Younger school age (from 7 to 10 years)

Younger school age (from 7 to 10 years)

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Younger school age (from 7 to 10 years)

Researchers advise parents in order to prevent possible problems with their studies and to nurture leadership qualities of the child, take the time to give her child to school. Psychophysiology note that after fifteen minutes of sitting in the familiar pose of the school the child five or six years developing angina. Their conclusion – the child must go to school until the full seven years.

School age, as well as all ages, offers a critical, or turning, period. It has long been observed that the child in the transition from preschool to school age very rapidly changing and becoming more difficult in educational terms than before. It is a transitional stage – not even a preschooler and a schoolboy.

The experiences of the child, his wishes and desires of the expression, ie. E. Behavior and activities, usually in preschool still insufficiently differentiated whole. We all highly differentiated, so the behavior of an adult does not seem such a direct and naive as a child’s behavior. When a preschooler takes a crisis, the most inexperienced observer immediately evident that the child suddenly loses its innocence and spontaneity in behavior, relationships with others, he becomes not so clear in all its forms, how it was before.

Everyone knows that the 7-year-old child quickly pulled in length, and it points to a number of changes in the body. Indeed, the child changes dramatically, the changes are deeper and more complex than the changes observed during the crisis three years. Symptoms of this crisis is very diverse. The child begins frills, capricious, walk not as gone before, the behavior there is something ridiculous and artificial, some aquatic, clowning, clowning; He builds himself a jester.

Why is striking is unmotivated clowning? When the child looks at the shiny kettle on whose surface turns ugly image IPT builds grimaces before the mirror, he just has fun. But when he enters the broken walk into the room, squeaky voice says – is not motivated, it strikes the eye. No one will be surprised if a child of preschool age speaks nonsense, jokes, playing, but if he builds himself a jester, and this is the condemnation, not laugh, it gives the impression of unmotivated behavior. These features indicate a loss of spontaneity and naivety, which were inherent in preschoolers.

The external feature of the seven-year child is the loss of the children’s spontaneity, the appearance of his somewhat pretentious, artificial, mannered and stretched behavior.

The most significant feature of the crisis seven years could be called the beginning of the differentiation of the internal and external sides of the child’s personality.

What lies behind the impression of naivety and spontaneity of the child’s behavior before the crisis? The naivety and spontaneity mean that the child looks the same as the inside. One quietly into another one just read us a second detection. What we call the direct actions? In adults, a children’s naivety, spontaneity is very small, and their presence in adults produces a comic impression. For example, the comic actor Charles Chaplin’s different is that, playing serious people, he starts to behave unusually childlike naivety and spontaneity. This is the main condition for its comedy.

The loss of immediacy means entering into our actions intellectual moment, which is wedged between the experience and immediate action, that is the direct opposite of the naive and direct action, peculiar child. This does not mean that the crisis seven years resulting from direct, naive, undifferentiated experience to extremes, but, indeed, in every experience, in every manifestation of it there is some intellectual moment.

One of the most difficult problems of modern psychology and psychopathology of the individual – it is a problem, which could be called the semantic experience.

The restructuring needs and motivations, reassessment of values ​​is the main point in the transition from age to age. This changes and the environment, i.e. child relation to the environment. Another begins to wonder child, other activity occurs in it, and rebuilt the consciousness of the child, if consciousness is understood as the child’s relationship to the environment.

 

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