The psychology of people in relations with the legal system (the subject of legal psychology) is a reality presented in their unique psychology, in the form of a special psychological functional subsystem of their psyche, reflecting the system of law and regulating relationships with it, which, as reality, is called legal psychology of people. Adequate scientific ideas about this psychology, a model of human psychology in the legal system is developed special industry scientific knowledge, located at the intersection of legal and psychological sciences. Obviously, this knowledge will be adequate to reality if it is carried legal-psychological character.
The world of mental phenomena is primarily divided into the world of individual psychological phenomena and socio-psychological, group, closely related, but still qualitatively unique.
Individual psychological phenomena classified on different grounds.
1) According to their essence and presentation to our perception, mental phenomena are divided into psychological facts, psychological patterns and psychological mechanisms.
Psychological facts - relatively superficial, observable (including those recorded using psychological techniques) psychological phenomena - manifestations of the existence and action of the psyche. The ability to notice psychological phenomena, explain, understand what they indicate, what is hidden behind them, is necessary for a professional lawyer.
Psychological patterns - objectively existing cause-and-effect relationships of psychological phenomena and their conditioning. It is impossible to understand the observed psychological facts, much less influence them, without understanding the patterns associated with them. In the psyche, patterns are probabilistic in nature. Therefore, when studying, evaluating and taking them into account, it is more correct to reason according to the type: “usually”, “most often”, etc.
Psychological mechanisms - psychological transformations through which the action of laws takes place and transitions from cause to effect occur. Psychological facts and patterns are always determined by such mechanisms. For example, knowledge of a legal norm and the conviction of the need to follow it have connections, but the transition from one to the other is mediated by psychological mechanisms that will “work” if we know them and know how to put them into action.
2) According to the form of existence, all psychological phenomena are divided into mental processes, mental states and mental formations (properties, stereotypes).
Mental processes - changes at the mental level: this is everything that arises, develops, fades, and turns into something else. Thus, testimony is a product of the processes of perceiving an event, understanding it, remembering it, preserving it and reproducing it. Without understanding mental processes, it is difficult to understand anything in the human psyche, and without inducing the necessary processes, it is impossible to change anything in it. Any influence - the influence of a rule of law, preventive, managerial, etc. - is capable of changing something in a person and his behavior, only by causing the mental processes necessary for this.
Mental conditions- holistic features of the totality of mental processes occurring in an individual at a given moment or over a certain period of time. States of excitement, anxiety, fear, euphoria, carelessness, vigilance, etc., experienced by a lawyer or the person in front of him, significantly affect their behavior, perception of the environment, etc. The result of the impact on a citizen largely depends on his mental state, on the lawyer’s ability to change an unfavorable state into a necessary one.
Psychic formations(properties, stereotypes) - mental phenomena entrenched in the human psyche (i.e., having a tendency to repeat, facilitate reproduction and occurrence).
3) A number of psychological phenomena are distinguished based on qualitative and content features.
Motivational phenomena perform a motivating function in mental activity and determine the selectivity of the relationship and activity of a lawyer, citizen, offender to the environment, to ongoing events, problems, opportunities, the future, etc. Needs, motives, goals, plans, aspirations, psychological attitudes, interests, beliefs, views are the most important of them and dominant among other psychological factors, patterns and mechanisms of the psyche of each person, which are of decisive importance in his legally significant intentions, actions, lifestyle, etc.,
Cognitive mental processes, states and formations characterize intellectual activity and the corresponding capabilities of a person. They are responsible for what and how, in particular, is perceived and understood by him in legal and psychological reality, what picture of the world and society develops and functions in his mind. These include: sensations, perceptions, attention, memory, ideas, imagination, thinking and speech.
IN emotional In mental phenomena, a person’s experience of his relationship to the environment, to legal reality, legal norms, lawful behavior and offenses, law enforcement agencies, etc. is accomplished and expressed. Feelings and emotions are the main varieties of these phenomena that greatly influence life, actions, relationships and the development of oneself. person. Positive emotions have an attractive effect in relation to their object or subject, and negative ones have a repulsive effect, which (depending on the specific case and its content characteristics) has a positive or negative effect on the person, her behavior and the results she achieves. No issues of strengthening law and order can be thoroughly resolved without solving the problem of human emotions and feelings. This has to be emphasized because it is emotions and feelings that are most often neglected when solving creative legal problems.
Strong-willed psychic phenomena ensure the mobilization of a person’s strengths and capabilities when faced with difficulties. They are expressed in volitional effort, tension, perseverance, perseverance, self-control, etc.
Psychomotor phenomena are included in the regulation of movements of the human body, arms, legs and are expressed in “muscle feeling” (kinesthetic sensations), “body sense”, motor memory, processes of visual-muscular coordination, mental images of them regulating movements, etc. They actively participate in the formation motor skills when training law enforcement specialists.
4) According to the level of reflection, the phenomena of consciousness and the unconscious differ (sometimes some authors add subconscious ones to them).
Consciousness includes the entire set of mental phenomena that determine a person’s meaningful attitude to the world with an understanding of its essential properties, patterns and what is happening in it.
An important element of consciousness is self-awareness , the meaningfulness of one’s own existence in the objective world, one’s needs, oneself (the image of one’s “I”). Subconscious - a set of mental phenomena that are not realized at some time, but can be realized. The subconscious is still little taken into account in legal activities.
The listed psychological phenomena always appear in complex, in the form of a holistic, systemic mental activity of each and every person. At any moment, it occurs in a combination of motivational, cognitive, emotional and other mental processes, mediated by human properties and patterns, under the action of various mechanisms, against the background of certain mental states. The depth and quality of lawful or violative behavior is the resulting product of all this complex activity and the degree of its legal optimality.
5) According to the predominant determinism of the characteristics of mental phenomena, they differ: personal socio-psychological, actually psychological and psychophysiological.
Personal socio-psychological phenomena are predominantly caused by social ones, i.e. social factors - social environment: people, social conditions, events and processes, group socio-psychological factors. They predominate in the most important properties (direction, character) and qualities of the individual (social needs, attitude towards work and other people, worldview, sense of duty, law-abidingness, moral education, self-demandingness, etc.), her habits, mental states, processes and manifest themselves especially in motivation, norms of behavior, actions, activities, relationships, etc. They constantly manifest themselves in a person’s mental activity, play a vital role in it and are characterized by meaningful, qualitative characteristics. It is important that they are highly susceptible to socio-psychological influences from other people and groups.
ABOUT actually psychological One can speak about phenomena only in an effort to identify in the psyche those of them that are approximately equally conditioned both socially-psychologically and psychophysiologically, and at the same time, their own characteristics, connections and dependencies predominate in them. Most often, these include most cognitive qualities (thinking, speech, memory, ideas, attention, perceptions), states, processes, a significant part of abilities, knowledge, skills, etc.
Psychophysiological the phenomena have obvious dependences on the part of physiology, primarily the central nervous system. Social and psychological influences are least represented in them. These include, first of all, those that are traditionally combined in human temperament (sensitivity, balance, anxiety, risk tolerance, mobility, emotionality, etc.).
The subject of psychology (and legal psychology) includes psychology of groups.
The main groups of socio-psychological phenomena are:
massive: social, collective, group goals, interests, requests, motives, opinions, norms of behavior, customs and traditions, moods, etc.;
relationships: intergroup, interpersonal, personal-group;
personal socio-psychological.
Being the property of the individual psyche, they nevertheless express the representation, “life” in it of the influences of the first two groups of socio-psychological phenomena (a person thinks, experiences, treats, strives, often does as they think, experience, etc. people around him).
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Psychology is a science that studies objective patterns, manifestations and mechanisms of the psyche. It studies the inner world of subjective (mental) phenomena, processes and states, conscious or unconscious of the person himself, as well as his behavior.
Personality is most often defined as a person who has a set of stable psychological properties that determine socially significant human actions. Many definitions of personality emphasize that personal qualities do not include the psychological qualities of a person that characterize his cognitive processes or changeable mental states, with the exception of those that manifest themselves in relation to people and society. The concept of “personality” usually includes such properties that are more or less stable and indicate the individuality of a given person.
“Personality” is a specific person, taken in the system of his psychological characteristics that are manifested in social connections and relationships of a person by nature, are stable and determine actions that are significant for himself and for the people around him.
“Personality” is a social quality acquired by an individual in objective activity and communication, characterizing the degree of representation of social relations in the individual.
Personality traits
1) abilities
Abilities are properties of a person’s soul, understood as the totality of his mental processes and states. This is the broadest and oldest definition of ability available.
Abilities - a high level of development of general and special knowledge, skills and abilities that ensure a person’s successful performance of various types of activities. This definition appeared in the psychology of the 4th - 4th centuries. and is currently used.
Abilities are something that cannot be reduced to knowledge, skills and abilities, but explains their acquisition, consolidation and use. This definition is now accepted and most widespread in Russian psychology. At the same time, it is the most accurate of all.
A person has many different abilities. First of all, it is necessary to distinguish between elementary and complex needs.
Elementary, or simplest, are abilities associated with the functioning of the senses or with relatively simple movements, for example, the ability to distinguish colors, sounds, smells, the speed and accuracy of simple motor reactions. These abilities are usually present in a person from birth, but can be improved during his life and activities.
Complex abilities are called abilities in various types of activities related to human culture, for example, technical, mathematical, musical, etc. All these abilities are not innate, so they are called socially conditioned.
Abilities are also divided into general and special.
General abilities are abilities that all people have (but are developed to varying degrees) and that determine success in many different activities. These include, for example, mental or general motor abilities.
Special abilities are not found in all people and determine success in individual, specific types of activity. These are, as a rule, abilities that require special inclinations. Such abilities include musical, literary, artistic and inventive, etc. The presence of general abilities in a person does not exclude the development of special ones, and vice versa.
Abilities are divided into theoretical and practical.
Theoretical abilities presuppose a person's inclination to abstract logical thinking, the ability to pose and successfully solve theoretical problems.
Practical abilities are manifested in the ability to pose and solve practical problems associated with specific actions in a certain life situation.
Academic and creative abilities are also highlighted. They differ from each other in that the former determine the success of learning, assimilation of knowledge, skills and abilities, while the latter are manifested in the creation by man of objects of material and spiritual culture, in the production of new ideas, in discoveries and inventions, i.e. in creativity in various types of activities.
Finally, communicative and subject-related abilities are distinguished.
Communicative abilities are those that include knowledge, skills and abilities related to communicating with people, human interaction with people, interpersonal perception and assessment, establishing contacts, liking people, and influencing them.
Subject-activity abilities are manifested in human activity with inanimate objects.
2) temperament
Temperament is a set of properties that characterize the dynamic features of mental processes, states and behavior of a person, their strength, speed, occurrence, cessation and change.
The idea and doctrine of temperaments is one of the most ancient in psychology. In their origins, they go back to the works of the ancient Greek physician Hippocrates, who lived in the 5th century BC. e.
Hippocrates gave a definition of temperament and associated it with the ratio of different fluids in the body: blood, lymph and bile. According to the ancient Greek names of these liquids (“sangva” - blood; “phlegm” - lymph or mucus; “hole” - yellow bile; “melan hole” - black bile) the types of temperaments introduced by Hippocrates got their names: sanguine, phlegmatic, choleric, melancholic . Sanguine temperament characterizes a person of a cheerful disposition. He seems to the people around him to be an optimist, full of hope, a humorist, a joker and a jokester. Such a person quickly ignites, but cools down just as quickly, losing interest in what recently excited and attracted him. The Sanguine person promises a lot, but does not always keep his promises. He easily and happily comes into contact with strangers, is a good conversationalist, and treats all people well. He is distinguished by kindness and willingness to help. However, intense mental or physical work quickly tires him out. A melancholic temperament is characteristic of a person of the opposite, mostly gloomy, mood. Such a person usually lives a complex and intense inner life, attaches great importance to everything that concerns him personally, has increased anxiety and a vulnerable soul. Such a person is often reserved and especially carefully controls himself when making promises. He never promises what he is unable to do, and suffers greatly from the fact that he cannot fulfill this promise, even if its fulfillment does not directly depend on him. Choleric temperament characterizes a hot-tempered person. They say about such a person that he is very hot and unrestrained. At the same time, such a person quickly cools down and calms down if they yield to him or meet him halfway. His movements are impetuous, but short-lived. Phlegmatic temperament refers to a cold-blooded person. It expresses a tendency towards inactivity rather than towards intense, active work. Such a person slowly comes into a state of excitement, but for a long time. This slows down the slowness of his entry into work.
3) character
Character is the general ways of interaction of a person with the environment acquired in specific social conditions, constituting the type of his life activity. Character acts as a form of manifestation of personality, its readiness to carry out certain fixed forms/methods of behavior in more or less typical situations under certain conditions. In the practice of communication between people, their character can be manifested in their behavior, the way a person reacts to the actions and actions of other people. The manner of communication can be delicate, tactful or rude and unceremonious. This is also due to differences in the personalities of people. A person with a pronounced, strong or weak character can always be distinguished from other people. The actions of a person with a strong character are distinguished by perseverance, purposefulness, and perseverance, while the actions of a person with a weak character are characterized by exactly the opposite properties: weakness of will, randomness, unpredictability, etc.
Character has many different traits. From a scientific point of view, there are about 150 of them. But if you approach this issue not so strictly, then there are more than 500 of them. Most often, human character traits are divided into three groups: strong-willed, business and communicative. Strong-willed are character traits associated with a person’s will. These include determination, perseverance, perseverance, or the opposite character traits such as compliance and lack of will. Business traits are character traits that manifest themselves in a person at work, such as hard work, accuracy, responsibility, as well as irresponsibility, laziness, and dishonesty. Communicative traits are character traits that manifest themselves in a person’s communication with other people. These are, for example, sociability, isolation, goodwill, anger, responsiveness, etc.
There is also a division of human character traits into motivational and instrumental. Motivational character traits are those that encourage, direct and support a person’s activity, that is, they act as motives for his behavior.
Instrumental character traits are not independent motives for behavior, but they give it a certain style.
Will can be defined as a certain type of energy, still not fully understood by its nature, with the help of which a person can intelligently and consciously control his behavior, as well as his own mental processes and states. Will is also something with the help of which a person, on a conscious and reasonable basis, influences the world around him, changing it according to his own understanding.
An essential feature of will is due to the fact that will is almost always associated with a person making a conscious, reasonable decision, overcoming obstacles and making efforts to carry it out (realization). A volitional decision, moreover, is made and implemented by a person in conditions of competing, multidirectional needs, motives or drives, which are approximately equal in their motivating power. Because the difference in motivational force between them is not great; a person has to show his will and choose one of the two.
Will always presupposes self-restraint of a person: acting in a volitional manner, achieving a set goal, realizing any urgent need, a person acting according to his own will always consciously deprives himself of something else that is attractive and desirable for him. Another sign of the participation of the will in the regulation of human behavior is the presence of a well-thought-out plan for its implementation. A volitional action is an act aimed at achieving a specific goal.
An essential feature of a volitional action is that it is usually accompanied by the absence of immediate emotional satisfaction, but the presence of delayed, moral satisfaction, which arises not during the execution of a volitional action, but as a result of its implementation. Often, efforts of will are directed not at winning or mastering circumstances, but at overcoming oneself, i.e. act contrary to one's natural desires. This is especially true for impulsive, emotional people. temperament personality character
Emotions can be understood as specific experiences, colored in pleasant or unpleasant tones and associated with the satisfaction of a person’s vital needs, performing motivational-regulatory, communicative, signaling and protective functions in his life.
The main types of emotions include: mood (a weakly expressed but long-lasting emotion. Reflects the general state of a person at a given moment in time); simple emotions (experiences associated with the satisfaction of organic needs); affects (strong short-term violent emotions that are clearly manifested in a person’s gestures and facial expressions); feelings (represent a complex of emotional experiences associated in a person with certain specific objects); passion (strong, overly expressed feelings that a person is unable to control); stress (not a pure emotion, but a combination of emotion with a certain physical state of the body).
Emotions, especially such as affects, feelings, passions, are inseparable from a person’s personality. S.L. Rubinstein believed that in the emotional manifestations of a person three spheres can be distinguished: its organic life, its interests of a material order and spiritual, moral needs. He designated them respectively as organic sensitivity, objective feelings and generalized ideological feelings. The first includes, in his opinion, pleasures and displeasures, mainly associated with the satisfaction of organic needs. Object feelings are associated with the possession of any object. They are divided into material, intellectual and aesthetic. Worldview feelings are associated with morality and with a person’s attitude to the world, to people, to social events, to moral values and categories. In the personality structure, emotions are most closely related to needs. They reflect the state, process and result of satisfying needs.
People, as individuals, differ from each other emotionally in many ways. In particular: by emotional excitability; by the duration and stability of the emotional experiences they have; on the dominance of positive and negative emotions. But the most important sign is the strength and depth of the experienced feelings, as well as the content and subject matter.
6) motivation
There are two mutually related sides to human behavior: incentive and regulatory. Drive ensures the activation and direction of behavior, and regulation is responsible for how it develops in a specific situation. Motivation is related to such concepts as need, motive, intentions, motivations, etc. In a narrow sense, motivation is understood as a set of reasons that explain human behavior. A motive is any internal psychological or physiological source of behavior that is responsible for its activity and purposefulness. Motives of behavior can be conscious and unconscious, real and imaginary, motivating and meaning-forming. Need is the state of need of a person or animal for something that is necessary for its normal existence, physical or mental development.
A stimulus can be called any external or internal factor that, along with a motive, controls behavior, directing it to achieve a goal associated with a given motive.
Intention is a consciously made, thoughtful decision associated with the desire to do something.
Inspiration is not a conscious, vague desire of a person for something.
Attraction is a purposeful urge.
Personality structure is the connection and interaction of relatively stable components of personality: abilities, temperament, character, volitional qualities, emotions and motivation.
Activity
In psychology, activity is understood as a dynamic system of interactions between a subject and the outside world, during which a person consciously and purposefully influences an object, thereby satisfying his needs.
Of course, in different types of activity - executive, managerial, scientific - the role of consciousness is different. The more complex the activity, the higher the role of the psychological component in it.
But in any case, it is activity that acts as the basis for the formation of personality. Personality does not precede activity, it is generated by this activity.
Thus, personality in psychology is considered as a subject realized in activity, primarily in work and communication.
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Origin of the term "manipulation"
Manipulus - the Latin progenitor of the term "manipulation" - has two meanings:
a) handful, handful (manus - hand + pie - fill),
b) small group, heap, handful (manus + pi - weak form of the root).
In the second meaning, this word, in particular, denoted a small detachment of soldiers (about 120 people) in the Roman army.
The Oxford English Dictionary defines manipulation in its most general sense as the handling of objects with a special intention, a special purpose,...
....like manual control, like movements made by hands, manual actions.
For example, in medicine, this is an examination, examination of a certain part of the body using hands, or medical procedures. The presence of dexterity and dexterity when performing manipulation actions is specially noted.
A manipulator is a personality, a psychological type who uses other people in pursuit of his own goals.
Manipulation is a series of methods of influencing people, a type of psychological violence in order to achieve from them the behavior necessary for one’s goals.
The manipulator puts people in difficult circumstances in order to obtain for himself one or another benefit or advantages and other personal goals.
As a result of aggressive manipulation, a person often loses the ability to control circumstances and express himself directly and directly, and his freedom and legal rights are infringed.
The manipulator often cannot allow himself to be sincere and natural, since this sharply reduces his chances of achieving the much-desired hidden advantage, so he can resort to imitation of sincerity in relationships or theatricality, deliberately feigned behavior towards his victim.
Political manipulation is a type of psychological influence, the skillful execution of which leads to hidden arousal of another person’s intentions, that do not coincide with his actually existing desires , using certain potential needs of an individual or group of people.
Expressed in the language of mass communications theory, manipulation of an individual involves a substitution of interests the recipient with the interests of the communicator.
As a result, the individual begins to perceive the interests instilled in him as his own. Thus, the individual becomes part of the “psychological crowd.”
1. Psychological characteristics of the manipulator
A predisposition to manipulation is characteristic of the so-called neurotic personality.
One of the needs of a neurotic is the need for dominance, to have power.
Karen Horney believes that the obsessive desire to dominate creates “a person’s inability to establish equal relationships.
If he does not become a leader, he feels completely lost, dependent and helpless. He is so powerful that everything that goes beyond the limits of his power is perceived by him as his own subordination."
It is not only the object that suffers from manipulation. The manipulator is also a victim of his life attitude.
He believes that the " manipulation is a pseudo-philosophy of life aimed at exploiting and controlling both oneself and others ".
2. The psychological essence of manipulation
The psychological essence of manipulation is the exploitation of human emotions.
Why were religious wars the most merciless, why are national conflicts most difficult to resolve?
Because religious and national feelings affect the deep layers of the human psyche.
A person who manages to kindle the flame of religious fanaticism or national extremism is capable of anything.
Passions are speakers whose arguments are very convincing.
When the fire of passions spreads to entire nations, there is freedom for manipulation and manipulators.
During manipulation, the external meaning of words and actions in relation to another person does not coincide with the internal meaning. A person who is being manipulated does what his communication partner needs, as if he himself chose it.
The benefits of manipulation can be not only material, but also psychological: increased attention from significant people, increased self-esteem, acquisition of higher authority and respect, etc.
The manipulator uses psychologically vulnerable characteristics of a person - character traits, habits, desires, as well as his dignity, that is, everything that can work automatically, without conscious analysis.
This influence is often reinforced by special techniques that increase the general “compliance” of the partner.
3. Psychological features of political manipulations
Unlike interpersonal ones, political manipulations are impersonal and involve influencing the broad masses. The will of a minority (or even an individual) is imposed on the majority in a veiled form.
One of the main means of political manipulation is propaganda.
The technology of political manipulation involves the following points:
a) introduction into consciousness under the guise of objective information of implicit, but desirable for certain groups, content;
b) impact on painful points of public consciousness that arouse fear, anxiety, hatred, etc.;
c) the implementation of certain plans and hidden goals, the achievement of which the communicant associates with the support of public opinion for his position.
Objects of manipulation are not completely passive; people allow themselves to be manipulated, shifting responsibility for their actions to the manipulators.
The redistribution of responsibility between the leader and the crowd creates the preconditions for manipulation.
4. Illustrative examples of manipulations
A clear example of manipulation is a child who starts crying when he wants to watch another program or cartoon.
In this way, the child manipulates his parents.
“Whiners,” that is, people for whom everything is fine, but when we meet, they can spend hours talking about how bad everything is for them and how tired they are of everything.
[source not specified 285 days]
4. 1. Love manipulation.
As a child, they told you: “If you act like that, I won’t love you.” Although what they really meant was: “Listen to me.”
Your man tells you: “First, stop biting your nails ( work, visit mom, read women's novels, cook hodgepodge every morning...), then let's talk about the wedding." Although what he really means is: “I don’t like it when you bite your nails.”
The boss tells you: “We know how to value our employees, we have a friendly team of like-minded people. Therefore, rarely does anyone leave our team of their own free will.” Although what he really means is: “We will treat you well if you do a good job.”
Features of this manipulation
One of the most insidious and cruel manipulations that are often used in families.
A child accustomed to such treatment begins to understand that the people closest to him do not accept him entirely , they love not for what he is, but for what he does or does not do something.
In partnerships, such conversations also do not lead to anything good. Indeed, in this case, love is placed on one side of the scale, and a certain condition is placed on the other. It turns out that love is a kind of commodity that, if necessary, can be exchanged for services or money.
4. 2. Manipulation by fear.
As a child, you were told: “If you don’t do your homework, you will become a janitor.”
Although what they really meant was: “I don’t know how else to get you to do your homework.” Your man says: “If I continue to work in this office, I will have a heart attack.”
Although what he really means is: “Get ready, I’ll quit soon.” At work they tell you: “Masha, they sent me the resume of a very promising young employee. You and he have exactly the same profile.” Although what they really mean is: “No one is irreplaceable, get it together, my dear.”
Features of this manipulation
Exploiting People's Fears- some of the most favorite techniques of manipulators of all types and stripes. Very often they play on a person’s lack of awareness. Therefore, if you are regularly brainwashed about certain mythical dangers and urged to do this or that to avoid them, make inquiries.
4. 3. Manipulation of self-doubt.
As a child they told you: “You did Russian, I see. Let’s see what you can’t do?” Although what they really meant was: “You’re still not capable of anything without my help.” Your man says to you: “Are you going to eat cookies for the night? Well, go ahead. I’ll play on the computer for now.”
Although in fact he wants to say: “I have the right to do what I want.” At work they tell you: “Please translate a short text from Chinese. Here’s a dictionary, you have half an hour.” Although what they really mean is: “Don’t get carried away, I’m the boss here.”
Features of this manipulation:
Manipulation is always a matter of power, and in this case it is most acute. “I am the boss, you are a fool,” - this is how most of the statements given here can be paraphrased.
The problem with a manipulative boss (whether he is a mom, dad, boss or president) is that he does not have real authority, is not power, but wants to be. With him, of course, you can start playing “giveaway” and flatter.
But this flattery will never be enough for him. He will calm down for a while, and then again and again seek confirmation of his worth at the expense of other people's shortcomings. However, he will only be able to manipulate you if you are worried about your shortcomings.
Education is the main force that can develop an individual for society. The effectiveness of educational influence lies in systematic and qualified leadership. Education subordinates human development to a certain specified goal. The influence of teachers leads to targeted results. Most often, this is the identification of the child’s inclinations and gifts, his talents and abilities. But here it is important to take into account that education can ensure development only by relying on the inclinations inherent in nature. Education always relies on the level of development already achieved. The effectiveness of education depends on the level of a person’s preparedness to perceive educational influence, and this in turn depends on the sequence and environment.
General and individual goals of education are distinguished. The goal appears as general when it must be formulated for all people, and as individual when the education of an individual takes place. Modern psychology advocates combining these two educational goals.
In the modern world there are many different goals of education and educational systems. Each goal requires certain conditions and means for its implementation. The formation of goals occurs due to objective reasons. These are the patterns of physiological maturation of the body, mental development, the formation of pedagogical thought, and the level of social culture.
The purpose of education expresses the historically conditioned need of society to prepare the younger generation to perform certain social functions. The goal of education always reflects the achieved level of development of society, since the needs of society depend on production and the level of development of productive forces. Also, the formation of educational goals is influenced by scientific and technological progress, social and economic. An important goal of education is to ensure a person’s comprehensive and harmonious development of personality.
Difficulties and mistakes in realizing the goal of education—the formation of a comprehensively developed personality—required a partial narrowing of the goal, a revision of the goals, and a focus on specific goals and objectives.
The school tries to develop in the student an awareness of citizenship, readiness for life, work, creativity, patriotism, and responsibility for the fate of the country.
Components of education. Mental education develops in children a system of knowledge of various sciences. The child’s worldview is formed at the basis of the assimilation of scientific knowledge. The formation of a worldview is a determining factor, since it is a person’s system of views on nature, society, knowledge, and ideology. The knowledge system promotes the development of logical thinking, memory, attention, imagination, and mental abilities. Physical education is a very important component of the educational system as a whole. Modern society requires a physically strong and healthy young generation that will be ready to work in enterprises and defend the country. Labor education shapes labor actions. Labor acts as a leading factor in the development of personality, as a way of creative exploration of the world.
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Psychological essence education, his criteria. Upbringing- the main force that is capable of developing an individual for society. Efficiency educational impact lies in systematic and qualified leadership. -
N.I. Wessel in educational Psychological essence education, his criteria. -
Psychological essence education, his criteria. Upbringing- the main force that is capable of developing an individual for society.
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Psychological essence education, his criteria.
N.I. Wessel in educational The process identified two sides - subjective (formal) and objective (material). -
Legal systems in the post-Soviet space. ... The theory of comparative advantage. ... Psychological essence education, his criteria … -
Criteria good manners- these are theoretically developed indicators of the level of formation of various.
Psychological essence process education consists in transferring a child from one state to another, and from the standpoint of psychology upbringing There is... -
N.I. Wessel in educational process, he singled out two sides - subjective (formal) and objective... more details ”. Psychological essence education, his criteria. -
To confidently predict the desired result, accept error-free, scientifically based p. Psychological essence education. Children in elementary school learn not only knowledge about the objective world and ways of mastering this world... -
Essence behaviorism. Behaviorism is a psychological and pedagogical concept of technocratic education, which means education
Classical behaviorism, which was founded by a prominent American philosopher and psychologist J. -
Essence learning process, his goals. The science that studies and researches the problems of education and training is called didactics.
Community psychology and didactics is that they have a single object - the learning process and education; their difference is determined...
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Introduction
1. General characteristics of child development during preschool childhood
1.1 Formation of social forms of psyche and moral behavior
1.2 Development of basic properties of perception
2. Psychological essence of preschooler’s play
2.1 Basic game theories in psychological literature
2.2 Main types of games, features of role-playing games for preschoolers
2.3 The meaning of the game and its influence on the development of a preschooler
Conclusion
Glossary
List of abbreviations
Bibliography
Introduction
According to Y. Kolominsky, “in the rationalizing mind of a modern person, a question sometimes arises that only at first glance may seem idle: why is childhood necessary? Is it acceptable in our fast-paced age, when there is chronically not enough time to master the avalanche-like flow of information, much less to multiply it and put it into practical use, is it acceptable to spend the top ten – and isn’t it the best? - years for games, for Doctor Aibolit, for counting sticks? Perhaps the slogan is hopelessly outdated: “Play, children, frolic in the wild, that’s why you were given a wonderful childhood?” However, the professor himself refutes this assumption, arguing that childhood, as a special qualitatively unique period of existence of living beings, is a product of evolution, and human childhood itself is also the result of historical development 1 .
The complexity and inconsistency of the game never ceases to attract the attention of researchers. However, the already known patterns of play allow teachers to widely use this valuable activity of children to successfully solve many educational problems. To do this, the teacher must be able to manage children’s play and use it in pedagogical work.
Play is one of the main activities during human development. Activity is the active interaction of a living being with the surrounding reality, during which it acts as a subject purposefully influencing an object and thus satisfying its needs.
Consequently, play as an activity is aimed at the child’s knowledge of the world around him through active participation in the work and everyday life of people. This is the goal of the game, although, of course, neither the child himself nor the adults deliberately set it. This goal merges with the motive of play, since the only motivation directing the child’s activity to engage in play is his uncontrollable and ardent desire for knowledge and active participation in the life and work of adults, with their practical actions, concerns and relationships. The means of play are, firstly, knowledge about people, their actions, relationships, experiences, expressed in the child’s images, speech, experiences and actions. Secondly, methods of operating with certain objects (steering wheel, scales, thermometer) in certain life circumstances. And thirdly, those moral assessments and feelings that appear in judgments about good and bad actions, about useful and harmful actions of people.
The result of the game is children’s deeper understanding of the life and activities of adults, their responsibilities, experiences, thoughts and relationships. The result of the game is also the friendly feelings formed during the game, a humane attitude towards people, various cognitive interests and mental abilities of children. The game develops observation and memory, attention and thinking, creative imagination and will. The most important result of the game is the deep emotional satisfaction of children with the very process of the game, which best meets their needs and opportunities for effective knowledge of the world around them and active communication with people.
Guiding the game is the use by the teacher to the greatest extent of those enormous educational opportunities that are inherent in this amazing activity of the child.
1. General characteristics of a child’s mental development during preschool childhood
Preschool age is a period during which further intensive formation and development of the psyche occurs (a natural change in mental processes over time, expressed in their quantitative, qualitative and structural transformations), the emergence of various qualitative formations both in the development of psychophysiological functions and in the personal sphere. There is a colossal enrichment and ordering of the child’s sensory experience, mastery of specifically human forms of perception and thinking, rapid development of imagination, formation of the rudiments of voluntary attention and semantic memory.
1.1 Formation of social forms of psyche and moral behavior
This period is extremely important from the point of view of the genesis and formation of social forms of the psyche and moral behavior. The predominance of themes related to the image of a person in the work of a preschooler indicates his predominant orientation towards the social environment. Thus, a broad basis is created for the formation of primary forms of socially significant qualities (i.e., it promotes the socialization of the individual - the process and result of a person’s active appropriation of norms, ideals, value orientations, attitudes and rules of behavior that are significant for his social environment).
By the end of preschool age, there is a transition from an emotional direct relationship with the world around us to relationships that are built on the basis of the assimilation of moral assessments, rules and norms of behavior. The formation of moral concepts in preschool age occurs in various ways. Thus, in communication with adults, a child often assimilates moral concepts in a categorical form, gradually clarifying and filling them with specific content, which accelerates the process of their formation and at the same time creates the danger of their formal assimilation. Therefore, it is important that the child learns to apply them in life in relation to himself and others. This is essential, first of all, for the formation of his personal qualities.
Personality is formed in the process of the child’s real interaction with the world, including the social environment, and through his assimilation of moral criteria that regulate his behavior. This process is controlled by adults, who contribute to the selection and training of socially significant qualities. The child’s independence begins to manifest itself when he applies moral assessments to himself and others and regulates his behavior on this basis. This means that at this age such a complex personality trait as self-awareness develops.
New high-quality education occurs thanks to many factors: speech and communication with adults and peers, various forms of cognition and through inclusion in various types of activities (play, productive, everyday). All this contributes to the child’s better adaptation to social conditions and the demands of life 2 .
The leading form of the psyche at this time becomes the idea, which intensively develops in various types of play and productive activities (drawing, modeling, design). Ideas leave an imprint on the entire process of mental development. Various forms of the psyche are formed most successfully if they are associated with secondary images, i.e. with performances. Therefore, forms of the psyche such as imagination, figurative memory and visual-figurative thinking quickly develop.
Not only various mental functions, but also the child’s speech and its development during this period are associated mainly with ideas. Children's understanding of speech largely depends on the content of the ideas that arise in them in the process of perceiving it. The development of mental functions in preschool age is complicated by the fact that in the process of communication, cognitive and practical activity, social forms of the psyche are actively formed, not only in the perceptual sphere, but also in the field of memory. By the end of preschool age, verbal-logical thinking appears.
An essential feature of preschool age is the emergence of certain relationships between the child and peers, the formation of a “children’s society.” The preschooler’s own internal position in relation to other people is characterized by an increasing awareness of his own “I” and the meaning of his actions, great interest in the world of adults, their activities and relationships.
The peculiarities of the social situation of the development of a preschooler are expressed in the types of activities characteristic of him, primarily in role-playing play. The desire to join the world of adults, combined with the lack of knowledge and skills necessary for this, leads to the fact that the child masters this world in a playful form accessible to him. Particularly favorable conditions for the development of preschool children are created by the system of public preschool education. In preschool institutions, a children's education program is being implemented, the initial forms of their joint activities are taking shape, and public opinion is emerging. As the results of specially conducted studies show, the general level of mental development and the degree of preparedness for learning at school are, on average, higher among children raised in kindergarten than among children who do not attend kindergarten.
1.2 Development of basic properties of perception
In the development of basic forms of perception, two opposing trends are observed. On the one hand, there is an increase in integrity, and on the other, the detail and structure of the perceptual image appears.
The development of perception occurs especially effectively in conditions of specially organized sensory education. When learning to draw, in the process of didactic games, preschoolers are systematically introduced to systems of sensory standards, taught techniques for examining objects, comparing their properties with learned standards. This leads to the child’s perception becoming complete, accurate and dissected.
A special area of development of perception is the formation of aesthetic perception of works of art (paintings, musical plays).
From three to seven years, there is a significant decrease in the thresholds of visual, auditory, and skin-motor sensitivity. Visual acuity increases, the subtlety of distinguishing colors and their shades increases, phonemic and pitch hearing develops, the hand turns into an organ of active touch. But all these changes do not happen by themselves. They are a consequence of the fact that the child masters new perceptual actions aimed at examining objects and phenomena of reality, their diverse properties and relationships. Actions of perception are formed in connection with the mastery of those types of meaningful activities that require identifying and taking into account the properties of objects and phenomena. For the development of visual perception of shape, size, color, productive activities - appliqué, drawing, design - are of particular importance. Tactile perception develops in the process of modeling and manual labor, phonemic hearing - in the process of speech communication, pitch hearing - in music classes.
Thus, preschool age is the initial stage of formation of the subject of cognitive and practical activity. The emerging various kinds of quality formations, such as personal properties, psychological structures of the subject of activity, communication and cognition, the intensive process of socialization of natural forms of the psyche, its psychophysiological functions, create real prerequisites for the transition to the school period of life.
2. Psychological essence of preschooler’s play
2.1 Basic game theories in psychological literature
The enormous importance of play in the lives of young children, the variety of games played by the same children, their similarities among children from different countries and different historical periods have prompted many scientists to seek an explanation of the nature and origin of this amazing children's activity.
Most common in the 19th and early 20th centuries. were the following theories of the game.