the development of self-esteem of the child, level his claims.

This feature of the psyche of children included in school teaching – first year study is unbiased, that is, when assessing pupils ‘ work are not used mark, more emphasis on qualitative analysis of their activities. Parents should also consider the generalization of experiences when communicating with her son or daughter: to notice all the smallest achievement of the child to evaluate the child and his actions, talking about it, to note that all this is temporary, to support the activity of the child in overcoming various difficulties.

Another consequence of the generalization of experiences is the occurrence of inner life child. Gradually, it entails developing the ability to estimate future act in advance from the point of view of its results and consequences. Because of this the mechanism is overcome childlike.

Unpleasant for parents crisis a manifestation of the separation of external and internal children are often the affectation, mannerisms, unnatural behavior, tend to be fussy and conflicts.

All these external features begin to disappear, when a first grader comes out the crisis and enters directly into primary school age.

Thus, parents and teachers should be patient. The less negative emotions they will manifest in response to the crisis of existence of the child at the age of 6-7 years, the more likely that these problems will remain in this age period.

Speaking of socio-psychological adaptation of children to school, not to address the issue of adaptation to the child’s team.

Usually difficulties in this process arise from children not attending kindergarten, especially in the only in the family of children. If these guys were not sufficient experience interaction with their peers, they expect from classmates and teachers do the same, to which they are accustomed at home. So for them often the stress change in the situation, when they realize that the teacher the same applies to all guys without making leniency to him and not singling his and classmates are not in a hurry to take these children in as leaders, are not going to give them.

Don’t be surprised if after some time the parents of the children, not had a variety of experiences with peers, face their reluctance to go to school, and complaining that they hurt, no one is listening, the teacher does not like, etc. Need to learn adequately to respond to such complaints. First of all, show your child that You understand, sympathize with him, one is not accusing. When he calm down, try together to analyze the causes and consequences the current situation, discuss how to behave in future in such case. Then to begin the discussion of how to fix the situation now, what are the steps to take to make friends and win the sympathy of classmates look for more info international adoption agencies. We need to support the child in his attempts to cope these challenges continue to go to school, to show sincere faith in his ability.

We hope that the information about the peculiarities of adaptation to school training in children was interesting and useful for You and You can given this information, to alleviate the addiction of their child to the school, to help him in difficult times.

4 thoughts on “Changes in the external entails a change of consciousness of the person

  1. Indices in the plane of the self-concept are results of socially-psychological content of its structure, the social role of position and experience, as well as the style of interpersonal relations, adequacy of construction, development and implementation of self-concept needs of society, the capacity of the head.
    Special attention in the structure of self-concept should be paid to indicators of strength development and methods approval from the head of needs in the government, in personal control over events and people, for achievement and for affiliation. In order to empirically verify the presence of the need for power supervisor, George A. (1986) considers it necessary to check the structure of self-concept the relationship between low self-esteem, specific behaviors that Express the need for power and satisfaction, to some extent, and also independent of the content of compensatory pleasure, if it occurs.
    Indicators of the desire of the leader to power and pleasure from owning it, as characteristics of the self-concept of personality, striving for compensation are:
    unwillingness to allow others to share his actual or implied authority;
    unwillingness to receive advice concerning his functions of management activity in the implementation’s actual or perceived authorities;
    reluctance to delegate other managerial tasks, which convinced the head of his prerogative power;
    reluctance to consult with those who wanted to share his authority with respect to its own functioning;
    unwillingness to inform others about their functioning in the implementation’s actual or perceived authorities;
    the desire to invent and to impose appropriate systems for the functioning of the other actors of the management system.

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  2. In the structure of professional identity, like identity in General, there is awareness and assessment of the relationship. The inclusion of a man for a long time in the composition of the reference group leads to the development of these relations. In these conditions forms the relation of man to himself as a specialist attitude to colleagues attitude towards their professional work and attitude of others to yourself.
    According to researchers, a critical component, without which it is impossible to speak about the regulation of the human person, is the realization of self-development in the temporal relation. At each stage of life and during the period of professional activity through self-awareness is the link between the past, present and future. Professional identity reflects the development of a person by such signs as the growth of professional skills, promotion, increase credibility, strengthening of social status. Also important is the setting of goals and monitoring of their implementation.
    Russian scientists A. A. Derkach, O. Century Moskalenko in his works distinguish functional and structural components of professional identity: cognitive, realized in self-knowledge; motivation, which is realized in self-actualization; the emotional, which is realized in self-understanding; operational, which is realized in self-regulation. Let’s consider each of these components in more detail.
    The cognitive component. According to scientists, self-knowledge is the initial part of forming an identity. Through self-knowledge, that is, turning mental activity on the study of oneself, a person makes a conscious assessment of their actions and themselves in General. Identify features of the process of self-discovery must uncover how a person learns about himself, develops this knowledge as situational from single images is to use the concept, reflecting the essence of man, in which is expressed the extent of his social values. And the correlation of knowledge about oneself with social requirements and standards allows him to determine its place in the system of social relations. In the process of interaction with the outside world of people, speaking an active person, knows it, and yet knows himself. If any thing, the phenomenon can be known only through its relations to other things or phenomena, through the process of identifying their multiple interactions, and self-knowledge of man can only be made through the relationship of this person to other people, through various forms of communication, his “I” with “I” other. The representation of the individual about oneself as a rule, appear to him to be convincing regardless of whether they are based on objective knowledge or objective opinion whether they are true or false. Specific ways of self-perception, leading to the formation of the image “I”, can be very diverse.

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  3. Further, we emphasize that relative to the metric criterion is generalized and is at a higher level. Indicators, then, what can be judged about the status, development, course anything, are used as indicators of the extent or changes. They fix a certain state or level of development of the studied reality on a selected criterion.
    Development of criteria and indicators of formation of self-concept in the structure of management activities eliminates the standardization of certain stereotypes in creating the “typical” leader, universal-averaged characterization of their self-concept and to focus on its individual psychological characteristics, simulating the image of a control subject. In psychology characteristics of criteria and indicators include the support of quality professional competence of a subject of administrative activity, which is associated with leadership of people and society. However, in professionali the activity of the leader not sufficiently detailed. In practice, according to A. V. Filippov (1990, p. 13), which gives rise to “simulate” professional qualities or replace them: such generally accepted and professionally significant qualities of personality that determine the success of any activity as insistence, initiative really is sometimes manifested as tyranny, chain, impulsivity.
    In our study in the development of criteria and indicators, we take into account the existing practice in empirical psychological science approaches to the identification of systemic qualities of the whole personality of the Manager. For these purposes, K. K. Platonov (1981) developed a “personality card” that includes certain traits and basic abilities of the individual. The former include patriotism, integrity, honesty, initiative, activity, self-discipline, optimism, tractability, etc. To the second: scientific, organizational, pedagogical abilities, moral qualities. It is important to note, what K. K. Platonov (p. 37-40, 57-58) is the substructure of experience: professional competence, psychomotor, intellectual and behavioural culture.
    In General, criteria and indicators for characteristics of the Executive officer A. G. Kovalev (1972, p. 170) includes:
    preparedness (General and professional education, experience, competence);
    moral and psychological qualities (confidence, integrity, sense of duty, diligence, keenness and attentiveness to people);
    character qualities (sociability, modesty, steadiness, resoluteness, hardness);
    business skills (organizational skills, demands on people and yourself, creative attitude to work, discipline, desire to improve their skills).
    Criteria and indicators in the socio-psychological characteristics of conduct for Director presented by V. M. Shepel (1984, pp. 10-34, 117-190) through the technology of expression of the ideological and moral, scientific-professional and organizational-and-pedagogical data, reflecting individually-psychological, socio-psychological, specific personal and professional characteristics of the subject of management.
    On the basis of own empirical research and review of the literature, we distinguish the following indicators of the formation of self-concept of the head:
    the content of self-concept;
    in the management activities or situations;
    on the path of life and events. This allocation is consistent with the requirement that one-dimensional analysis of self-concept cannot explain all the complex psychological dimension of the process of its formation.

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  4. In our empirical study, the criteria of formation of self-concept in the system of management activities are their structural and functional components. It should be noted that the development of criteria of analysis of regularities of formation of self-concept of managers is complicated by the specific management activities, which are outlined in the second Chapter. According to A. I. Dontsov, E. Dubovskoy, M. I. M. and Ulanovsky (1998, p. 68) be sure to enter in the construction of the experiment, the criterion of efficiency of joint activity.
    Criteria analysis megabytes relations were the direction, sign, temporary modality influences and their personal affiliation, in which are distinguished: causal and task; positive and negative; implemented, actual or potential; intrapersonal, interpersonal and transpersonal communication.
    For definition of indicators of formation of self-concept of principled leaders of character is the ratio of the criteria and indicators that are closely related, but are not comparable categories. The solution to this problem there are two points of view:
    when not carried out a strict divide between criteria and indicators, and their relationship is considered to be flexible and movable (N. In. Kuzmin);
    criteria and indicators are dependent on the specific object and objectives of psychological research. Here the main requirement – high reliability, adequacy objective and subjective evaluations, the specificity and integrity (V. G. Zazykin).
    Agreeing with V. G. Zazykin on relations and the development of criteria and indicators of formation of self-concept, should be taken into account:
    consideration of self-concept as the integrity, are included in the real-life relationships and management leaders;
    megabytes determination of the relationship;
    integration of knowledge and real practice of management;
    the crucial role of experience and managerial professionalism, the technologization of process of administrative activity, its productivity or unproductive;
    the resolution of contradictions between objective and subjective, absolute and relative, holistic and partial sides of a ratio of criteria and indicators;
    the optimality.

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