1. Introduction

2. Heredity, as a reason for the formation of character

3. Characteristics of the character in preschool age

4. Junior school age

5. Character traits in adolescence

6. Youth and its features

7. Crisis 30 years

8. Maturity like, one of the long periods

9. Conclusion

10. References

Introduction:

Literally translated from Greek, character means chasing, imprint. In psychology, character is understood as the totality of individual

Peculiar mental properties that manifest themselves in a person in typical conditions and are expressed in the ways of activity inherent in it in such conditions. Character is formed, developed and changed in the practical activity of a person, reflects the conditions and way of life. Character building begins with early childhood. The first contours of character are outlined, a habitual way of behavior, certain attitudes towards reality begin to take shape. By performing some simple duties, the child learns to respect and love work, to feel responsibility for the task assigned. Under the influence of the requirements of parents and educators, their personal example, the child gradually develops concepts of what is possible and what is not, and this begins to determine his behavior, lays the foundations for a sense of duty, discipline, endurance. Along with the formation, there are also changes in the character of a person at different age stages. This can be traced by examining age intervals. In this paper, we examined the concept of character, ways of its formation, analyzed the character of people of different ages. We studied the influence of heredity on the formation of character. We singled out character traits in adolescence, considered the crisis of 30 years, as well as maturity as one of the important and long periods in life. And in conclusion, we revealed the influence of the environment on the character of a person and his formation.

Heredity is one of the reasons for the formation of character.

Psychologists who adhere to the positions of idealism and mechanism explain the difference by the fact that people are not the same by nature in their hereditary properties. These psychologists consider many or all character traits to be hereditary and therefore do not distinguish them from temperamental properties (Kretschmer, Sheldon). In reality, however, the hereditary properties of an organism are only one of the conditions for the origin of a property of character. The properties of character are determined not by the biological laws of heredity, but by social laws. The hereditary origin of character traits is convincingly rejected in the study of identical twins. The hereditary properties of homozygous twins are exactly the same. Scientists have studied twins who were brought up in different families, differing in their social status, material and cultural level. According to the properties of temperament, such twins are very similar. Meanwhile, according to the properties of character, they differ, and the older, the more. Consequently, even with absolutely identical hereditary properties of the organism, people who develop and grow up in different social conditions develop different properties of character. People are not born truthful or false, lazy or industrious, good or evil people become like that. The dependence of character on living conditions is also confirmed by its physiological basis - conditionally reflex functional states formed due to a certain system of external influences.

Formation of character in preschool age.

In the first years of life, the child does not have a holistic consciousness at all, he is all the time, as it were, half asleep, and only at rare moments does awareness of his own individuality flare up in him. At this stage, the child cannot control anything, but the first rudiments of the future character are laid somewhere here. There is generally such a theory that the character is formed in the first 3-4 years of life, and then it can only be remade.

But at the same time, it cannot be said that in these years the child exactly copies the parental characters. Their characters and the state of their psyche inevitably leave their mark, but how this will affect the future character of the child cannot be predicted.

Copying, on the other hand, begins in later years, when the formation of the core of the personality has already been completed and the process of social adaptation already starts - fitting what is, to what others expect. This is where the child begins to try on those behaviors that he sees in his parents and other close people.

This process, although it takes place in a more or less conscious state, is still not amenable to any control. Everything happens as if by itself. Life sets tasks for the child, and he looks for answers in the way people around him solve such problems.

This is how habits of reaction, moral principles, life ideals are laid. And if this automatic mechanism of adaptation does not give any failure, if the structure of the child's personality does not come into sharp conflict with the personalities of the parents, then the cherry from the apple tree really falls nearby.

In this case, the child simply does not have a pronounced need to separate and isolate himself from his parents. In a certain sense, this

Luck - to be in harmony with your kind and to follow the beaten path is always easier. On the other hand, there is an increasing danger that the future adult will never become an independent person, but will remain only the offspring of his parents for the rest of his life - he will live a simple but boring life.

Also, the formation of character occurs in activities, in the communication of the child with peers and adults. In preschool childhood, such types of activities as play, work, teaching, which provide great opportunities for the formation of moral and volitional qualities of character, receive significant development.

Education of volitional behavior in children is an important task of the teacher. Under the influence of interest in the game, labor activity, in the course of mastering new skills, children become capable of strong-willed efforts, overcoming obstacles. Nevertheless, the insufficient development of volitional processes often manifests itself in the instability of the plan, easy distractibility, and the rejection of the intended goal. This indicates a weak formation of volitional character traits in preschoolers: perseverance, purposefulness, determination, endurance.

The teacher explains to the children the need for strong-willed efforts to accomplish the task, positively assesses diligence, the ability to cope with difficulties, draws attention to this when evaluating the results of work and activities in the classroom.

Given the instability of the behavior of younger preschoolers, the teacher helps them to comply with the established rules of behavior, prevents possible violations, forms the ability to restrain oneself, not to succumb to the negative example of a peer, without any particular sorrows or joys.

In the middle preschool age, children become more capable of volitional behavior, especially in conditions when activities are of interest to them. Thus, a restless child who easily abandons a goal performs a task with concentration, being included in interesting game, acting in a role that obliges to show restraint and perseverance.

The educator often puts older preschoolers in conditions that require independent implementation of the rules of behavior in order to form their ability to choose right action and deeds. Courage is an important character trait. It is always associated with the child's self-confidence, the ability to consciously overcome fear. Courage helps to show initiative, determination, activity.

Formation of character in children at primary school age.

Going to school brings a significant change in the life and activities of the child. Educational activity makes its own demands on the child, developing in him certain organized forms of behavior, making great changes in his activity and his relations with others. A child of this age begins to realize himself as a member of a team engaged in certain socially significant activities, which is recognized by all those around him.

Educational activity puts the child in new relationships with people with comrades, teachers, parents. All this makes changes in the habitual relationships that developed before entering the school.

The child realizes that attitudes towards him, towards his activities have changed on the part of adults, on the part of parents; new activity changes his relationship with his comrades, changes his attitude towards himself.

In connection with the emergence of a new leading activity - teaching, there are also new motives associated with educational activities: motives of duty, responsibility, interest. In the process academic work schoolchild, complicating relations with people, the educational work of the teacher creates conditions for the development of the student necessary qualities which would later become the basis of his character.

In the process of education, you can shape the character of the child, you can change and eliminate negative traits his character and instill positive. There is no childish character that cannot be brought up and re-educated; for this, it is only necessary to create conditions for education and be sure to take into account the individual characteristics of the child.

Taking into account the positive and negative behavior of the student, having learned what the student can and how he can do, how he manifests himself in a certain environment, taking into account the influence that others have on the student, the teacher will be able to influence the formation of the student’s positive character traits, putting him in certain conditions and organizing its activities. The following main ways of educating the character of a student are outlined:

1) The formation of a communist worldview, beliefs as the basis of character. The communist orientation of the individual is determined by the wealth of knowledge, practical activity, and is expressed in the life aspirations of a person. In the upbringing of the communist orientation of the individual, training, ideological and political education, right relationship people in everyday life, which create an objective basis for the formation of character traits.

2) Organization of activities (educational, gaming, labor), during which a person practically masters the rules of behavior. Educators create special conditions for exercises and consolidation of the correct forms of behavior and actions in creative work, in collective work of social importance.

3) Creation of a purposeful team and good collectivistic relations between people. In the struggle of the team to achieve the goals set in overcoming difficulties, positive personality traits are formed.

4) The educational value of the example of the people with whom a person lives, studies and works. The example of noble people of our heroic era, the example of literary heroes, comrades, parents and educators is the psychological basis of intentional or unintentional imitation, is reflected in the actions, relationships and behavior of a person.

5) Self-education when a person knows the strengths and weaknesses of his character and can outline ways to form positive character traits in himself is of great importance for character education.

Ways and forms of educating the character of a schoolchild.

The educative nature of primary education enables the child to gradually assimilate the moral requirements that he must comply with as a member of socialist society. In the process of reading, during conversations, in a bright and interesting form that evokes certain positive emotions, the child learns, in accordance with his age, certain norms. public behavior, public relations. The student gets acquainted with glorious deeds, deeds, labor feats of arms Soviet people, admires them and wants to be like that himself, he emotionally experiences what he hears and reads about, and this is especially imprinted in his memory. The child knows about the direction of people's activities, he has a desire to follow these people, but he still lacks skills and practical experience.

The moral requirements assimilated by children, their understanding must be connected with the moral practical experience of schoolchildren. From grade I, children learn the principles of morality well: man is a friend, comrade and brother to man. One for all and all for one.

The inclusion of the child in practical matters (helping at home, helping comrades), monitoring their implementation, discussing these matters creates conditions for children to acquire moral experience, to consolidate the experience of behavior, which gradually becomes habitual, becomes a character trait.

These initial foundations of moral experience are very essential for the further formation of character.

Studying the character of a child is a long process. If the teacher systematically observes this or that student, he must keep a record of his observations, collecting various materials about the activity and behavior of the child, about his attitude to work, to the people around him, to his comrades, to himself. It is necessary to carefully study the manifestation of the child's volitional character traits.

When studying students, one should remember the words of K. D. Ushinsky: “The educator should strive to know a person as he really is, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great spiritual requirements” .

Features of the development and education of students of secondary school (adolescent) age.

The boundaries of adolescence roughly coincide with the education of children in the VVIII grades of secondary school and cover the age from eleven to twelve to fourteen and fifteen years old, but the actual entry into adolescence may not coincide with the transition to the fifth grade and occur a year earlier or later. The special position of adolescence in the cycle child development reflected in its other names "transitional", "difficult", "critical". They recorded the complexity and importance of the developmental processes occurring at this age, associated with the transition from one era of life to another. The transition from childhood to adulthood is the main content and specific difference of all aspects of development in this period of physical, mental, moral, social development. Qualitatively new formations are emerging in all directions, elements of adulthood appear as a result of the restructuring of the body, self-consciousness, such as relationships with adults and comrades.

However, the process of becoming a new one is extended in time. It depends on many conditions and therefore can occur unevenly along the entire front. This determines, on the one hand, the coexistence of "childhood" and "adulthood" in a teenager, and, on the other hand, the presence in adolescents of the same passport age of significant differences in the levels of development of various aspects of adulthood. This is due to the fact that in the circumstances of the life of modern schoolchildren there are moments of two kinds: 1) hindering the development of adulthood (the employment of children only by teaching in the absence of most other permanent and serious responsibilities, the tendency of many parents to free children from domestic work, worries and sorrows, to patronize everyone); 2) moments of growing up (a huge flow of information, acceleration of physical development and puberty, the high employment of many parents and, as a possible consequence of this, early independence of children).

All this causes a huge variety of conditions that determine development, and hence the diversity of manifestations and significant differences in the development of certain aspects of adulthood. For example, in the 7th grade there are boys who still have a childlike appearance and interests, but there are also very adult guys who have already joined some aspects of adult life; there are "intellectuals" with stable meaningful interests, but there are teenagers without such interests, who are not able to independently assimilate even educational material; there are those who are carried away only by communication with comrades and sports, with unclear plans for the future, while others have already begun conscious preparation for their future profession; some girls study with enthusiasm, are interested in many things, read a lot, while others think only about fashion and boys; some guys became spoiled egoists, while others themselves took the position of mother's helper and support at home, and so on.

The general direction in the development of adolescent adulthood can be different, and each direction can have many options. For example, for one "intellectual" books and knowledge are the main thing in life, but in many other respects he is a "child"; another, also a cool "intellectual" at home, reads articles on electronics and is passionate about radio engineering, but messes around in the classroom, is extremely busy with the question of matching his appearance to fashion and above all appreciates communication with older guys with whom you can talk about everything, from the meaning of life to the question of the best barbershop; the third "intellectual" is not particularly attracted by adulthood in its external manifestations, but he intensively cultivates the qualities of masculinity in himself, and in relations with girls he behaves, in their opinion, like a child pulling his tie, shaggy hairstyles. In these three options, similar in one parameter, the development of adulthood occurs in different ways, and at the same time, life values that are different in content are formed. The importance of adolescence is determined by the fact that it lays the foundations and outlines the general direction in the formation of the moral and social attitudes of the individual. In adolescence, their development continues.

Adolescence is considered difficult and critical. Such an assessment is due, firstly, to the numerous qualitative changes taking place at this time, which sometimes have the character of a radical breakdown of the child’s former characteristics, interests and relationships; this can happen in a comparatively short time, is often unexpected, and imparts a spasmodic, stormy character to the process of development. Secondly, the ongoing changes are often accompanied, on the one hand, by the appearance in the adolescent himself of significant subjective difficulties of a different order, and on the other hand, difficulties in his upbringing: the adolescent does not give in to the influences of adults, he develops different forms disobedience, resistance and protest (stubbornness, rudeness, negativism, obstinacy, isolation, secrecy). For more than half a century, there has been a theoretical debate about the role of biological and social moments in the occurrence of phenomena. critical development in adolescence.

Youth (from 2023 to 30 years).

Youth covers the period of life from the end of adolescence from 2023 years to about 30 years, when a person "is more or less established in adulthood" (A.V. Tolstykh). The upper limit of youth is extended by some authors to 35 years. Youth is the time of creating a family, the time of mastering the chosen profession, determining the attitude to public life and one's role in it. Youth is the time for optimism. A person is full of strength and energy, the desire to achieve their goals and ideals. In youth, the most complex types of professional activity are most accessible, communication takes place most fully and intensively, relationships of friendship and love are most easily established and most fully developed. Youth is considered the best time for self-realization.

main aspects of life. Love and family.

Youth is the age of love. It is characterized by an optimal combination of psychological, physiological, social and other factors that favor the choice of a life partner and the creation of a family. This is the age of greatest sexual activity, the time when a woman's body is better adapted to the birth of her first child. People most easily get to know and adapt to the conditions of living together also in their youth. People who did not create families before the age of 2830, in the future, as a rule, are no longer able to do this. They get used to living alone, become unnecessarily demanding of another person, they develop rigidity of habits, often making it very difficult life together. Creating a family is extremely important for personal development. How family life develops depends largely on general development a person's spiritual growth, development of abilities. Great importance has children. The whole structure and way of family life is changing, the spouses have new responsibilities, new aspects of responsibility to each other and a new common responsibility for the fate of the person to whom they gave life. The choice of a life partner and the creation of a family is one of the sides of the social situation of development in youth. The activity corresponding to this situation is one of the main aspects of life. Despite the sensitivity of youth to the creation of a family and all the favorable factors accompanying this age, the task of choosing a life partner is not always solved successfully. More than 50% of divorces occur at a young age. The notorious "they did not get along" is the most common wording in the dissolution of a marriage.

Crisis 30 years. The problem of the meaning of life.

Around the age of 30, most people experience a crisis. People's idea of their life changes, often even the former way of life is destroyed. “For a person on the border of the third decade of his life, introspection is of particular importance. Looking back at the path traveled, the individual sees how, with an established and outwardly prosperous life, his personality is not perfect. AV Tolstykh).A person is "fettered" by family, profession, habitual way of life. Having found himself and established himself in adult life, he suddenly realizes that he is actually facing the same task of finding himself in the new circumstances of life, commensurating in this case the scale of his personality with new perspectives and new limitations, which he saw only now.

So, the crisis of 30 years arises due to the unrealized life plan. If, at the same time, values are also rethought, then we are talking about the fact that the life plan turned out to be wrong in general.

The crisis of 30 years is often called the crisis of the meaning of life. The search for the meaning of existence is associated with this period. This quest, like the whole crisis, marks the transition from youth to maturity. V. Frankl writes: "Today's patient no longer suffers so much from a feeling of inferiority, but from a deep sense of loss of meaning, which is connected with a feeling of emptiness."

Consent with the world, the ability to be oneself is the motive, the deprivation of which turns into a loss of the meaning of life. A complete loss of the meaning of life is possible when there is not a single significant essential motive in the life world. Only essential motives are adequate according to the person with the world, only in the essential aspects of life does he become himself. The more such sides in his life, the less his existential problems.

Maturity.

Maturity is the longest period of life for most people. Its upper limit is defined differently by different authors: from 5055 to 6570 years. According to E. Erickson, maturity covers the time from 25 to 65 years, i.e. 40 years. Maturity is considered to be the time of the full flowering of the personality, when a person can realize his full potential, achieve the greatest success in all areas of life. This is the time to fulfill your human destiny.

Features of personality development. professional productivity.

In maturity, as in youth, the main aspects of life are professional activities and family relationships. But if in youth it included mastering the chosen profession and choosing a life partner, then in maturity it is the realization of oneself, the full disclosure of one's potential in professional activities.

The most important feature of maturity is the awareness of responsibility for the content of one's life to oneself and to other people.

The development of the personality of a mature person requires getting rid of unjustified maximalism, characteristic of youth and partly youth, a balanced and versatility approach to life problems, including issues of one's professional activity. The accumulated experience, knowledge, and skills are of great value for a person, but they can also create difficulties for him in perceiving new professional ideas, hinder the growth of his creative abilities. Past experience, in the absence of reasonable flexibility and versatility, can become a source of conservatism, the rigidity of the unpleasantness of everything that does not come from oneself. Time perspective expands with age. In maturity, changes in time perspective are associated with a different sense of the flow of time, which can subjectively speed up and slow down, shrink and stretch.

With age, the value of time changes, "personal time" becomes more and more significant, thanks to the development of self-awareness, awareness of the finiteness of one's existence and the need to realize one's capabilities over a not so long life. Psychological time is filled with events, future goals and motives deployed in the present activity. The time that contained many impressions, achievements, events, etc. is perceived as fast-flowing, and having become a psychological past, it seems to be continuous.

Character is manifested and formed in the deeds and actions of a person. Hence the important rule of character education: it is impossible to form character by words, explanations, instructions and persuasions that are not realized in deeds and do not serve as a model, a guide for subsequent actions. But one should not underestimate the word as a force that educates the character of a person. Also, it is absurd to refer to a person's character as an excuse for bad and wrong deeds. Character is not an innate quality of a person; it is created, formed and transformed throughout life. A person himself participates in the development of his character and must always bear responsibility for it.

Bibliography:

1. Bozhovich L.I. Personality and its formation in childhood(M, "Enlightenment", 1968) - 108p.

2. Problems of psychology of the modern teenager, Ed. DI. Feldstein. (M., "Enlightenment" 1982.) - 24 pp.

3. Age and pedagogical psychology./ Ed. A.V. Petrovsky. (M., "Enlightenment", 1973.) - 8083str.

4. Khukhlaeva O.V. Developmental psychology: youth, maturity, old age: Proc. Allowance for students. institutions of higher education. (M., "Academy" 2002) - 208 p.

5. Dubrovina I.V. “Formation of personality in the transitional period from adolescence to youth” (Moscow, 1987) - 47 pages.

6. Nemov R.S. “Psychology of Development” (M., “Enlightenment”, 1998) 51str.

7. FREUD Anna “I” and PROTECTIVE MECHANISMS” (Moscow, 1993) 102p.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

I. Theoretical foundations of the character and features of its formation

1.1 The essence of the concept of nature and features of its formation

1.3 Features of character formation in preschool age

I.I Formation of the character of preschool children

2.1 Psychological methods character of children

2.2 The study of personal status in the structure of interpersonal relations in a group

Conclusion

List of sources used

Annex A

Annex B

Introduction

The word "character" is common. When do we use it? First, when we want to evaluate a person's behavior. Second, when it comes to non-random for this person features of his behavior, but about permanent, habitual forms of behavior for him. A cowardly person may one day take a decisive action; a polite person can break loose and say a rude word, but we will call decisive or rude only one for whom the corresponding form of behavior is usual and constant, and not random and unexpected. Thirdly, we use the word “character” when we are talking about such forms of behavior that express a person’s personality, his attitude to the world (after all, it would never occur to anyone to call the habit of daily brushing your teeth or doing morning exercises a character, although this is a familiar form human behavior).

We are talking about behavior, moreover, habitual behavior and behavior in which a person’s personality is expressed.

Personality properties, expressing a person's attitude to reality, always form a kind of peculiar combination, which is not the sum of individual features of a given person, but a single whole, which is called a person's character.

The word "character" of Greek origin and in translation means "feature", "sign", "sign", "feature".

Character is an individual combination of essential personality traits that show a person’s attitude to the world around him and are expressed in his behavior and actions.

Character is an attitude fixed in habitual forms of behavior. Noting that a person has such and such a character, we thereby reveal the system of his relations to reality and at the same time a fixed, habitual image of his behavior in a certain situation as a way of implementing these relations. For example, if we note that sensitivity is a feature of the character of a given person, then by doing so we indicate what his attitude towards people is and at the same time what his behavior is in a certain situation and, therefore, what actions can be expected from him in appropriate conditions.

Character is interconnected with other aspects of the personality, in particular with temperament and abilities. Temperament affects the form of manifestation of character, peculiarly coloring one or another of its features. Thus, perseverance in a choleric person is expressed in vigorous activity, in a phlegmatic person - in calm efficiency. Diligence is the same: the choleric person works energetically, passionately, the phlegmatic person works methodically, slowly. On the other hand, the temperament itself is rebuilt under the influence of character: a person with a strong character can suppress some of the negative aspects of his temperament, control its manifestations. Ability is inextricably linked with character. A high level of abilities is combined with such character traits as collectivism - a sense of unity with the team and a desire to work for its benefit, high demands on oneself, and the ability to be critical of one's work. The level of abilities is associated with the ability to persistently overcome difficulties, not to lose heart under the influence of failures, to work in an organized manner, to show initiative.

Character in the narrow sense of the word is defined as a set of stable properties of an individual, in which the ways of his behavior and ways of emotional response are expressed.

Character is a lifetime education. That is, it is formed after the birth of a person. The origins of a person's character and the first signs of its manifestation should be sought at the very beginning of life.

The formation of character occurs in groups that are different in their characteristics and level of development. This is a family, a group of friends, a work team and others. Depending on which group is dominant for the individual and what values this group supports, a person develops appropriate character traits.

The conditions in which the formation of a personality takes place determine the importance of studying the problems of educating preschool children in need of psychological support and assistance. Every year there is an increase in children with learning difficulties, which manifest themselves already in kindergarten. Often these children are hyperactive. Such children are under medical supervision, which does not always lead to positive changes. Correction of disorders associated with hyperactivity involves the joint efforts of doctors, psychologists and educators.

The actual problem in this case is the provision psychological help preschool children, since during this period age-related (ontogenetic) difficulties are superimposed on the typology of hyperactivity.

An objectresearch: features of the formation of the character of preschoolers.

Thingresearch: character of preschoolers.

Target term paper: study of the formation of the character of preschool children.

Objectives of the course work:

1. Expand the concept of character.

2. To study the features of character formation.

3. Consider the features of character formation in preschool age.

Hypothesis. If there are deviations in the development of character according to the hyperactive type, then it is possible to correct the child's behavior.

I. Theoretical foundations of the character and features of its formation

1.1 The essence of the concept of character and features of its formation

The word "character" in Greek means "seal", "chasing". In the character, as it were, the main, most essential features of a given personality are imprinted, minted, which are steadily manifested in human behavior. Thus, character can be defined as a hierarchized, ordered set of stable individual psychological characteristics of a person, which are formed in the process of life and manifest themselves in the ways of a typical reaction of a person in activity, behavior and communication.

Character traits are manifested in life, at work, in his actions in various situations. Depending on the characteristics of the character, people can react differently, for example, to failure in a particular type of activity. One, having failed, falls into despondency, the other simply refuses to solve the problem and happily takes on something else, the third - failure will only spur him on, and he will get down to business with even greater energy and perseverance.

When we say that character traits are stable personality traits, we certainly should not understand this as immutability of character traits. In the process of life, certain character traits can undergo certain, sometimes significant changes. However, character traits cannot change quickly and easily, such as, for example, a person's mood. Change of character is most often a complex and lengthy process. Character can change under the influence of a new experience of human life, as well as as a result of purposeful education and self-education of the individual.

Character is closely connected with the system of relations of the individual to the world, to the surrounding reality. Sometimes they even say that character is a certain system of human relations, only these relations have become quite stable. Still, there is an important difference between the character and attitude of a person to something. Human relationships are, in general, more dynamic, more mobile, and character traits are more unchanged, more static.

In psychology, it is customary to distinguish the following groups of human relations: attitude towards other people, attitude towards oneself, attitude towards the world of things and phenomena, attitude towards business. It is easy to see that various character traits are indeed associated with certain relationships. For example, enthusiasm, independence, diligence are connected with the attitude to business; egocentrism, narcissism, insecurity, shyness reflect the attitude towards oneself; benevolence, altruism, responsiveness or, conversely, aggressiveness, callousness, intolerance express attitude towards other people. The same example can be used to clearly show the differences between the psychological theory of character and the psychological theory of relationships. From the point of view of character theory, responsiveness, sensitivity, for example, is a stable personality trait of a certain person, which invariably manifests itself in specific life situations. From the point of view of the theory of relations, one and the same person can show high responsiveness, sensitivity towards some people, and at the same time demonstrate patterns of callousness, insensitivity towards other people. Features of character traits are extremely diverse. But the features of personality relationships are even more diverse and variable.

In character psychology, there is the concept of "character accentuation". The concept of "accentuation" was first introduced by the German psychiatrist and psychologist Karl Leonhard. He also developed and described the well-known classification of types of personality accentuation. In our country, another classification has become widespread, proposed by the famous child psychiatrist A.E. Lichko. However, in both approaches, a common understanding of the meaning of accentuation is preserved.

In the most concise form, accentuation can be defined as the disharmony of character development, the hypertrophied severity of its individual features, which causes an increased vulnerability of the individual to a certain kind of influence and makes it difficult to adapt to some specific situations. Accentuation is not a pathology, but an extreme version of the norm.

Types of character accentuation:

Hyperthymic type. A noticeable feature is the constant (or frequent) stay in high spirits, even in the absence of any external reasons for this, which is combined with high activity, a thirst for activity. They are sociable, talkative, look at life optimistically, despite the obstacles.

Stuck type. Differs in high stability of affect, duration of experiences. An insult to personal interests and dignity is usually not forgotten for a long time and is never forgiven just like that: vindictive, vengeful. The experience of affect is often combined with fantasizing, carrying out a plan of revenge, they can be called sensitive and vulnerable.

Emotive type. High sensitivity and deep reactions in the area of subtle emotions. Kindness, kindness, sincerity, emotional responsiveness are characteristic. All these features are visible and constantly manifested in the external reactions of the individual in various situations. characteristic feature is increased tearfulness.

Pedantic type. Well-marked external manifestations of this type are increased accuracy, craving for order, indecision and caution. Obviously, behind the external pedantry is the unwillingness and inability to change quickly, to accept responsibility.

Anxious type. Main Feature is increased anxiety about possible failures, concern for their own fate and the fate of loved ones. At the same time, there are no objective reasons for such concern or they are insignificant. They are distinguished by timidity, sometimes with a manifestation of humility. Constant alertness to external circumstances is combined with self-doubt.

cyclotymic type. The most important feature is the change of hyperthymic and dysthymic states. Such changes are frequent and systematic. Joyful events cause not only joyful emotions, but also a thirst for activity, increased talkativeness, and activity. Sad events are not only grief, but also depression. In this state, slowness of reactions and thinking is characteristic.

Demonstrative type. A feature of such a person is the need and constant desire to impress, attract attention, be in the center. This manifests itself in vain, often in deliberate behavior, in such traits as self-praise, perception and presentation of oneself as the central character of any situation.

Excitable type. A feature is pronounced impulsive behavior. The manner of behavior and communication to a large extent does not depend on logic, but is due to impulse, attraction, instinct, or uncontrollable impulses. Extremely low tolerance.

Dysthymic type. The antipode of hyperthymia. Concentrated on the gloomy, sad sides of life. This is manifested in everything: in behavior, in communication, and in the peculiarities of the perception of life, events and other people. Usually these people are serious by nature. Activity, and even more so hyperactivity, is not characteristic of them.

exalted type. The main feature is a violent, exalted reaction to what is happening. They are easily delighted with joyful events and despair with sad ones. They are distinguished by extreme impressionability about any event or fact. At the same time, inner impressionability and a tendency to experiences find a vivid external expression in their behavior.

Character formation begins at an early age. In the first years of life, the child does not have a holistic consciousness at all, he is all the time, as it were, half asleep, and only at rare moments does awareness of his own individuality flare up in him. At this stage, the child cannot control anything, but the first rudiments of the future character are laid somewhere here. There is generally such a theory that the character is formed in the first 3-4 years of life, and then it can only be remade. But at the same time, it cannot be said that in these years the child exactly copies the parental characters. Their characters and the state of their psyche inevitably leave their mark, but how this will affect the future character of the child cannot be predicted. Copying, on the other hand, begins in later years, when the formation of the core of the personality has already been completed and the process of social adaptation already starts - fitting what is, to what others expect. This is where the child begins to try on those behaviors that he sees in his parents and other close people. This process, although it takes place in a more or less conscious state, is still beyond any control. Everything happens as if by itself. Life sets tasks for the child, and he looks for answers in the way people around him solve such problems. This is how habits of reaction, moral principles, life ideals are laid. And if this automatic mechanism of adaptation does not give any failure, if the structure of the child's personality does not come into sharp conflict with the personalities of the parents, then the cherry from the apple tree really falls nearby. In this case, the child simply does not have a pronounced need to separate and isolate himself from his parents. In a certain sense, this is luck - it is always easier to be in harmony with your family and follow the beaten path. On the other hand, the danger increases that the future adult will never become an independent person, but will remain only the offspring of his parents for life - he will live a simple but boring life, without any particular sorrows or joys.

In another situation, when for one reason or another the child cannot get along with the parental system of values, psychological tension arises, which is resolved either by rebellion against the parents, or by a complete separation from them.

In the first case, the opposite type of character is formed, which in essence differs little from simply copying the parental lifestyle. Rebellion expresses the same unconscious dependence on parents as complete submission to them. In both cases, the character is formed defective and one-sided. Hatred of parents is the same blind feeling as unconditional love for them.

In the second case, when the contradiction between the innate properties of the child's personality and the character of the parents breaks through to the conscious level, there is a real separation from the old roots, and the development of an independent new personality begins. This is how a new clan, a new “surname”, a new line of life arises. However, there is no need to go to extremes. It is pointless for parents to stimulate the process of separation, and it is also pointless for children to force separation from their roots. Where there really is a need to create one's own separate pack, there is no question of whether this is possible or not - isolation here becomes a necessity on the verge of survival.

Attempts to investigate character have been made since time immemorial. An independent doctrine of character was formed - characterology, which has a long history of its development. The most important problems of this doctrine for centuries have been the identification of character types and their determination by external manifestations in order to predict human behavior in various situations. The typology of characters, as a rule, is based on the existence of certain typical features. Typical are traits and manifestations of character that are common and indicative for a certain group of people. Accordingly, the type of character should be understood as an expression in the individual character of traits common to a certain group of people. It should also be noted that all typologies of human characters, as a rule, proceed from a number of general ideas.

1. The character of a person is formed relatively early in ontogenesis and manifests itself as a more or less stable personality formation throughout the rest of life.

2. Combinations of personality traits that are part of a person's character are not random.

3. Most people, in accordance with their main character traits, can be divided into typical groups.

One such attempt is to explain the character and actions of a person by the date of his birth. A variety of ways to predict the fate and character of a person, built on this principle, are called horoscopes. Another similar attempt was to connect the character of a person with his name.

Physiognomy (from the Greek physis - nature, gnomon - knowing) - the doctrine of the relationship between the external appearance of a person and his belonging to a certain type of personality, had a significant impact on the study of character. main idea This doctrine is based on the assumption that the psychological characteristics of a person belonging to one type or another can be established by external signs. The most famous was the physiognomic system of I.K. Lavater, who considered the study of the structure of the head, the configuration of the skull, facial expressions, and so on as the main way of knowing the human character.

Palmistry has no less famous and rich history than physiognomy. Palmistry (from the Greek cheir - hand and manteia - divination, prophecy) is a system for predicting a person's character traits and his fate according to the skin relief of the palms. Scientific psychology rejects palmistry, however, the study of finger patterns in connection with heredity gave impetus to the emergence of a new branch of knowledge - dermatoglyphics. Moreover, the emergence of the direction was predetermined by scientific research. So, in the process of research, it was found that the formation of the pattern of the palms of each person, as well as the development of the brain, occurs in the third or fourth month of intrauterine development and is due to the same influence of the gene set of the parents or chromosomal abnormalities of the fetus. Therefore, finger patterns should be considered rather as an anatomical or physiological feature of the body, and dermatoglyphics can be put on a par with the constitutional direction of characterology, a prominent representative of which is E. Kretschmer.

Kretschmer singled out and described the four most common types of body structure, or constitution, of a person. In accordance with the type of physique, he identified three main types of temperament. In addition, he attempted to explain human behavior by relating it to body type. As a result, he concluded that body type is somehow associated with a tendency to mental illness. For example, manic-depressive psychosis is most often ill with extremely pronounced features of a picnic. Asthenics and athletics are more prone to schizophrenic diseases. Although Kretschmer did not have scientifically substantiated evidence of his idea, practical experience shows that there is a certain relationship between character type and physique, for example, people with a certain type of body structure have accentuations of the corresponding character traits.

The typology of character, built on a person's attitude to life, society and moral values, is widely known. Its author is E. Fromm, who called this classification a social typology of characters. “Social character,” writes Fromm, “contains ... a selection of traits, an essential core of the character structure of most members of the group, which has developed as a result of the basic experience and way of life common to this group.” According to the author of this concept, the social character determines the thinking, emotions and actions of individuals. The various classes and groups of people that exist in society have their own social character. On its basis, certain social, national and cultural ideas develop and gain strength. However, these ideas are in themselves passive and can become real forces only when they meet special human needs.

Summarizing the observational data on the behavior of various people and correlating them with the practice of working in the clinic, E. Fromm deduced the following main types of social characters.

1. "Masochist-sadist" This type of person who tends to see the causes of their successes and failures in life, as well as the causes of observed social events, not in the prevailing circumstances, but in people. In an effort to eliminate these causes, he directs his aggression towards the person who seems to him to be the cause of failure. If it is about himself, then his aggressive actions are directed at himself; if other people act as a cause, then they become victims of his aggressiveness. Such a person does a lot of self-education, self-improvement, "remaking" people "for the better." With his persistent actions, exorbitant demands and claims, he sometimes brings himself and others to a state of exhaustion. Such a person is especially dangerous for others when he gains power over them: he begins to terrorize them, proceeding from "good intentions". Characterizing such people as a psychiatrist, Fromm wrote: "The most frequently manifested masochistic tendencies are a feeling of inferiority, helplessness, insignificance." Masochist people tend to belittle and weaken themselves, revel in self-criticism and self-flagellation, make unthinkable vain accusations against themselves, in everything and, above all, try to take the blame on themselves, even if they have nothing to do with it.According to Fromm, people of this type, along with masochistic tendencies, almost always have sadistic tendencies.They are manifested in the desire to make people dependent on themselves, acquire complete and unlimited power over them, exploit them, inflict pain and suffering on them, enjoy the way they suffer. This type of person was called by Fromm an authoritarian personality. Such personality traits were characteristic of many famous despots in history; Fromm included among them Hitler, Stalin and a number of other famous historical figures.

2. "Destroyer". It is characterized by pronounced aggressiveness and an active desire to eliminate, destroy the object that caused frustration, the collapse of hopes in this person. “Destructiveness,” writes Fromm, “is a means of getting rid of an unbearable feeling of impotence.” Destructiveness as a means of resolving their life problems is usually addressed by people who experience a sense of anxiety and powerlessness, are limited in the realization of their intellectual and emotional capabilities. During periods of great social upheavals, revolutions, upheavals, they act as the main force that destroys the old, including culture.

3. "Conformist-machine". Such an individual, faced with intractable social and personal, life problems, ceases to "be himself." He unquestioningly submits to circumstances, society of any type, the requirements of a social group, quickly assimilating the type of thinking and mode of behavior that is characteristic of most people in a given situation. Such a person almost never has either his own opinion or a pronounced social position. He actually loses his own "I", his individuality and is used to experiencing exactly the feelings that are expected of him in certain situations. Such a person is always ready to submit to any new authority, if necessary, quickly and without problems changes his beliefs, not particularly thinking about the moral side of such behavior. This is a type of conscious and unconscious opportunist.

It should be noted that in the process of constructing various psychological concepts, character is often associated with temperament, and in some cases these concepts are confused. V modern science among the dominant views on the relationship of character and temperament, 4 main approaches can be distinguished.

First, very often there is an identification of character and temperament. An example of this is the concept of E Kretschmer, who connected body type with temperament and behavioral characteristics.

Secondly, in some psychological concepts one can find the opposition of character and temperament. Moreover, most often in these concepts, the antagonism of character and temperament is emphasized.

Thirdly, studying psychological concepts, we can meet with the opinions of various researchers that temperament is an element of character, its core, an invariable part. For example, this point of view was held by S.L. Rubinstein.

The existence of these approaches is due to the biosocial nature of man. On the one hand, it is indisputable that the character is formed after the birth of a person, in the process of his interaction with the social environment. However, on the other hand, no one will deny that the physiological characteristics of the body still leave an imprint on the personality.

It must be said with all certainty that the recognition of the genetic prerequisites of a character in no way means the approval of its genetic predetermination. According to the provisions of modern genetics, only the “reaction rate” is inherited, that is, a set various ways response to environmental influences. The way in which genetic prerequisites take shape in real psychological traits or properties depends on the interactions of these prerequisites and environmental conditions. Therefore, when discussing the problem of character formation, neither genetic nor environmental factors can be discounted.

The study of extreme character anomalies suggests that in some cases a relatively greater contribution to the design of anomalies is made by the genotypic factor, in other cases - by the environmental factor. Thus, in the psychiatric literature, "true" or "nuclear" psychopathy is described, in the origin of which a decisive role is assigned to unfavorable heredity. In these cases, it is possible to establish the presence of the same type of character in the parents and relatives along the lateral lines. There is also an early manifestation of character anomalies and their relative invariability throughout life. Finally, it has been established, and it is important to emphasize that psychopathy can occur even under the most favorable conditions of education. At the same time, cases of the exact opposite meaning are known: exceptionally difficult social conditions with a completely normal initial background can lead to the formation of psychopathy. The same role can be played by biologically harmful environmental influences (brain injuries, infections), especially those early period. Finally, the middle position is occupied by cases (they are the majority) in which, according to A.E. Lichko, “the seeds of bad environmental influences fell on the endogenously prepared soil suitable for them,” that is, with a genetic predisposition, the child finds himself in conditions of unfavorable upbringing, which leads to the sharpening of certain character traits.

So, the analysis of the problem of "biological foundations of character" leads us to the following conclusions.

First, the determinants of character traits should be sought both in the characteristics of the genotypic background and in the characteristics of environmental influences.

Secondly, the degree of relative participation of genotypic and environmental factors in the formation of character can be very different.

Thirdly, genotypic and environmental influences on character can, so to speak, be summed up algebraically: with an unfavorable combination of both factors, character development can give strong degrees of deviation up to pathological forms; with a favorable combination, even a strong genotypic predisposition to an anomaly may not be realized, or at least not lead to pathological character deviations.

All these conclusions are very important for psychology. In particular, they force us to put forward as a very urgent task of early diagnosis of character deviations in children and the study special conditions education, taking into account and, possibly, correcting these deviations.

Each type of character is not a random conglomerate of properties; a certain pattern emerges in their combinations; or "logic". Tracing this logic is an important task psychological research, whose solution is advanced, unfortunately, is far from enough.

Close to the classifications of A.E. Lichko is a typology of characters proposed by the German scientist K. Leonhard. This classification is based on an assessment of the style of communication of a person with other people and represents the following types of characters as independent:

1. Hyperthymic type. He is characterized by extreme contact, talkativeness, expressiveness of gestures, facial expressions, pantomimes. Such a person often spontaneously deviates from the original topic of conversation. He has episodic conflicts with people around him because of an insufficiently serious attitude to his official and family responsibilities. People of this type are often the initiators of conflicts themselves, but are upset if others make comments to them about this. Of the positive features that are attractive to communication partners, people of this type are characterized by vigor, a thirst for activity, optimism, and initiative. At the same time, they also have some repulsive features: frivolity, a tendency to immoral acts, increased irritability, projectionism, and an insufficiently serious attitude to their duties. They can hardly endure the conditions of strict discipline, monotonous activity, forced loneliness.

2. Disty type. He is characterized by low contact, reticence, and a dominant pessimistic mood. Such people are usually homebodies, burdened by a noisy society, rarely come into conflict with others, lead a secluded life. They highly value those who are friends with them, ready to obey them. They have the following personality traits that are attractive to communication partners: seriousness, conscientiousness, a heightened sense of justice. They also have repulsive features. This is passivity, slowness of thinking, slowness, individualism.

3. Cycloid type. He is characterized by fairly frequent periodic mood swings, as a result of which the manner of communicating with people around him also often changes. In a period of high mood - such people are sociable, and in a period of depression - closed. During a spiritual upsurge, they behave like people with a hyperthymic character accentuation, and during a recession, they behave like people with a dysthymic accentuation.

4. Excitable type. This type is characterized by low contact in communication, slowness of verbal and non-verbal reactions. Often such people are boring and gloomy, prone to rudeness and abuse, to conflicts in which they themselves are an active, provocative side. They are quarrelsome in the team, powerful in the family. In an emotionally calm state, people of this type are often conscientious, accurate, love animals and small children. However, in a state of emotional arousal, they are irritable, quick-tempered, and have poor control over their behavior.

5. Stuck type. He is characterized by moderate sociability, tediousness, a tendency to moralize, and taciturnity. In conflicts, such a person usually acts as an initiator, an active party. He strives to achieve high performance in any business he undertakes, makes high demands on himself, is especially sensitive to social justice, at the same time is touchy, vulnerable, suspicious, vengeful, sometimes overly arrogant, ambitious, jealous, makes exorbitant demands on loved ones and on subordinates at work.

6. Pedantic type. A person of this type rarely enters into conflicts, acting in them as a passive rather than an active side. In the service, he behaves like a bureaucrat, presenting many formal requirements to those around him. At the same time, he willingly concedes leadership to other people. Sometimes he harasses the household with excessive claims to accuracy. Its attractive features are conscientiousness, accuracy, seriousness, reliability in business, and repulsive and conducive to conflicts - formalism, tediousness, grumbling.

7. Alarm type. People of this type are characterized by low contact, timidity, self-doubt, and a minor mood. They rarely come into conflict with others, playing a mostly passive role in them, in conflict situations they seek support and support. Often they have the following attractive features: friendliness, self-criticism, diligence. Due to their defenselessness, they also serve as "scapegoats", targets for jokes.

8. Emotive type. These people prefer communication in a narrow circle of the elite, with whom good contacts are established, whom they understand "perfectly". Rarely do they themselves enter into conflicts, playing a passive role in them. Grievances are carried in themselves, not “spilling” out. Attractive traits: kindness, compassion, heightened sense of duty, diligence. Repulsive features: excessive sensitivity, tearfulness.

9. Demonstrative type. This type is characterized by the ease of establishing contacts, the desire for leadership, the thirst for power and praise. Such a person demonstrates high adaptability to people and, at the same time, a tendency to intrigue (with an external softness of the manner of communication). People with this type of accentuation annoy those around them with their self-confidence and high claims, systematically provoke conflicts themselves, but at the same time actively defend themselves. They have the following features that are attractive to communication partners: courtesy, artistry, the ability to captivate others. Extraordinary thinking and actions. Their repulsive features: selfishness, hypocrisy, boasting, shirking work.

10. Exalted type. He is characterized by high contact, talkativeness, amorousness. Such people often argue, but do not bring matters to open conflicts. In conflict situations, they are both active and passive side. At the same time, the faces of this typological group are attached and attentive to friends and relatives. They are altruistic, have a sense of compassion, good taste, show brightness and sincerity of feelings. Repulsive features: alarmism, susceptibility to momentary moods.

11. Extroverted type. Such people are distinguished by high contact, they have a lot of friends, acquaintances, they are talkative to the point of talkativeness, open to any information, rarely come into conflict with others and usually play a passive role in them. In communication with friends, at work and in the family, they often give up leadership to others, prefer to obey and be in the shadows. They have such attractive traits as a willingness to listen carefully to another, to do what they ask, and they are diligent. Repulsive features: susceptibility to influence, frivolity, thoughtlessness of actions, passion for entertainment, participation in the spread of gossip and rumors.

12. Introverted type. It, unlike the previous one, is characterized by very low contact, isolation, isolation from reality, and a tendency to philosophize. Such people love solitude; come into conflict with others only when trying to unceremoniously interfere in their personal lives. They are often emotionally cold idealists with relatively little attachment to people. They have such attractive features as restraint, strong convictions, adherence to principles. They also have repulsive features. This is stubbornness, rigidity of thinking, stubborn upholding of one's ideas. Such people have their own point of view on everything, which may turn out to be erroneous, differ sharply from the opinions of others, and, nevertheless, they continue to defend it, no matter what.

One of the unexpected obstacles was the spread of a fashionable type of research - the so-called correlation, or factorial, studies of "personality traits".

Their essence is that with the help of a special mathematical procedure (factorial analysis) on large numbers The subjects determine which personality traits, on average, are strongly correlated with each other (positively or negatively), and which ones are weakly correlated. Translated into empirical language, positively correlated traits are those that are more often combined in one person. For example, in a study by W. Sheldon, it was found that if a person discovers a love for comfort, then he is very likely to have a good appetite, friendliness, contact, thirst for praise and approval. But, as a rule, he will not have anxiety: love of comfort and anxiety give a high negative correlation.

Thus, the procedure of factor analysis makes it possible to single out "clusters" of traits that are most often combined with each other. However, it, in essence, removes the question of why such and such features are often combined with each other, while others are rarely or not found at all in one individual. The psychologist receives only a ready-made quantitative answer: the probability of combinations of certain properties, and that's it. To identify the reasons for such a result, completely different methods are needed, namely, a qualitative analysis life situations and behavioral mechanisms.

The statement of the American psychologist G. Allport: “A modern psychologist,” he writes, “usually finds a safe refuge in the thickets of statistical correlation. Intimidated by the tools of the natural sciences, many psychologists reject the finer recording instrument specifically designed to collate and correctly group facts, their own minds.

It is safe to say that it was this “tool” that was not rejected by the authors of clinical studies of character, and in their works one can find interesting ideas regarding the ways and means of forming character properties based on its primary “dimensions”.

For example, the initial sensitivity and exhaustibility of the asthenic, as shown by P.B. Gannushkin, gradually lead to the layering of a whole complex of additional properties. Due to rapid exhaustion and fatigue, the asthenic acts ineffectively. The low success of his activities, against the background of increased sensitivity, is hard for him to experience. This leads to the formation of feelings of inferiority, timidity, shyness, depression and at the same time exacerbates self-esteem. As a result, the process develops further. The combination of low self-esteem and morbid pride gives rise to tension and suspicion: a person begins to feel that others are watching him, laughing at him. Sometimes, in order to compensate, he begins to behave cheekily and arrogantly.

We can recall one more example from the work of K. Jung. This time, an example of a kind of "vicious circle" into which an extrovert falls. He is characterized by increased expression in the expression of emotions. However, it usually has the opposite effect: it causes the distrust of others in relation to the transmitted emotions and the weakening of emotional contacts. An extrovert reacts to such a weakening with an even greater exaltation of behavior.

Of course, the matter is not limited to the given examples. In the descriptions of the characters, we can find answers to many other questions: why anxiety is combined with impatience, a tendency to education, overvalued ideas - with anger and vindictiveness, and others. Of course, there is a wide field of activity for discovering new connections and mechanisms.

In domestic psychology, there is an opinion that temperament and character are very close, since the characteristics of temperament in one form or another are reflected in the character of a person. This is due to the fact that the basic properties of temperament are formed much earlier than the formation of character is completed. Therefore, most well-known researchers are of the opinion that character develops on the basis of temperament. Temperament determines in the character such traits as the balance or imbalance of behavior, the ease or difficulty of entering a new situation, the mobility or inertness of the reaction, and so on. At the same time, it is necessary to realize that temperament does not determine the character of a person. People with the same temperament properties can have a completely different character. Features of temperament can only contribute to or counteract the formation of certain character traits.

It should be noted that all existing concepts of character types have one very significant drawback. The fact is that each person is individual and can not always be attributed to a certain type. Very often, a variety of character traits are quite developed in the same person. Therefore, the question arises, to which there is still no satisfactory answer: what to do with those people who do not fit into the classification and cannot be assigned unambiguously to any of the proposed types? Such an intermediate group of people makes up a fairly significant part - up to half of all people.

If a person with a normal character: behaves evenly, communicates correctly, does not create problems. And this kind of "normality" is defined by the people's consciousness as "spinelessness". Apparently, for the people's consciousness, character is, so to speak, "sharp corners" that appear in human behavior. If there are no such angles, then there is no character - the person is "characterless" (and deserves all kinds of praise). In other words, there is no "normal" character.

“Well, it turns out that a person who is not a psychopath and not an accentuator is gray and faceless and nothing special can be said about him?” No, not at all. In the case of a harmonious (from the point of view of character) person, in order to describe his individuality, it is necessary to switch from the language of character properties to the language of personality properties. And then a lot of its unique features will be revealed, among which are the properties of its motivational sphere, and its morality, and worldview, and its internal problems, and the achieved level of personality development, and the potential for its further growth, and much more.

Existing scientific problems are the basis for finding new solutions to the problems of describing and predicting human actions. Very often, the achievements of various sciences are used for this, and they also pay attention to new facts. One of these sciences is graphology, which considers handwriting as a kind of expressive movements that reflect the psychological properties of the writer. Graphological information, accumulated over the centuries, established a connection between two series of facts - the features of handwriting and character. There is no doubt that each person has a unique handwriting. This fact makes it possible to identify a person and, therefore, gives grounds for considering the question of the dependence of handwriting on character.

Currently, there is no unambiguous data confirming or refuting the connection between handwriting and character. The dependence of handwriting on the emotional state and some typological properties of higher nervous activity has been most reliably established. On the other hand, N.A. Bernstein noted that most of all, the mechanics of the movement of a living organism is distinguished from the movement of a machine by the “redundancy of the degree of freedom.” The same action can be performed in many ways, therefore, in each action, one can single out something that can be associated with the personal meaning of this action, and, consequently, with the psychophysiological characteristics of a particular person.

1.3 Formation featurescharacter in preschool

In the first years of life, the child does not have a holistic consciousness at all, he is all the time, as it were, half asleep, and only at rare moments does awareness of his own individuality flare up in him. At this stage, the child cannot control anything, but the first rudiments of the future character are laid somewhere here. If there is such a theory that the character is formed in the first 3-4 years of life, and then it can only be remade.

This process, although it takes place in a more or less conscious state, is still beyond any control. Everything happens as if by itself. Life sets tasks for the child, and he looks for answers in the way people around him solve such problems.

In this case, the child simply does not have a pronounced need to separate and isolate himself from his parents. In a certain sense, this is luck - it is always easier to be in harmony with your family and follow the beaten path. On the other hand, there is a growing danger that the future adult will never become an independent person, but will remain only the offspring of his parents for life - he will live a simple but boring life.

Also, the formation of character occurs in activities, in the communication of the child with peers and adults. In preschool childhood, activities such as play, work, and learning are significantly developed, which provide great opportunities for the formation of moral and volitional qualities of character.

Given this feature of children, the teacher pays special attention to the formation of their attention stability, concentration, focus, and so on, using for this purpose their interest in play, work, and various activities. It helps children to choose a goal, taking into account their possibilities, supports the desire to achieve a result. Such leadership helps to form the stability of the plan.

In the middle preschool age, children become more capable of volitional behavior, especially in conditions when activities are of interest to them. So, restlessly, easily abandoning the goal, the child performs the task with concentration, being included in an interesting game, acting in a role that obliges him to show restraint and perseverance.

The teacher often puts older preschoolers in conditions that require independent implementation of the rules of behavior in order to form their ability to choose the right actions and deeds. Courage is an important character trait. It is always associated with the child's self-confidence, the ability to consciously overcome fear. Courage helps to show initiative, determination, activity.

II. Formation of the character of preschool children

...

3. Formation of character in preschool age

The first signs of the emergence and stabilization of character must be sought at the beginning of a person's life. The age of 2-3 years is a sensitive period for the formation of character, that is, in the life of a child there is a period when his psyche is most susceptible to external influences and the formation of certain personality traits.

Initially, the emerging character of the child is influenced by how adults treat him. If people caring for a child often communicate with him, communication is emotionally positive, and the basic needs of the child are constantly and completely satisfied, then positive character traits begin to form in him from early childhood, such as openness and trust in people. If adults who care for an infant do not pay proper attention to him, rarely communicate with him, do not show positive emotions, do not fully satisfy his basic needs, then the child may develop opposite character traits, such as isolation and distrust of people.

When a child masters speech and learns to determine exactly why he received this or that encouragement or punishment, approval or disapproval from the people around him, the system of rewards and punishments used in the process of education begins to have a decisive influence on the formation of character. In the behavior of the child, those personality traits that receive positive reinforcement from the adults around him are fixed, then turning into appropriate character traits. Those psychological qualities and properties, for the manifestation of which the child is punished, usually disappear soon after their first manifestation. The formation of character occurs in the activity, in the communication of the child with peers and adults. In preschool childhood, activities such as play, work, and learning are significantly developed, which provide great opportunities for the formation of moral and volitional qualities of character.

Considering this feature of children, the educator pays special attention to the formation of their stability of attention, concentration, purposefulness, etc., using for this purpose their interest in play, work, and various activities. It helps children choose a goal, taking into account their capabilities, supports the desire to achieve a result. Such leadership helps to form the stability of the plan. The teacher explains to the children the need for strong-willed efforts to accomplish the task, positively assesses diligence, the ability to cope with difficulties, draws attention to this when evaluating the results of work and activities in the classroom.

In the middle preschool age, children become more capable of volitional behavior, especially in conditions when activities are of interest to them. Thus, a child who is restless and easily abandons a goal performs a task with concentration, being included in an interesting game, acting in a role that obliges him to show restraint and perseverance.

The teacher often puts older preschoolers in conditions that require independent implementation of the rules of behavior in order to form their ability to choose the right actions and deeds.

Courage is an important character trait. It is always associated with the child's self-confidence, the ability to consciously overcome fear. Courage helps to show initiative, determination, activity. The formation of such character traits is facilitated by physical education games and exercises, in which the child is often faced with the need to overcome a feeling of insecurity or fear (jump off a hill, walk along a narrow plank through a ditch, etc.), show determination in an outdoor game, story game when a child, for example, plays the role of a border guard.

A feature of the manifestation of courage in preschool children is the insufficiency of combining it with reasonable caution. So, a child, wanting to be like an adult or under the influence of interest in mastering new skills, picks up a knife, scissors or saw, not knowing how to handle them and not thinking about caution, which can lead to sad consequences. The teacher strongly supports the manifestations of courage in children, but at the same time tells them some precautionary rules, explaining why they must be observed. It is important not to intimidate children, but to teach them to think about their actions. For example, when explaining to preschoolers the rules for crossing the street, the teacher emphasizes that following them ensures the safety of people, etc.

The teacher often has to deal with the manifestation of fear in children: fear of the dark, the appearance of any "evil creatures" (Baba Yaga, water, etc.). Such cases are the consequences of improper upbringing in families where they use the intimidation of the child, trying to achieve his obedience, or allow children to watch television programs without taking into account their age features. All this makes the child indecisive, cowardly.

To help children overcome the feeling of fear, the teacher very tactfully, calmly explains to them the failure of the causes of fear, gives examples, convinces, and in conversations with older preschoolers, in addition, uses a joke, humor. You should not allow ridicule, ironic remarks about timid children. It is better to organize their practical experience in such a way that they are convinced that fear does not have sufficient reasons. The teacher exercises older preschoolers in consciously overcoming fear. So, together with them, he enters a dark room (pantry) in order to find a toy that everyone needs; gives a hand to help jump off the ladder, and rejoices that the child has overcome the feeling of unreasonable fear; puts him next to a resolute, courageous comrade, instructing him to dodge the evil wolf together in an outdoor game, etc.

In children, manifestations of whims and stubbornness are not uncommon, although they are not a regularity of preschool age. This can be expressed in the child's stubborn unwillingness to obey the demand without outwardly visible reasons, in negativism, insisting on the fulfillment of his desire.

The main reason for the manifestation of whims and stubbornness is the inconsistency of the educational influences of kindergarten teachers and parents, the instability of the regime, and large deviations in it. Children do not develop a clear idea of what and when to do. For example, yesterday after sleep they played for a long time, and today they are immediately offered to sit down at the table for an afternoon snack.

Preschoolers are often capricious, spoiled by excessive attention to themselves, accustomed to the fact that all their desires are satisfied, despite the fact that they are unreasonable, selfish. “I want the same doll as Tanya’s!”, “I won’t go for a walk in a winter coat!”, “I want to sit here, let my grandmother move!”, “Only I will swing on a swing!” - such capricious statements can often be heard from spoiled children.

Do not mistake cases of whims and stubbornness for perseverance. On the contrary, this is evidence of the insufficient development of volitional behavior, the inability to subordinate one's desires to the fair demands of others.

It is best to leave a naughty child alone for a while, not seeking momentary fulfillment of his order, even by convincing or proving the wrongness of his behavior. Being in an excited state, he will not be able to accept the words of the educator, much less agree with the requirement. However, this does not mean that the teacher should not respond to children's whims at all: it will simply be that his influence will be delayed in time. After making sure that the child is no longer excited, the educator can calmly repeat the demand or express his disappointment, at the same time explaining what he should have done.

Capricious children should often be placed in conditions that force them to yield, to reckon with the opinion or desire of other children. But most often the educator uses an anticipatory assessment: expresses confidence that the child will act accordingly. This helps the child to fulfill the requirement without whims, stubbornness.

The teacher explains to the children how bad it is to be stubborn, what this can lead to; uses fiction, which describes situations that put the stubborn in a ridiculous position, and thereby causes a negative attitude towards such actions.

The whole environment of the kindergarten and the family, the nature of the relationship between adults and children should contribute to educating them in honesty and truthfulness. Being honest and truthful means openly declaring one's opinion, desire, acting in accordance with it, admitting to a committed offense without fear of punishment, although feeling awkward and guilty. Manifestations of a lie are most often a forced act in response to the wrong actions of adults: fear of punishment for a misconduct, the desire to shift one's blame to another, the desire to receive an undeserved reward, etc. For example, a father promised to buy a toy for his son, provided that he follows behind your suit. The child, carried away by playing with sand, soiled the suit. The desire to get the toy was so great that it prompted him to deceive: in response to his father's reproach, he assures that he was pushed.

If the child honestly admitted that he took away the toy from his peer, because he really needed it, and in response to this the teacher punishes him, then such an impact is accepted by him as unfair and encourages him to resort to lies in the future.

The formation of honesty and truthfulness in children is facilitated by the establishment in the kindergarten of an atmosphere of sincerity and trust in them, attention to their requests and their own promises. Don't promise what can't be delivered. At the same time, it is necessary to approach all manifestations of dishonesty with special tact. In working with children, the educator uses literary works that reveal the beauty of honest, truthful deeds, in which a person’s self-esteem, self-respect is manifested, and gives examples known to children from their lives. In an intimate, individual conversation with a child who has shown deceit, the teacher seeks to reveal to him the ugliness of such actions, their inadmissibility.

Falsity should be distinguished from cases when a child fantasizes. Examples of children's fantasy are well described by N. Nosov in the book Dreamers. The meaning of fantasizing is also revealed there: the children wanted to rejoice, laugh, and therefore came up with unusual situations, witnesses and participants of which they allegedly were. Such a fantasy does not lead the child away from reality, does not contain dishonesty and deceit, and therefore, when confronted with such facts, the educator accepts them as children's humor.

Humility is a great human virtue. This character trait is understood as a demanding attitude towards oneself, the ability for self-esteem and an objective assessment of other people. Modesty is manifested in the child's ability to restrain his desires, taking into account the needs of peers, the possibilities of the family, the opinion of the team, the peculiarities of the current situation, and to self-critically evaluate the results of his work, deed. This allows him to strive for further improvement of his skills and behavior. Such a child does not claim excessive attention to himself, recognizing this right for others. Even having received a positive assessment, he does not make it a subject of discussion, although he experiences an emotional rise from praise. Manifestations of indiscretion are associated with incorrect methods of education, most often in families where the child turned out to be the center of attention of adults, when even a minor achievement is highly appreciated, discussed, and the originality of the child is emphasized.

Education in a team prevents such undesirable character traits as boasting, arrogance. This is helped by an objective assessment of the achievements of each child, taking into account the level of development of abilities, positive personality traits (accuracy, diligence, responsibility, etc.).

It is very important to teach children (especially at the senior preschool age) to be objective in self-assessment, to notice the merits of their comrades, and to tactfully condemn indiscretion. It is unacceptable to praise individual children, especially capable ones, for whom the accomplishment of a task does not present any particular difficulties. The teacher teaches older preschoolers to treat their peers fairly, to see their dignity.

The education of cheerfulness in children is of no small importance. At the heart of this quality lies optimism, self-confidence, a friendly attitude towards others. It has a beneficial effect on the character and all the activities of the child, his relationship with peers.

The most important means of forming cheerfulness is the creation in the kindergarten of a cheerful, major emotional environment, saturated with varied and interesting activities. Under these conditions, children are more calmly experiencing individual disappointments and failures. Much depends on the position of the teacher himself, the general style of his relationship with children. Warm, calm tone, good humor, caring attitude towards children, good mood- all this affects children, becomes the norm of life and communication in a team.

Thus, as a certain way of life of a person is formed, "I, the person himself, is formed. A large role is played here social conditions and specific life circumstances in which a person's life path passes, based on his natural property as a result of his deeds and deeds. However, the actual formation of character takes place in groups of different levels of development (family, friendly company, class, sports team, labor collective, etc.). Depending on which group is the reference group for the individual and what values it supports and cultivates in its environment, the corresponding character traits will develop among its members. Character traits will also depend on the position of the individual in the group, on how he integrates into it. In a team as a group high level development, the most favorable opportunities are created for the formation of the best character traits. This process is mutual, and thanks to the development of the individual, the team itself develops.

1. For the formation of an integral and socially valuable character, it is necessary to comprehensively develop the personality, constantly pay attention to the formation of a socially significant core of character. Therefore, when educating character, one should clearly represent the moral and psychological ideal of the positive character of the new person.

2. The character is formed gradually, and at the early stages of personality development - in addition to the consciousness and will of the growing person himself. Therefore, of decisive importance in the progressive development of character is the constant complication of the demands of others and the activities that the personality carries out and which is vital and important for its development. The requirements of people and activities then form character when they are systematic and progressively more complex, that is, they constitute the constant and characteristic conditions of a person’s life, which gradually turn into constituent components of his lifestyle.

3. Knowledge gives orientation both in the external world and in oneself, and this already forms confidence and determination. However, the most favorable conditions for the positive formation of character is the combination of learning with work.

Studying Anxiety in Preschoolers

Emotions play an important role in children's lives: they help to perceive reality and respond to it. Manifested in behavior, they inform the adult about what the child likes, what makes him angry or upset ...

Personality and character of a person

Character develops as a result of the integration of various personality traits that are formed under the influence of life and upbringing. The integration of properties is subject to certain laws...

The main neoplasms of the personality of a teenager

In adolescence, logical memory actively begins to develop, which allows the student to switch mainly to its use. "Research given age children were shown that for a teenager to remember is to think ...

Peculiarities mental development preschool children

With the comprehension of speech, the child's attention to the word, its meaning increases. Now the child, without visual support, listens attentively to short poems, fairy tales, songs...

Features of character formation

Character psychology

The formation of character occurs in the first half of preschool childhood, and we can state that by about 2-3 years the child has his own character. However, the first manifestations of character are not yet conclusive evidence that ...

Typology of characters

To what extent is a person's character stable? Some character traits that are stable throughout a person's life are already found in children. early age, for example, in preschoolers. This means...

Typology of characters according to E. Kretschmer

As already noted, the first signs of the emergence and stabilization of character must be sought at the beginning of a person's life. Age from 2 - 3 to 9 - 10 years is a sensitive period for the formation of character ...

The nature of the personality and its typology

Positive and negative qualities are closely intertwined in the character. Truthfulness can coexist with dishonesty, with accuracy - carelessness. Probably, there are no people who would not have negative qualities. But it depends on the person...

Person's character

The formation of character occurs in groups that are different in their characteristics and level of development (family, friendly company, class, sports team, work team, etc.). Depending on...

The main condition formation and development of character is the social environment. The formation of character occurs in preschool age. Moreover, it is almost impossible to establish clear age limits for this process due to the fact that the character as a stable set of certain traits is “filled” with them gradually, as the child is included in social and business relations through group games, communication and study. At the same time, it is believed that the most intensive formation of character occurs in the period from two to ten years. This is the age of high susceptibility of the child to the words, actions, behavior of adults and their peers.

Of course, physiological conditions cannot be discounted. After all, the features of the functioning of the brain (the processes of excitation, inhibition, the degree of mobility of nervous processes) largely determine the differences in mental reactions to the same influences. It is these physiological conditions in the early stages of a child's life that significantly determine the formation of specific traits of his character.

As you know, temperament is also determined by physiological mechanisms. However, it is not a prerequisite, an unambiguous trajectory of character formation. Temperament only contributes (or hinders) the development of certain character traits in a given person. For example, persons with a choleric temperament may have different character traits.

At preschool age, primary character traits are formed. It is known that trust in others, openness to communication, kindness (or their antipodes) begin to form earlier than other traits under the influence of how adults treat a child, primarily parents. These features are reinforced by the elements of the system of rewards and punishments that the child constantly experiences.

The inclusion of a child in group games accelerates the formation and development of communicative and business character traits (sociability, diligence, perseverance, accuracy, etc.).
The conditions of instruction in the primary grades either destroy the existing primary character traits or reinforce them, depending on the influence of the environment.

This trend continues until graduation. In high school, the specifics of social influence depend on:
- the personal relationship of a teenager to a person, his relationship to himself, the degree of self-confidence, as well as the level of self-esteem;
- mass media (television, international computer networks such as INTERNET, etc.).

At the age of 7-15, the features that determine relationships with people are formed, the emotional-volitional sphere is formed.

By the age of 15-17, a person acquires a fairly high characterological stability, which persists throughout life. The character of man, however, is not preserved. The conditions of personal life make their changes. It is they who play an important role in shaping the worldview of the individual, his moral character and other psychological phenomena. In turn, these phenomena determine the direction of the process of self-education of a person. The results of self-education are especially visible in adolescence and youth. We can speak about the effectiveness of this process only with a clear understanding of its necessity and the corresponding strength of motivation. So, for example, a young man who dreams of becoming a pilot is unlikely to lightly smoke, abuse alcohol, etc.

Life, school, family, circle of acquaintances, communication, the specifics of professional activities - all this has a significant impact on the views, motives, attitudes and goals of the individual, forms its orientation, makes its behavior predictable in various situations. In other words, it builds character.

The general trend of characterological dynamics until the age of 25-30 is to weaken "childish" traits (childish capriciousness, teenage maximalism, general impulsiveness, etc.) and to strengthen rational traits (prudence, endurance, responsibility, etc.).

After the age of 30, the probability of characterological changes decreases sharply (unless it is caused by various kinds of mental ailments). Possible changes may be due to the focus on current and long-term plans life path. It is she who reinforces such traits as perseverance, purposefulness, perseverance, the desire for knowledge, a tendency to learn, etc.

At the age of 50, a person, according to Professor R. Nemov, passes the line at which the past meets the future, parting with dreams and fantasies and trying to match the current circumstances. At a later age, “dreams about the past”, memories and health care take an increasing place in a person’s life. A person enters a phase of a peaceful, unhurried, measured life.

Thus, in the early stages of a person's life, the character“hones” mainly life itself. Gradually, the initiative more and more passes into the hands of the individual himself.

The nature of the child depends on you

(Counseling for parents)

We often pronounce the word "character" and have become accustomed to it. "That's character," we say with admiration. "Well, character!" - we say when we are indignant. Is it good or bad to have character?

Everyone, relying on their experience, understands a certain combination of individual characteristics of a person as a character. It is customary to consider three groups of qualities that are manifested in relation to activity, to any assignment (hard work, conscientiousness, perseverance, perseverance, independence) as the main properties of character; in relation to a person to himself (pride, self-esteem) and to others (caring, responsiveness, kindness, sensitivity).

These qualities are equally important and are brought up at the same time. It is possible to instill independence and self-esteem in a child, but at the same time indifference. This combination of qualities is quite common. It also happens that a child who is both sensitive and kind, but not able to complete a single task, cannot set a goal for himself.

Parents often object: "Not everything can be educated: character is inherited. There are two twin children in our family. We raise them the same way, but they grow up completely different. What can you do, they were born with different characters."

Is it so? Let's figure out how much the character of the child depends on natural features. What is innate in character and what is acquired?

Congenital, hereditary are four properties nervous system child. The first is the strength of the nervous system or performance: some children are hardy, capable of prolonged stress, others get tired quickly. This can be seen in the game, when the child completes the assignment. The second property is balance, or the balance of the processes of excitation and inhibition: in some children, the process of excitation may predominate (noisy, restless children), in others, the process of inhibition (calm children who are almost impossible to piss off). The third feature is mobility, switchability of nervous processes (one child easily and quickly switches from play to regime moments: waking up, he immediately joins the game. The fourth feature is the dynamism of nervous processes, that is, the ability to generate habitual forms of behavior and the speed of their change. Some children easily get used to the new requirements in kindergarten, willingly obey them, others, willingly following them, get used to them for a long time, with difficulty.

The nature of the child is not predetermined by these natural features of nervous activity. Observations of the development of twins confirm that there can be no identical conditions for their development even in the same family, circumstances, as it were, force them to act differently. If a mother asks her children to help her, then only one responds first. Another child at this time may stand with his back to his mother and therefore respond later for some fractions of a second. Several similar situations - and there is already a basis for the formation of opposite qualities (passivity and activity) in twin children.

Various combinations of properties make it possible to distinguish unequal individual characteristics in the behavior and activities of the child.

Features of nervous activity can both make it difficult and help to bring up certain character traits. Thus, it is more difficult to cultivate self-control in a very sensitive child than in a balanced child. It is more difficult to cultivate perseverance in excitable children than in slow children.

Remember that all children, regardless of their individual psychological characteristics of development, need the targeted influence of an adult who consciously uses various methods and techniques to form certain character traits of the child. All preschool children are brought up with stable moral feelings, moral motives of behavior, obedience and curiosity, activity. However, in raising children with different individual characteristics it is important to rely on the positive features of higher nervous activity, while changing their undesirable manifestations.

So, in mobile, balanced children, special attention is paid to the education of stable interests, stable moral motives of behavior. If this task of upbringing is solved correctly, then the child will have patience, perseverance, which has not been there until now, and the ability to bring the work begun to the end, even if it is not interesting to him. The education of moral feelings will allow the child to consciously comply with the rules and requirements of adults, and will prevent the development of such qualities as frivolity and self-confidence.

In the upbringing of children of a different type - excitable, unbalanced - parents prevent their temper, bring up self-control, perseverance, the ability to correctly assess their strengths, think over decisions and stages of their activities.

Adults must be both demanding and patient. Demanding obedience from children and preventing temper and stubbornness, the child is explained the validity of this or that requirement, the need to follow the rules. Adults do not persuade, but explain, remaining demanding. If a child is given an assignment, he says it aloud, explaining what he will do, what he needs to do, what parts of the torch to divide the assignment into, so that it is easier to complete it, what difficulties may occur and how to avoid them. Do not forget to approach him sometimes - the child may need your help. Do not be afraid to trust the child, but you should provide him with the necessary assistance. A preschooler can be instructed to set the table when guests arrive; you can ask to go to the neighbors with any request. Such assignments require from the child external and internal composure, restraint, politeness, that is, those qualities that he lacks; adults highly appreciate precisely these qualities, shown by an unbalanced child, in order for them to become stable character traits.

Special games are also needed to develop focused attention and restraint. Such games are often offered in the literature, they can be invented by yourself. It can be exercises with various objects in any setting. For example, on the way to Kindergarten you can also play the game "We call everything around" with the condition that as soon as a passer-by meets, you need to shut up.

In the upbringing of slow children, attention is especially paid to the formation of their activity, initiative, and curiosity. Slow children develop the ability to quickly switch from one thing to another.

With such children, they especially often take walks in the park, forest, go to the zoo, circus. The imagination of slow children is constantly awakened, including them in all the events of family life. This contributes to the formation of the habit of being always busy, active. If the child does everything very slowly, it is important to be patient and not get irritated. It is useful to do something with him in a race, trying to give him a limited time to complete the assignment. At the same time, you can count the time (for example, when dressing), or remind the child that they were going to read a book to him, watch a cartoon, but because of his slowness, you may not have time to do this. Children develop accuracy, dexterity, speed of movement. With slow children, they often play outdoor games that require these qualities.

In the upbringing of sensitive, vulnerable children, they strictly observe the daily routine, give the baby only feasible tasks and help him in time.

Appeals to the child are distinguished by special sensitivity, gentleness, even, friendly tone, trust in his strengths and capabilities. If something is entrusted, then it should be remembered that he needs time to prepare the workplace, that the assignment will be carried out very carefully. Therefore, you should not be annoyed if the child pays attention to the little things.

Vulnerable children are brought up with faith in their own strength, initiative, independence, and sociability. With strangers, you can not pay attention to manifestations of shyness or incorrect actions of the child. In education, severe punishments or the threat of punishment in response to the child’s uncertainty, incorrect actions are not applied. You can not intimidate sensitive children - they are already characterized by timidity, fear of the new. They need to be taught how to overcome fear. If the child is afraid of the dark, you should go into a dark room with him and turn on the light. Then the child will do it alone, and the adult will be somewhere nearby. It is useful to do this in a playful way (for example, in the game "Scouts"). Cultivating courage, you need to teach your child to overcome his fear. If he was afraid of a caterpillar crawling on the ground, take it in your hands, let him touch it in your hands, let him take it in his. Approve his action: "You are well done, you are not afraid, you are brave." You will see the joy of a little person who has overcome his fear, his insecurity. In order for this uncertainty to disappear completely, he must feel that you will be understanding, sensitive to him even if he does something wrong; that you will not scold him and say: "It's always like this with you." If you kindly treat a vulnerable child, his failures, then over time, thanks to the patience and goodwill of an adult, his advanced high assessment of the courage, independence of the child, the preschooler develops self-confidence, he becomes sociable and trusting.