We can apply this approach to study the personality of a teenager, taking into account age-related characteristics and the age norm.
Thus, scientific psychodiagnostics is impossible outside the system-structural analysis of the psychological properties of a person. Only highly qualified professional psychologists can receive scientifically reliable results of psychodiagnostic studies. Their activities are subject to strict ethical requirements and standards. Persons involved in psychodiagnostics should have the right to do so – have licenses. The techniques they use must meet the necessary professional standards. Continue reading
The psychological structure of the personality, in general, is very complex and multifaceted. Each person carries within him only the inherent individual characteristics, which to the end to understand and study is not always possible.
As for the personality of a teenager, this is an even more complex “construction” of a person, because a young man lives according to the general, scientifically substantiated canons of developmental psychology, and according to his own, sometimes not logical and incomprehensible laws of individual development.
The personality of a growing person is not formed in a vacuum, not by itself, but in its environment. The latter is crucial for his education. Continue reading
There are probably children in each class whose intellectual passivity leads them to the number of lagging, poorly performing students. The reasons for this kind of passivity often lie in the limited intellectual impressions and interests of the child. Unable to cope with the simplest educational task, he quickly performs it if it translates into a practical plane or into a game.
An integral part of a child’s psychological readiness for schooling is intellectual readiness. This concept includes both the stock of knowledge and perceptions of the child about the environment, and the formation of his mental skills. Continue reading
More complicated is the situation with cognitive activity. It takes time before the requirements for the child on the part of the adult, his program (to give knowledge for the future, for the future) will turn into a child’s own program. The rudiments of this ability are already being formed at an older preschool age. But these are only the beginnings; at 6-7 years, they still do not reach full development. Adults should not forget about this feature of 6-year-olds, observe the gradualness in demanding, take into account the opportunities, interests, needs of children of this age.
It should be borne in mind that a distinctive feature of volitional regulation of preschoolers’ behavior is the unity of the motivational and operational sides, that is, the child’s characteristic attitude to difficulties and his typical ways of overcoming them. Continue reading
The psychological readiness of the child for schooling is one of the most important results of mental development during the period of preschool childhood.
The components of children’s readiness to study at school are personal, strong-willed and intellectual readiness.
Personal readiness of the child for school. Readiness of this type is expressed in relation to the child’s school, to educational activities, to teachers, to himself.
The creation of an emotional experience, the consistent deepening of the emotional attitude to learning in the process of a child’s activity is a necessary condition for the formation of his positive attitude to school. Continue reading