In accordance with the division of ontogenesis into age periods, the following sections of developmental psychology are distinguished:

Child psychology;

Adolescent psychology (psychology of adolescence);

youth psychology;

Often these two sections are combined into one - adolescent and youthful psychology.

The psychology of an adult (the psychology of maturity) also includes acmeology (a branch of science that studies the pinnacle of life, the heyday of the individual, which falls on the period of maturity);

Gerontopsychology (part of gerontology - the science of aging and old age, which studies the psychological characteristics of older people).

Previously, it was believed that significant changes in the human psyche occur before the period of youth (development, progress) and in old age (regression); maturity was considered a stable period with unchanged personal qualities. Therefore, it was considered expedient to study childhood, adolescence and adolescence, and it is in these sections of developmental psychology that the most information has been accumulated. Recently, it is believed that personality changes occur throughout life. Baltes offers an all-age approach in developmental psychology, i.e. the study of changeable and unchanging components throughout a person's life. Its foundations are the works of E. Erickson, S. Buhler, K. Jung, and the reasons for the start of empirical research in recent decades are:

Demographic changes in the world and especially in developed countries (the population of these countries is aging, i.e. the proportion of older people in the total population is growing);

The emergence of gerontology;

"Aging" of the subjects of longitudinal studies of child development in the early and middle of the 20th century.

Principles of an all-age approach:

All-age development (implies the continuation of development throughout life).

Multidirectional development or variability in the direction of changes (it is argued that in the process of ontogenesis some systems improve, others regress).

Development as “gains-losses” (includes in the concept of “development” not only growth, gains, but also regression, losses).

Plasticity of development (depending on conditions and experience, development can take different forms, therefore, the degree and limitations of plasticity should be explored).

Historical and cultural conditionality of development (leads to the need to study the influence of the type of socio-cultural conditions on development).

Contextuality as a paradigm (means taking into account in the study of the development of three interacting groups of factors: age, historical-cultural and individual).

Development as an interdisciplinary object (each of the sciences - anthropology, biology, sociology, various areas of psychology - only partially reveal the patterns of development).

In connection with the large-scale introduction of an all-age approach into the practice of research, an intensive study of people of mature and old age began.

1.5. Relationships of developmental psychology with other sciences

In recent decades, developmental psychology has changed both in its content and interdisciplinary connections. On the one hand, it influences other scientific disciplines, and on the other hand, it itself is influenced by them, assimilating everything that expands its subject content.

Biology, genetics, developmental physiology. These disciplines are important, first of all, for understanding prenatal development and subsequent stages of ontogenesis from the point of view of its early foundations, as well as for assessing the impact of physiological changes on socio-psychological characteristics in adolescence and old age. They play a significant role in the analysis of the adaptive capabilities of newborns, as well as general physical and motor (motor) development, especially in relation to subsequent changes in behavior and experience. Of particular interest here is the development of the central nervous system, sensory organs and endocrine glands. In addition, the discoveries of biology are of particular importance for understanding the issues of "subject-environment", i.e. explanations of similarities and differences in the development of different individuals.

Ethology. The importance of ethology, or the comparative study of behavior, has increased considerably in last years. It shows the biological roots of behavior by providing information about the interaction between the environment and the individual (for example, the study of imprinting). No less valuable is the methodological possibility of conducting observations and experiments on animals, and especially in cases where their conduct on humans is prohibited for ethical reasons. The ability to transfer findings from animals to humans is essential to understanding human development.

Cultural anthropology and ethnology. The subject of study of cultural anthropology and ethnology are transcultural universals and intercultural differences in behavior and experience. These disciplines allow, on the one hand, to test the patterns identified in the American-European cultural environment in other cultures (for example, East Asian) and, on the other hand, due to the expansion of the cultural environment, to identify intercultural differences that cause different development processes. Of particular importance in recent years is the study of children's folklore (subculture).

Sociology and social disciplines. These sciences acquire their significance for developmental psychology both due to certain theoretical premises (role theory, the theory of socialization, theories of the formation of attitudes and norms, etc.), and due to the analysis of processes social interaction in the family, school, group of the same age, as well as through the study of the socio-economic conditions of development.

Psychological disciplines. The sciences of the psychological cycle are most closely related to developmental psychology. General psychology considers the concepts used later in developmental psychology, and also allows you to better understand the mental processes of motivation, emotions, cognition, learning, etc. Pedagogical psychology closes developmental psychology to pedagogical practice, the processes of training and education, outside of which development cannot take place, and to which, in turn, developmental psychology provides knowledge for their optimization. Clinical (medical) psychology helps to understand the development of children with disorders of various aspects of the psyche and merges with developmental psychology along the lines of child psychotherapy, psychoprophylaxis, and psychohygiene. Psychodiagnostics goes hand in hand with developmental psychology in the field of adaptation and application of diagnostic techniques in a comparative analysis of intellectual, personal, etc. development and to determine the age norms of development. Links between developmental psychology and psychology of creativity and heuristic processes(in the line of gifted and advanced developmental children); psychology of individual differences and others. In recent years, the volume of interaction between developmental psychology and pathopsychology(oligophrenopsychology, childhood neuroses) and defectology(work with hearing and visually impaired children, children with mental retardation, etc.).

You can find the intersection of developmental psychology with psychogenetics, psycholinguistics, psychosemiotics, ethnopsychology, demography, philosophy, etc. Almost all progressive and interesting work in developmental psychology, as a rule, is carried out at the intersection of disciplines.

Conclusions:

The subject of study of developmental psychology is age dynamics, patterns and driving forces in the development of mental processes and personality traits of a person at different stages of his life path. The development at different stages of the formation of this concept was considered as growth, maturation, improvement, differentiation, learning, imprinting, socialization.

The theoretical tasks of developmental psychology are the description, explanation, prognosis and correction of developmental processes. The practical application of knowledge in developmental psychology is associated with the solution of six main tasks: orientation in the life path; determining the conditions for development and change; forecast of stability and variability of personality traits; explanation of development and correction goals; planning of corrective actions; assessment of developmental correction.

The main principles of developmental psychology are the principle of determinism, the principle of consistency and the principle of development.

Developmental psychology is divided into child, adolescent, youthful psychology, psychology of maturity and gerontopsychology.

Developmental psychology has numerous connections with other sciences and contains many works performed at the intersection of disciplines.

Topic 1. Developmental psychology as a science

1. The subject of developmental psychology.

2. The main problems of developmental psychology.

3. Research methods in developmental psychology.

1. The subject of developmental psychology

Age-related psychology- a branch of psychological science that studies the dynamics of the human psyche, the ontogeny of mental processes and psychological qualities of a person.

Object of developmental psychology- age-related changes in the psyche, behavior, life and personality of a person.

The subject of developmental psychology- laws, patterns, tendencies of change in the psyche, behavior, life and personality of a person during his life. The central scientific category of developmental psychology is mental development.

Development - qualitative changes, the emergence of neoplasms, new mechanisms, processes, structures.

In general, developmental changes can be:

Quantitative / qualitative,

Continuous / discrete (jumping),

universal / individual,

Reversible / irreversible

isolated / integrated,

Purposeful / undirected,

Progressive (evolutionary) / regressive (involutionary). However, development is characterized, first of all, by qualitative changes. Sections of developmental psychology are: child psychology, adolescent psychology, youth psychology, adult psychology, gerontopsychology.

Developmental psychology studies the process of development of mental functions and personality, age-related features of mental processes, the possibility of acquiring knowledge, the leading factors of development throughout a person’s life, etc. Developmental psychology differs from other areas of psychology in that it emphasizes developmental dynamics. Therefore, it is called genetic psychology (from the Greek "genesis" - origin, formation). However, developmental psychology is closely related to other areas of psychology: general psychology, personality psychology, social, pedagogical and differential psychology. As is known, in general psychology mental functions are studied - perception, thinking, speech, memory, imagination. In developmental psychology, the process of development of each mental function and the change in interfunctional relationships at different age stages can be traced. IN personality psychology such personal formations, as motivation, self-esteem and the level of development of claims, value orientations, worldview, etc., and developmental psychology answers the questions when these formations appear in a child, what are their characteristics at a certain age. Relationship of developmental psychology with social makes it possible to trace the dependence of the development and behavior of the child on the specifics of the groups to which he is included: on the family, kindergarten group, school class, teenage companies. Each age is its own, special influence of the people around the child, adults and peers. The purposeful influence of adults raising and teaching a child is studied within the framework of educational psychology. Developmental and pedagogical psychology, as it were, look at the process of interaction between a child and an adult from different angles: developmental psychology from the point of view of the child, pedagogical - from the point of view of the educator, teacher. The subject of educational psychology- study of the psychological patterns of training and education. The unity of developmental and educational psychology is that they have common objects of study - a child, a teenager, a young man, an adult, who are the objects of study of developmental psychology. If they are studied in terms of the dynamics of age development, and the objects of study of educational psychology, if they are considered as students and educators in the process of purposeful influences of the teacher.

In addition to age-related patterns of development, there are also individual differences that differential psychology: children of the same age may have different levels of intelligence and different personality traits. In developmental psychology, age-related patterns that are common to all children are studied. But at the same time, possible deviations in one direction or another from the main lines of development are also stipulated.

Developmental psychology is closely related to developmental psychology. Developmental psychology is a field of knowledge that focuses on the psychological characteristics of a person of different ages. While developmental psychology is a field of knowledge containing information mainly about the laws of age-related transformation of human psychology. Developmental psychology cannot be imagined outside of development as something unchanging. In the same way, development is unthinkable without highlighting its age characteristics.

Developmental psychology, or the psychology of developmental development, is concerned with the study and presentation in the form of scientific facts and related theories of the main features mental development a person during his transition from one age to another, including the detailed versatile meaningful psychological characteristics of people belonging to different age groups.

Age psychology notes the fundamental quantitative and qualitative changes that occur in the psyche and behavior of a person during his transition from one age group to another. Typically, these changes span significant periods of life, from a few months for infants to several years for older people. These changes depend on the so-called "permanent" factors: biological maturation and the psycho-physiological state of the human body, its place in the system of human social relations, the level of intellectual and personal development achieved.

Age-related changes in psychology and behavior of this type are called evolutionary since they are associated with relatively slow quantitative and qualitative transformations. They should be distinguished from revolutionary which, being deeper, occur quickly and in a relatively short time. These changes are usually associated with crises of age development, arising at the turn of ages between relatively calm periods of evolutionary changes in the psyche and behavior.

Age crises- these are special, relatively short in time (up to a year) periods of ontogeny, characterized by sharp psychological changes. Age crises are among the normative processes necessary for the normal, progressive course of personal development. Age crises can occur during a person's transition from one age level to another and are associated with systemic qualitative transformations in the sphere of his social relations, activity and consciousness.

Another type of change that can be considered as a sign of development is related to the influence of a particular social situation. Such changes can be called situational. They include what happens in the psyche and behavior of a person under the influence of organized or unorganized training and education. Age evolutionary and revolutionary changes mentality and behavior are usually stable, irreversible and do not require systematic reinforcement. Situational changes in the psyche and behavior of the individual are unstable, reversible and require their consolidation in subsequent exercises.

Another component of the subject of developmental psychology is a specific combination of psychology and individual behavior, which is indicated by concept of age. It is assumed that at each age a person has a unique combination of psychological and behavioral characteristics that is characteristic only for him, which, beyond this age, will never be repeated.

The concept of "age" in psychology, it is associated not with the number of years a person has lived, but with the characteristics of his psychology and behavior. The child may appear precocious in his judgments and actions; a teenager or a young man in many ways can behave like children. They have their own age cognitive processes human, his perception, memory, thinking, speech and others. To an even greater extent, the age of a person is manifested in the characteristics of his personality, in interests, judgments, views, motives of behavior.

Age- a specific, relatively time-limited stage of mental development. It is characterized by a set of regular physiological and psychological changes that are not associated with individual differences that are common to all normally developing people (therefore they are called typological). Age-related psychological characteristics are determined by the specific historical conditions in which a person develops, heredity and, to some extent, the nature of upbringing, the characteristics of the activity and communication of the individual, which mainly only affect the time periods for the transition from one age to another.

Each age has its own specific social development situation, those. a certain ratio of conditions social sphere and internal conditions of personality formation. The interaction of external and internal factors generates typical psychological characteristics common to people of the same age.

The third component of the subject of developmental psychology and at the same time the psychology of age development are driving forces, conditions and laws of mental and behavioral development of a person. Under the driving forces of mental development are understood those factors that determine the progressive development of a person, are its causes, direct it, contain energy and incentive sources of development. Personality develops due to the emergence of internal contradictions in its life. They are determined by its relationship to environment, successes and failures, imbalances between the individual and society. Contradictions are resolved through activities that lead to the formation of new properties and qualities of the individual. If the contradictions do not find their resolution, there are delays in mental development, and in cases where they relate to the motivational sphere of the personality, and painful disorders, psychoneuroses.

Development conditions determine those internal and external constantly operating factors that, while not acting as the driving forces of development, nevertheless influence it, directing the course of development, shaping its dynamics and determining the final results.

Laws of mental development determine those general and particular laws with the help of which it is possible to describe the mental development of a person and, based on which, this development can be controlled.

2. The main problems of developmental psychology

In developmental psychology, it is possible to identify the main problems that correlate with the main subject areas research. As you know, a problem is a question that contains a contradiction and, as a result, a question that is difficult to resolve in science, to which it is currently impossible to obtain an unambiguous and indisputable answer.

One of such problems is the question of what determines the mental development of a person: the maturation and anatomical and physiological state of the body or the influence of the external environment. This problem can be defined as the problem of organic (organismic) and environmental conditioning of the mental and behavioral development of a person. (Why is this problem difficult to solve?)

Second problem concerns the relative influence of spontaneous and organized education and upbringing on human development. Under spontaneous refers to training and education that is carried out without consciously set goals, specific content and thoughtful methods, under the influence of a person’s stay in society among people and randomly developing relationships with them that do not pursue educational goals. Organized called such training and education, which is purposefully carried out by a special private and state systems education, starting with the family and ending with higher educational institutions. Here, development goals are more or less clearly defined and consistently implemented. Under them, programs are drawn up and methods of training and education of a person are selected.

Third problem: the ratio of inclinations and abilities. It can be represented as a series of particular questions, each of which is quite difficult to solve, and all of them taken together constitute a real psychological and pedagogical problem.

Fourth problem concerns the comparative influence on the development of evolutionary, revolutionary and situational changes in the human psyche.

Fifth problem is to clarify the correlation of intellectual and personal changes in the overall psychological development of a person.

3. Methods for the study of developmental psychology

Almost all general psychological methods of theoretical and practical research entered the methodological arsenal of developmental psychology.

From general psychology all the methods that are used to study cognitive processes and human personality have come into age. These methods are mostly adapted to age and are aimed at studying perception, attention, memory, imagination, thinking and speech. With the help of these methods in developmental psychology, the same tasks are solved as in general psychology: information is extracted about the age-related characteristics of cognitive processes that occur during its transition from one age group to another.

differential psychology provides the psychology of age development with methods that are used to study individual and age differences in people. A special place among this group of methods is occupied by twin method. With this method similarities and differences between homozygous and heterozygous twins are examined, which provide important scientific material for understanding the role of heredity and environment in shaping the development of the human psyche and personality. Interesting Facts obtained by T. Bouchard in the study of 48 pairs of monozygotic twins separated after birth. The scientists compared them to a small group of heterozygous twins raised apart, as well as a large group of mono- and heterozygous twins raised together. Monozygotic twins raised separately showed strong similarities in a range of personality traits, such as self-awareness, social engagement, response to stress, aggression, and restraint. Heterozygous twins, whether raised together or apart, showed significantly less similarity in all of these traits. With the help of the twin method, a lot of evidence has been obtained that emotionality, the level of activity and sociability of a person can be genetically determined, although the question of the “weightiness” of the contribution of heredity and environment to mental development at all stages of ontogenesis remains open.

Their social psychology a group of methods has come into the psychology of age development, by means of which interpersonal relationships in different age groups, as well as relationships between children and adults. In this case, socio-psychological methods of research, as a rule, are adapted to the age of people. This observation, survey, interview, sociometric methods, socio-psychological experiment.

Observation allows you to get a fairly diverse and reliable information about people. Observation - intentional, systematic and purposeful perception external behavior person for the purpose of its subsequent analysis and explanation. Any observation must be carried out according to a specific program or plan. When properly organized, this method gives an objective picture of human behavior, because. the observed does not know that the researcher fixes the facts of his life, and behaves naturally. Observing the behavior of a preschooler in game situations, a schoolchild in training sessions, an adult in the implementation professional activity etc., the psychologist receives data about a person as a holistic personality in conjunction with his statements, deeds, and actions.

Hence, observation allows you to systematically analyze the psychology of a developing person, which is the advantage of this method. The facts obtained by the method of observation are very valuable. V. Stern, as a result of observing the development of his daughters, prepared two volumes of research on the development of speech. In 1925 in Leningrad under the leadership of N.M. Shchelovanova, a clinic for the normal development of children was created. There, the child was observed 24 hours a day, and it was there that all the main facts characterizing the first year of a child's life were discovered. It is well known that the concept of the development of sensorimotor intelligence was built by J. Piaget on the basis of observations of his three children. A long-term (for three years) study of adolescents of the same class allowed D.B. Elkonin and T.V. Dragunova give psychological characteristics adolescence.

Observations there are solid, when the psychologist is interested in all the features of the child's behavior, but more often selective, when only some of them are fixed. Observations should be made regularly. The intervals at which observation should be made depend on the age of the person being observed.

Observation can be carried out using technical means and methods of data recording (photo, audio, and video equipment, observation cards, etc.).

With the help of observation, one can detect phenomena that occur in ordinary, “normal” conditions, and in order to know the essential properties of an object, it is necessary to create special conditions other than "normal".

The limitation of using the observation method is due to several reasons. Firstly, the confluence of social, physical, physiological and psychological processes in human behavior makes it difficult to understand each of them separately and prevents the isolation of the main, essential. Secondly, observation limits the intervention of the researcher and does not allow him to establish whether the subject could perform this or that action better, faster, more successfully than he did. When observing, the psychologist should not make adjustments to the phenomenon being studied. Thirdly, when observing, it is impossible to ensure the repetition of the same fact without changes. Fourthly, observation allows only fixing, but not forming mental manifestations in a child. In child psychology, the process of observation is further complicated by the fact that any recording equipment affects the naturalness of the child's behavior, so the analysis and generalization of data are difficult (which is why the need to develop and use hidden equipment, like the famous "Gesell mirror"), arises as a separate issue. The most serious drawback of the method is the difficult to overcome subjectivity. Observation to a large extent depends on the personality of the observer, his individual psychological characteristics, attitudes and attitudes towards the observed, as well as on his observation and attentiveness. Fifth, observation can never be a single fact, it must be carried out systematically, with repetition and a large sample of subjects. Usually observation is combined with experiment.

In psychology, experimental methods have been used for more than 100 years, they involve the active intervention of the researcher in the activities of the subject in order to create conditions in which the desired psychological fact is revealed.

Experiment is different from observation. the following features:

In an experiment, the researcher himself causes the phenomenon he is studying, and the observer cannot interfere in the observed situations;

The experimenter can vary, change the conditions for the flow and manifestation of the process under study;

In the experiment, it is possible to alternately exclude individual conditions (variables) in order to establish regular relationships that determine the process under study;

The experiment allows you to vary the quantitative ratio of conditions, and also allows mathematical processing of the data obtained in the study.

An experiment in working with children allows you to get top scores when it is organized and carried out in the form of a game in which the direct interests and actual needs of the child are expressed. The last two circumstances are especially important, since the child's lack of direct interest in what he is offered to do in a psychological and pedagogical experiment does not allow him to show his intellectual abilities and the psychological qualities of interest to the researcher. As a result, the child may appear to the researcher to be less developed than he actually is. In addition, it should be taken into account that the motives for the participation of children in a psychological and pedagogical experiment are simpler than the motives for the participation of adults in similar studies. Involving in an experiment, a child usually acts more momentarily and spontaneously than an adult, therefore, throughout the entire study, it is necessary to constantly maintain the child's interest in the experiment.

In developmental psychology, such types of experiment as ascertaining and forming are widely used. In the ascertaining experiment, the level and characteristics of the development of children inherent in them at the present time are determined. This applies to both personal development and the relationship of the child with others, as well as intellectual development. Every direction pilot study suggests its own set of more specific methods. Choosing this or that method, the psychologist proceeds from the task facing him, the age of the children (different methods are designed for different ages) and the conditions for the experiment that he can provide.

One of the leading methods in developmental psychology is a formative experiment. Formative experiment involves purposeful influence on the subject in order to create, develop certain qualities, skills. In other words, it is a developing method in the conditions of a specially organized pedagogical process. To illustrate, let us give two examples of formative experiments carried out according to different methodological procedures.

Example 1. V.Ya. Laudis and I. P. Negure developed a special training program for second-grade students elementary school written speech. At the beginning of the 35-hour formative experiment, the children composed their own texts and then worked on their design. According to the authors, the development of written speech occurs in the process of forming the ability to freely use native language when solving creative problems. The second-graders were motivated by the fact that they composed fairy tales for younger children. The teacher reported that the pupils of the nearest kindergarten asked them to compose fairy tales, since all the books that they had in the library had already been read, and the children had nothing to read. To teach the writing of texts, various techniques borrowed from J. Rodari, as well as developed by the authors themselves, were used.

After teaching children pilot program their ability to use written speech was compared with the ability of children from other classes (stating experiment), where the teaching of written speech proceeded according to the usual school programs. According to all the tested characteristics, the children of the experimental classes showed a higher level of mastery of this skill.

Example 2. One of the important indicators of a child's psychological readiness for schooling is the level of mental development. In particular, by the time the child enters school, he must have formed the ability to use sign-symbolic means. Modeling is one of the types of sign-symbolic activity that needs to be specially formed. The process of learning the activity of modeling is substantiated by N.G. Salmina with employees. Preliminary studies (stating experiment) showed that elementary school students do not fully master this activity.

At the initial stage of the formative experiment, the authors used techniques that provide motivation. In particular, learning took place in the form of a game, the essence of which was as follows: the child conceives a picture, builds its model, and the teacher (or another student) guesses the picture. Also, the children were shown incorrectly built models, while focusing on the factors that make it impossible to guess the pictures.

Then pictures were given with the rules of modeling in a visual form. At the same time, the teacher formulated these rules in an accessible form, explaining with several examples how to build a model. After that, the children were offered tasks, where the number of parts in the replaced situations varied from 2 to 10. The teacher posed questions, gave instructions to help students identify all the necessary actions in the right sequence. To maintain motivation, the teacher gave out chips for each correct answer.

Gradually, the children memorized the contents of the card and performed simulations without referring to it. The modeling process now proceeded in the form of reasoning. At the same time, the teacher set a condition: explanations should be understandable to children. junior group kindergarten. This technique helped to get more detailed answers. After passing through all the stages of assimilation, the children were offered control tasks(stating experiment). Their results showed that children learned the action of modeling, while learning to choose convenient substitutes and structure them.

Often used in developmental psychology slice method: in sufficiently large groups of children, with the help of specific methods, a certain aspect of development is studied, for example, the level of development of the intellect. As a result, data are obtained that are typical for this group of children - children of the same age or schoolchildren studying one at a time. curriculum. When several cuts are made, connect comparative method: the data of each group are compared with each other and conclusions are drawn about what development trends are observed here and what causes them. In the intelligence example, we can identify age-related trends by comparing the thinking patterns of preschoolers in the kindergarten group (5 years old), younger elementary school students (9 years old), and middle school teenagers (13 years old).

When selecting a group according to some criterion for conducting cross-sections, psychologists try to "equalize" other significant differences between children - they make sure that the groups have the same number of boys and girls, so that the children are healthy, without significant deviations in mental development, etc. Those data that are obtained through the method of slices are averages or statistical averages.

Longitudinal (longitudinal) method research is often called "longitudinal research". With the help of this method, the development of the same subject is studied for a long time. This type of study makes it possible to identify more subtle development trends, small changes occurring in intervals that are not covered by "cross" slices.

In the history of psychology, such long-term longitudinal studies are known as A. Gesell's observations of 165 children over 12 years. Of similar value are the diary entries of parents, which record the daily development of the child, and historical memoirs, which allow a deeper understanding of the psychological characteristics of people of different ages and generations.

Personal development is studied with the help of conversations, written surveys, indirect methods. The latter include the so-called projective methods. They are based on the principle of projection - transferring one's own needs, attitudes, qualities onto other people. A person, looking at a picture with figures vaguely depicted on it (a children's version of the thematic apperception test), talks about them, based on his experience, endowing the characters with his worries and experiences. For example, a junior high school student who the main problem- academic performance, often imagines these situations as learning; an unsuccessful student composes a story about how a father scolds a lazy boy for another "deuce", and a neat excellent student gives the same character exactly the opposite properties. The same mechanism is manifested in the endings of stories that children come up with (the method of completing the story), in the continuation of phrases (the method of unfinished sentences), etc.

Relationships between people in a group are determined by sociometric method.

Intellectual development is studied using a variety of methods, but mainly standardized tests. These include the Binet-Simon test, the Stanford-Binet test, the Wechsler test, and others.

Questionnaire- a method for identifying biographical data, opinions, value orientations, attitudes and personality traits interviewee.

Method of conversation (survey) conducts a trained researcher, and use it to study preschool children, school age, adolescents and youths. To study children preschool age method is limited. Until the age of four, the survey is usually conducted in such a way that children answer by pointing to objects or images. An example is a picture survey, the purpose of which is to find out how children evaluate the size of the depicted objects and the distance between them. In several pictures, two Christmas trees were drawn, each of equal size and located at different distances from each other. The children were asked: “Where are the big Christmas trees drawn? Where are the little Christmas trees? What Christmas trees are close? What Christmas trees are far away? Where are the same Christmas trees painted? The answer was the child's pointing to one image or another.

After the age of four, a survey also becomes possible, which involves verbal responses of children, i.e. conversation in the proper sense of the word. Questions must be selected so that they are interesting and understandable to the child, they should not contain hints, since children are very suggestible and answer in the affirmative to questions like: "Can you play chess?".

Questions are either completely prepared in advance and asked to all children in the same sequence, or outlined in general terms and changed depending on the child's answer to the previous question. A conversation with changing questions is much more productive, since it makes it possible to take into account the individual characteristics of the child, but conducting such a conversation requires a deep understanding of children, flexibility and resourcefulness from the researcher.

The researcher must remember that the child's answers depend not only on the content of the questions, but also on his attitude towards the researcher. Tact, friendliness, the ability to feel the individuality of the child under study decide the success of the conversation.

The child's responses are recorded literally. When processing the materials of the conversation, children's statements are comprehended and correlated with data obtained using other methods.

biographical method- a method of research, diagnostics, correction and design life path personality. Initially biographical method was used as a description of the past stages of a person's life, later it began to include an analysis of current and future events, as well as a study of the subject's social circle. The modern biographical method is based on the study of a personality in the context of the history and prospects of its life activity and relationships with a significant environment, it is aimed at the formation and correction of life programs and scenarios of its development in ontogenesis.

Most of the listed methods are research. They allow you to get something new as a result (facts, patterns, mechanisms of mental processes, etc.). In addition to the methods described in developmental psychology, there are many methods aimed at studying: bodily development and the image of the body associated with it; personality - the emotional sphere of the child (frustration, fears, emotional reflection, etc.); his will, motives; pictures of the world; moral standards, etc. Each method for a particular study requires description, justification, design, testing for reliability, validity and standardization.

In conclusion, it should be said about the need to comply with the ethical standards of the work of a psychologist. The psychologist bears moral responsibility for those children with whom he works; the fate of the child may depend on him. He, like a physician, must, above all, be guided by the principle of "do no harm."

Task for independent work

1. Answer the following questions:

a) what is meant by development? what are the development criteria; Can any change in the psyche and behavior of a person be considered his development?

b) what determines the mental development of a person to a greater extent: age-related changes in the psyche or intellectual growth?

2. Compose the text of the conversation. The topic, the purpose of the conversation, the sequence of questions, the age of the children, you choose arbitrarily;

3. Mark the main steps of the formative experiment in example 2.

1. Kulagina I.Yu. Age-related psychology. Child development from birth to 17 years: Tutorial. - M.: Publishing House of ROU, 1996. - 180s.

2. Mukhina V.S. Psychology of childhood and adolescence: A textbook for students of psychological and pedagogical faculties of universities. - M.: institute practical psychology, 1998. - 488s.

3. Kulagina I.Yu., Kolyutsky V.N. Developmental Psychology: The Complete Life Cycle of Human Development: A Textbook for Higher Students educational institutions. - M.: TC "Sphere", 2001.- 464 p.

4. Mukhina V.S. Developmental psychology: Phenomenology of development, childhood, adolescence: A textbook for university students. - 2nd ed. - M.: Publishing Center "Academy", 1998.

Tasks age psychology.

Comparative:

Longitudinal

Complex:

Observation:

Experiment:

Development

Development of the psyche

Maturation

Phylogeny of the psyche

Ontogeny of the psyche

Factors and patterns of development of the psyche.

Biological direction. The condition for human development is heredity. Initially, everything is embedded in the person himself. Man in his development repeats all stages of phylogenetic development. Man in utero repeats the stages of animal development. Only towards the last stages does it acquire human properties.

A person is considered as a biological being endowed by nature with certain abilities, character traits, and behavioral characteristics. Heredity determines the entire course of its development and its pace and its limit. Within the framework of this direction, the theory of recapitulation arose. The main idea of ​​which is the passage by the embryo of the path from the simplest 2-cell organism to man. Within this direction, a biogenetic law was formulated, which made it possible to present the development of the psyche as a repetition of the main stages of biological evolution and the stages of cultural development. historical development humanity.

Sociological direction. The representative is John Locke. The child is not burdened by heredity. Under influence social environment one gains experience.

Factors of human mental development:

- biological. It includes primarily heredity. Additionally: inclinations, type of nervous system, genotype, general human appearance, structure of the brain.

- social(environment factor). It is determined by the system of human interaction with society. The development of moral norms, the development of culture, mastery of speech, language, the formation of certain types of activities, a pattern of behavior, the social significance of objects is revealed.

- the child's own activity. Establishing links with the social and natural environment.

Patterns of mental development.

(According to L.S. Vygotsky)

1) Cyclicity. Development has a complex organization in time. Periods of rise, intensive development are replaced by periods of slowdown, attenuation. Children develop intensively up to 3 years.

2) uneven development. Different aspects of the personality, including mental functions, develop unevenly, disproportionately. In younger schools - the main thinking, in preschoolers - memory, etc.

3) "metamorphoses". Development is not reduced to quantitative changes, it is a chain of qualitative changes, the transformation of one form into another.

4) Combination of processes of evolution and involution. The processes of "reverse development" are, as it were, woven into the course of evolution.

Concepts of leading activity.

An activity is a specific activity that has a specific goal and is aimed at achieving a specific result.

Activity structure:

Means to achieve the goal

Ways

Need for activity

Actions

Operations

Leading activity is always only one specific activity that determines development. This is the activity of the child within the framework of the social situation of development, the fulfillment of which determines the emergence and formation of the main psychological neoplasms in him at a given stage of development.

Each stage of a child's mental development is characterized by a corresponding type of leading activity.

A sign of the transition from one stage of mental development to another is a change in the leading type of activity. Leading activity characterizes a certain stage of development and acts as a significant criterion for its diagnosis.

The appearance in each period of development of a new leading activity does not cancel the previous one.

Types of leading activities:

1) Direct emotional communication of the child with adults (from the first weeks of life - up to 1 year): smiles, screams.

2) Object-manipulative or tool-object (1-3 years): the child manipulates objects - studies, examines, etc. this activity is carried out in cooperation with adults.

3) Role-playing game (3-6.7): gradual transition to gaming activities.

4) Learning activity or teaching (6.7-10.11).

5) Intimate-personal communication (10.11 - 15.16)

6) Educational and professional ( adolescence)

7) Labor activity.

sensitive period.

Sensitivity is a characterological feature of a person, manifested in increased sensitivity to events happening to him, usually accompanied by increased anxiety, fear of new situations, various kinds of tests.

Age sensitivity is a certain character of the development of mental properties and processes inherent in a certain age period, and it is also the ability of a person in certain age periods to optimally quickly master certain types of activities.

Newborn.

From 0 - to 2 months

The newborn is crisis period.

The child at the time of birth is separated from the mother physically, but not biologically. The newborn is helpless. He cannot satisfy any of his needs on his own.

Such complete dependence from an adult constitutes the specifics of the social situation of development.

With a set of reflexes: Respiratory, grasping, digestive, excretory, reflexes, blood circulation, heartbeat, protective reflexes, walking reflex.

The main feature of the newborn is the limitless possibilities of assimilation of new experience. Needs are formed to receive impressions, to move, to communicate with adults.

Visual and auditory concentration arises in the mental life of the child. The development of vision and hearing in a child occurs faster than the development of bodily movements. At 1.5 - 2 months, the newborn has a smile, as a reaction to an adult; the child stops looking at the face of an adult, throws up his arms, actively moves his legs, makes loud noises, smiles. This violent emotional motor reaction is called revitalization complex.

Proper infancy

The social situation of the development of infancy is that the entire life and behavior of the infant is mediated by an adult or realized in cooperation with him ("we"). The leading activity is direct emotional communication with an adult, which goes through the following stages:

1 direct communication

2 communication pop about items

3 communication as a joint activity

The main means of communication is expression.

cognitive development :

1 perception: visual concentration develops, it becomes possible to track moving objects. develops spatial perception, depth perception. not individual properties of objects are perceived, but objects as a whole.

2 memory: functions within sensation and perception, manifests itself in the form of imprinting, recognition. first, motor, emotional and figurative memory develops, and by the end of the year the prerequisites for the development of verbal memory are formed.

Speech development: the development of speech is associated with communication with an adult, attention to the speech of an adult arises, and imitation of it turns into an independent activity of the child. a connection is established between objects and the names of objects. the initiative use of meaningful words develops.

By the end of 1 year, the child understands from 10 to 20 words spoken by adults and says a few words himself.

Crisis 1 year.

1 development of walking

2 affects and will (closely related to the fact that the child begins to walk)

3 is associated with the appearance of 1 word.

cognitive development.

1 Speech. This is a sensitive period for language development. The understanding of adults' speech is improved, it becomes much easier to communicate with the child, and one's own active speech is formed. Speech becomes mainstream means of communication. the regulatory function of speech is formed when the child obeys the requirements of an adult. situational speech appears, understandable based on the context of the situation in which the participants are included.

2 thinking. the main form of thinking is visual-effective. By the end of the period, elements of visual-figurative thinking (elements of thoughtfulness over action) begin to form.

3 perception. dominant process at this stage. All cognitive processes depend on perception. Object perception is formed. Distinguishing shapes, colors, sizes. Must master the basic properties of objects.

4 memory. manifests itself in active perception - recognition. motor, emotional, partially figurative prevails. increases the volume and strength of the material. dominates involuntary memory. Reproducibility.

5 attention. involuntary. bright, interesting objects attract attention. poorly concentrated, unstable, difficulty switching and distribution. small amount of attention.

Self-awareness. the child begins to separate himself from his actions, genuine independence develops, manifested in the goal-setting and purposefulness of the child. situational-business communication with adults begins to form, by the end of the period it is out-of-situation cognitive. The child compares himself with adults and wants to be like them. As a result, the attitude of the child to the adult changes, which is expressed, first of all, in the desire for autonomy and the opposition of their desires to the desires and requirements of adults. "I myself" - a central personality neoplasm - awareness of oneself. Isolation of one's own "I" leads to a crisis of 3 years.

Crisis 3 years.

Vygotsky described the symptoms of the crisis of 3 years.

1 negativism. Denial of any instructions, actions of an adult.

2 stubbornness. the child does not want to perform actions, not because he does not want to, but because they demanded.

3 obstinacy. oppositional behavior relative to previously established norms - dress, undress, eat, etc.

4 self-will, willfulness. I myself, I am, shows independence where it is not needed, everywhere.

// Level of subjective control

5 despotism. rigidly shows his power over others, requires the implementation of what he said.

Neoplasms: visual-effective thinking, memory development for more high level, understanding, perception, active development of speech.

Preschool age (3-6.7)

The social situation of the development of a preschooler:

baby goes beyond family relations. The place of the child in the system of relations is changing (it is no longer the center of his family), the ability to identify with people in the images of the hero develops. There is an assimilation of norms of behavior. This image is sensitive for the formation of moral and ethical consciousness.

Leading activity - game or role-playing game. The game has a significant impact on the mental development of the child. In the game, children learn to fully communicate with each other. In the process of plot-role-playing, children take on the roles of adults and in a generalized form in the game conditions reproduce the activities of adults and the relationship between them. Substitute items - instead of sweets, pebbles, instead of a syringe, a pen, money is leaflets. Game activity contributes to the formation of voluntary behavior (based on the will, regulates one's behavior). The game develops the motivational-need sphere of the child. New needs arise, a hierarchy of motives appears. He is aware of the motives that determine his activity, the subordination of motives. Can explain why he chooses one or the other.

Crisis 7 years.

The crisis of 7 years is the period of formation of the child's social self. It is associated with the emergence of a new systemic formation, an “internal position”, which expresses new level self-awareness and reflection of the child.

Junior school age.

The social situation of development: expanding the spheres of social interaction and mastering the new social role of the "student".

Leading activity: educational, aimed at the development of ZUNami. Structure learning activities Key words: motivation, learning task, learning activities, control and evaluation activities.

Teaching motives:

1) cognitive motives aimed at mastering knowledge, methods of obtaining it, methods of independent work, programs of additional knowledge.

2) social motives (understanding the social significance of the doctrine, the desire to take a certain position in relations with others, to get their approval.

3) narrowly personal motives (to get a good grade, earn praise, etc.)

Cognitive development: Thinking is the dominant process. The transition from visual-figurative to verbal-logical thinking is being completed. In the learning process, scientific concepts (the foundations of theoretical thinking) are formed.

Speech: increase in vocabulary up to 7 thousand words. Own active speech appears, contextual speech is formed.

Memory: by the end of the period is arbitrary. Becomes meaningful. All types of memory develop in educational activities: long-term, short-term, operational. Memory becomes mediated, the child masters new means of memorization.

Attention: all the basic properties of attention develop. By the end of the period, attention becomes arbitrary.

Perception: characterized by involuntary, characterized by weak differentiation.

Self-consciousness: intensively develops, the ability to reflect is formed. The formation of self-esteem is associated with success in educational activities.

Adolescence.

Vygotsky called this age puberty. Change in height, weight, heart volume, lungs and everything. Nervous system starts to take shape very actively. Formation of the hormonal sphere.

Social situation of development: expanding the scope social contacts, the emergence of a significant adult.

Leading activity: intimate and personal communication with peers. Not study determines its development, but communication. He already knows how to learn. Decreased interest in learning. The desire to know oneself through others, the desire to take a certain social position, to take a status. This status becomes significant.

Cognitive development:

Thinking: there is a transition from verbal-logical thinking to abstract thinking.

The basic operations of thinking, such as classification, generalization, analysis, are actively developing. Reflective communication develops. A teenager acquires his own logic of thinking.

Personal development: the formation of self-identity. Looking for an image for identification.

The problems of awareness of one's own "I" become relevant. Awareness of one's extended "I". Awareness of oneself as different from internalized parental images.

The main task is the formation of ego identity, which ensures the integrity of behavior, maintains internal unity in the individual, allows you to accept social norms and identify with group ideals and aspirations.

Sections of developmental psychology.

1) newborn and infancy (0-1 year).

2) early age (1 year - 3 years).

3) preschool age (3 - 6.7 years).

4) primary school age (6.7 - 10-11).

5) adolescence (10.11 - 14.16).

6) youth (14.16 - 20.23 (25)).

7) acmeology (psychology of adulthood).

8) old age (geronto psychology) + longevity.

Tasks age psychology.

1) the study of the driving forces of the source and mechanisms of mental development throughout the life of a person.

2) Periodization of mental development in ontogenesis.

3) the study of age-related characteristics and patterns of the course (emergence, formation, change, improvement, degradation, compensation) of mental processes.

4) the establishment of age opportunities, features, patterns of implementation various kinds activities, learning.

5) study of the age development of the individual, including in specific historical conditions.

6) determination of age norms of mental functions, identification of mental resources and human creative potential.

7) creation of a service for systematic monitoring of the course of mental development of children's mental health.

Relationships of developmental psychology with other sciences:

Psychology of personality (psychological properties of the personality, the orientation of the personality, which changes at different stages of ontogenesis, our goals, tasks change, the motivational-need sphere changes)

General psychology (all cognitive processes)

Social Psychology(society, a person is a social being, a certain social status)

Pedagogical psychology (the correct impact on a person for the purpose of learning is determined with the help of developmental psychology).

Differential psychology (means of influence ...)

Special psychology (to determine the norm, we need to know what deviations are)

Family psychology (development of the personality of the child ...)

The history of psychology (developmental psychology also went through its development).

Methods of age psychology:

Empirical (observation, self-observation, tests, conversations, analysis of activity products, experiment, modeling)

Organizational (comparative, longitudinal, complex).

Data processing: quantitative, qualitative.

Comparative: age periods, personality traits, behavioral characteristics are compared.

Longitudinal: we are interested in one factor, a long study of the phenomena of the psyche.

Complex: several factors are traced together at once, specialists are united to solve one problem.

Observation: the subject of observation may be behavior, changes in the main activities, relationships.

Experiment: the influence of something on the level of self-esteem of adolescents, the formation of gender interaction.

Basic concepts of developmental psychology.

Development- this is the process of transition from one state to another more perfect, the transition from simple to complex, from lower to higher.

Development of the psyche- this is a natural change in mental processes over time, expressed in their quantitative, qualitative and structural transformations.

Maturation is a psychophysiological process of successive age-related changes in the central nervous system and other body systems.

Phylogeny of the psyche- this is the formation of the structures of the psyche in the course of the biological evolution of the species or the socio-cultural history of mankind.

Ontogeny of the psyche- this is the formation of mental structures during the life of an individual.

The following sections of developmental psychology are distinguished:

Infant psychology, early childhood psychology, preschool psychology, psychology elementary school student, psychology of a teenager, psychology of youth, psychology of middle age, psychology of old age (gerontopsychology).

The role of developmental psychology is also significant in theoretical terms. Conducting research on the psychology of a child is a source of understanding the psychology of a mature person. L.S. Vygotsky assigned fundamental importance to child psychology in concluding the issue of creating a "new" psychology, emphasizing that "an exceptionally sure way is to approach the passage of the psyche from a child to an adult." The road to the reorganization of psychology is "from a descriptive and fragmentary, ascertaining psychology to a scientific, explanatory, generalizing organization of information about human behavior, about the devices of its course and formation, about the educational management of the movements of its production, development and growth."

The practical significance of developmental psychology is primarily associated with the scientific elaboration of tasks on the normative upbringing of a healthy child, on the characteristic age-related problems, the lines and methods of their response, the stages of becoming an adult significant personality, citizen, professional, parent.

Developmental psychology is closely united with other areas of psychological science. It is based on the opinions about the human psyche, developed in general psychology, applies the organization of the main views of joint psychology. At the same time, the study of the origin and the first stages of the formation of higher mental functions leads to a more perfect understanding of the untwisted forms of complex mental currents.

Conducting a study of the transformation of mental processes in children is put forward as a peculiar way of comprehending devices - the genetic method. The mental development of a person occurs within a variety of social units: families, groups of peers in the yard or in kindergarten, in the classroom. The ratio of ordinary and personal, general and original, ordinary and abnormal, outgoing series of formation organizes joint fields for developmental psychology and the psychology of comparative, differential, pathopsychology and clinical psychology. Erikson's book Childhood and Society (Erikson, 1963) shows his "eight ages of man" model. According to Erickson, all people in their formation master through eight crises, or conflicts. Psychosocial adaptation, achieved by a person at each stage of development, at a later age can change its character, sometimes radically. (See Appendix A)

Lecture 1

Plan.

3.Psychological development.

1.

Ontogenesis

Phylogenesis

Problems of developmental psychology.

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

Periodization of mental development in ontogenesis.

The study of age characteristics and patterns of mental processes.

Establishment of age opportunities, features, patterns of implementation of various types of activities, the assimilation of knowledge.

The study of the age development of the individual, including in specific historical conditions.

Determination of age norms of mental functions, identification of psychological resources and human creativity.

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

Age and clinical diagnosis.

Performing the function of psychological support, assistance in crisis periods of a person's life.

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

Stages of mental development.

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

General patterns of mental development.

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

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

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

Unevenness manifests itself in a number of phenomena:

1.MDD (Mental Retardation). How the diagnosis of "ZPR" is made to a child of preschool age or primary school period. It is at these age stages that the correction of the development of the child is possible. With a negative result of the development of mental functions, this diagnosis changes to more serious ones: “constitutional infantilism” or “mental retardation”.

Biological causes associated with the functioning of the body of the child and his parents:

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

Intrauterine fetal hypoxia;

premature birth;

Trauma or asphyxia of the fetus during childbirth;

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

hereditary predisposition.

The social causes of ZPR can be the following:

- prolonged isolation of the child from society;

Unfavorable situation in the family with mental trauma: physical and psychological abuse, alcoholism of parents, indifference of parents, non-participation in the development of the child, etc.

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

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

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

5. Combination of the processes of evolution and involution (Evolution - the emergence of new properties, involution - the disappearance of old ones).

6. Integration of the psyche in the course of development - the acquisition of ever greater integrity, stability and constancy.

6. Plasticity and the possibility of compensation. With the weakness of one mental function, another develops intensively.

age periodization.

Pythagoras(VI century BC) distinguished four periods in a person's life:

spring (the formation of a person) - from birth to 20 years;

summer (youth) - 20-40 years;

autumn (the prime of life) - 40-60 years;

winter (fading) - 60-80 years.

Developmental and pedagogical psychology.

Lecture 1

Developmental psychology as a branch of science.

Plan.

1. Introduction to developmental psychology.

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

3.Psychological development.

4. Age periodization of psychological development in childhood.

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

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

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

"Ontogeny is a quick and short repetition of phylogenesis" Ernst Haeckel.

Ontogenesis- individual development of the body and psyche.

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

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

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

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

Psychological age is not equal to chronological age.

Mental development includes:

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

Development of activities (game, teaching, work)

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

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

The structure of developmental psychology.

1. Psychology of a preschooler (children).

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

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

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

d. Psychology of preschool age (3 - 7 years).

2. Psychology of a junior schoolchild (6-7 to 10-11 years old).

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

4. Psychology early youth or senior school age (16 - 17 years old)

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

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

6.Psychology of maturity (30 - 60.70 years old)

7. Psychology of late maturity (after 60.70 years)