Lecture
Main approaches to constructing periodizations.
There is a view of development as a continuous process, according to
which it is impossible to distinguish separate periods in the course of development.
Opposed to this view are
periodizations based on the idea of development as a
discrete process, in which distinct, qualitatively
different periods from one another can be identified.
Empirical and theoretical periodization of development.
Criteria for distinguishing age periods
the social situation of development,
the leading activity, and
the central age-related neoformation.
The social situation of development is the distinctive combination of what
has formed in the child's psyche and the relations that
are established between the child and the social environment.
The concept of «leading activity» was introduced by A.N. Leontiev:
the activity that, at a given stage, has the greatest influence on
the development of the psyche.
A neoformation is those qualitative features of the psyche that
appear for the first time in a given age period.
2. Periodizations of psychic development
L.S. Vygotsky's periodization of psychic development.
L.S. Vygotsky distinguishes stable and critical
periods in development, pointing to the different character of the developmental processes occurring within them.
His age periodization is as follows:
the crisis of the newborn,
infancy (2 months–1 year),
the crisis of one year,
early childhood (1–3 years),
the crisis of 3 years,
preschool age (3 years – 7 years),
the crisis of 7 years,
school age (8 years – 12 years),
the crisis of 13 years,
pubertal age (14 – 18 years),
the crisis of 17 years.
A.N. Leontiev's periodization of psychic development.
According to A.N. Leontiev, the psychological theory of activity underlies the
periodization of development. The driving force of development is the
contradiction between the child's needs and his capacities.
The concept of leading activity, and the various kinds of activity,
are regarded as lines of development. Here the central line
of development for a given age is the leading type of activity, while
all other types of activity are secondary.
The main types of activity that successively
unfold in ontogeny are:
•play (early preschool age),
•learning (school age),
•labor (adult ages).
D.B. Elkonin's periodization of psychic development.
As a student of L.S. Vygotsky and sharing Leontiev's views,
D.B. Elkonin builds his theory of psychic development on the foundation
of the psychological theory of activity. The author divided all kinds of
activity into two groups:
1. The group of communicative types of activity, based on
relations unfolding in the system «child – social
adult»
2. Object-oriented types of activity, based on relations in
the system «child – social object»
The course of development runs from the system «child – social
adult» to the system «child – social object». The second criterion
of D.B. Elkonin's periodization – the division of the psyche into two spheres:
the motivational-need sphere and the sphere of operational-technical
capacities.
Thus, development, according to Elkonin, – is an alternation of the first and second
systems:
1) direct emotional communication (infancy);
2) object-manipulative activity (early childhood);
3) role play, i.e. role-based communication (preschool age);
4) learning activity (primary-school age);
5) intimate-personal communication (adolescence);
6) educational-professional activity (youth).
M.I. Lisina's periodization of psychic development.
Building on Leontiev's psychological theory of activity, M.I. Lisina
developed her own theory of the development of communication. The author regards communication
as a communicative activity. The need for communication guides the
development of the child. Here the content and form of
communication are of great importance. The main tenets of the theory:
1. The motive of the activity of communication is the partner in communication.
Motives are of the following kinds:
- cognitive;
- business-related;
- personal.
2. The goal of the activity of communication is to achieve a shared result
in children's assimilation of humanity's socio-historical experience.
3. The means of communication are:
- expressive-mimic movements (which express the content
being conveyed);
- object-related actions (which depict the content being conveyed);
- speech operations (which denote the content being conveyed).
4. The conditions of the activity of communication are determined by the time and place
of the communication.
Thus, in the periodization of the development of communication, the following
four forms of communication are distinguished in children from birth to seven years:
1. Situational-personal communication of the child with an adult (0 – 6 months)
(communication is limited to the bounds of the situation; this form takes the shape
of the «revival complex»).
2. Situational-business communication (6 months – 2 years) (communication takes place within
the bounds of joint activity; emotional contact alone is no longer
sufficient for the child, who needs cooperation with adults).
3. Extra-situational-cognitive communication (3–5 years) (begins with
the child's first questions, once he has broken out of the bounds of the visually given situation;
the main source of information is the adult; the child is interested in
the world of objects, and a necessary condition is respect on the part of
adults).
4. Extra-situational-personal communication (6 – 7 years) (the child strives
to achieve interaction that must be emotionally colored;
the child comes to know the world of people).
3. Periodizations of personality development
L.I. Bozhovich's periodization of personality development.
A.V. Petrovsky's periodization of personality development.
In accordance with the main processes identified in the development of
personality, A.V. Petrovsky distinguishes three epochs in personality development.
•The epoch of childhood – processes of adaptation predominate over the processes
individualization.
•The epoch of adolescence – processes of individualization predominate over
the processes of adaptation.
•The epoch of youth – processes of integration predominate over the processes of
individualization.
D.I. Feldshtein's periodization of personality development.
Stages of personality development according to E. Erikson.
E. Erikson. Periodization of personal development:
0 - 1 year - early infancy, social quality - hope
Normal line: trust in people, in the surrounding world, mutual
love, the child-parent bond, satisfaction of the need for communication with
parents
Abnormal line: distrust of people as a result of being deprived of love,
the child's emotional isolation, early weaning
1-3 years - late infancy (early age), social quality -
will
Normal line: independence, self-confidence
Abnormal line: self-doubt, an exaggerated sense of shame
3-5 years - the age of play, social quality - purposefulness
Normal line: initiative, activity, vivid imagination,
imitation of adults, signs of sex-role behavior
Abnormal line: feelings of guilt, passivity, lack of initiative,
absence of signs of sex-role behavior
5-11 years middle childhood, social quality - competence,
striving for achievement
Normal line: industriousness, development of cognitive and
communicative skills
Abnormal line: a sense of one's own inferiority, avoidance of
difficult tasks and competitive situations, underdevelopment of cognitive
and work skills, conformity
11-20 years puberty, adolescence, youth, social
quality - fidelity
Normal line: ego-identity (one's own uniqueness),
life self-determination, the search for oneself, the formation of a worldview,
sexual polarization in forms of behavior
Abnormal line: diffusion of identity (unable to find himself, does not know
what he wants), confusion of roles, displacement of time perspectives, confusion of forms
of sex-role behavior
20-40 (45) years early adulthood, social quality - love
Normal line: intimacy, a striving for contact with people,
the desire and ability to devote oneself to other people, the bearing and
raising of children
Abnormal line: isolation, avoidance of other people (the initial
symptoms in the change of a person's psyche - a difficult character,
unpredictable behavior)
40 (45) - 60 years middle adulthood, social quality - care
Normal line: creativity (especially in work), productive and
creative work on oneself and others
Abnormal line: stagnation (especially in work), selfishness, egocentrism,
unproductiveness in work, premature disability
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