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The article discusses the theoretical foundations of the concept of harmonious personality development. The concept of “harmony” characterizes the ultimate state of relations: natural – cultural (social); objective – subjective; social – individual. The problem of harmonization in terms of the “natural – social” relationship is that combinations of innate psychodynamic properties that are unfavorable for socialization are possible. In the “objective - subjective” relationship, one of the most important problems is the theoretical understanding of the creative potential of the emerging personality. In the aspect of the “social – individual” relationship, harmonious development presupposes the achievement of the unity of external stimulation and internal motivation. The concept of “harmonious personal development” is implemented in ideas about the goals of education and strategies for individual development. There are three main options for understanding the value of harmonious development: “success”, “social benefit”, “self-realization”. The possibility and conditions for the realization of a harmonious state are determined by the nature of the connections between the natural and social properties of the individual. The article formulates the methodological principles of a harmonizing education strategy. These include: the intrinsic value of harmonious development, reliance on the psychodynamic properties of the individual and his involvement in the process of formation of his own individuality.

individuality

subjectivity

self-realization

harmonious development

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3. Maslow, A. Motivation and personality / A. Maslow. - 3rd ed. - St. Petersburg: Peter, 2006. - 352 p.

4. Merlin, V. S. Essay on an integral study of individuality / V. S. Merlin. - M.: Pedagogy, 1986. - 256 p.

5. Neskryabina, O. F. Individuality: on the border of the Real and Ideal / O. F. Neskryabina. - Krasnoyarsk: SibYuI, 2001. - 160 p.

6. Rusalov, V. M. Contribution of the biological theory of individuality to the solution of the problem of social and biological in man / V. M. Rusalov // Biology in human knowledge. - M.: Nauka, 1990. - P. 109-125.

“Harmony” is one of the most general concepts in which since ancient times people’s ideas about the structure of the world and the place of man in it have been expressed. The ideal of harmonious development is deeply rooted in European culture and demonstrates a variety of forms - from ancient kalokagathia to Russian image an intelligent person. “Harmony” connects the idea of ​​a rationally organized world with the highest human ability - the ability of aesthetic experience. The explanation of beauty through the category of harmony in the anthropological dimension reflects the essence of the relationship between the feelings and the human mind. In the most general sense, harmony can be represented by two main variants of states - the consistency of parts and their compensatory nature. Disharmony captures a state of disproportion and decompensation.

Moving from the level of “microcosm - macrocosm” to the existential level of “man - society”, harmony is transformed into the ultimate state of relations: natural - cultural (social); objective - subjective; social - individual. “Limit state” means that in these relationships a problematic contradictory unity is more often realized, and harmony exists as a vector of possible and desirable changes.

In the space of value dimensions, “harmony” appears in the form of educational goals and the choice of strategies personal development. In the modern world, the idea of ​​the goals and means of harmonious development is changing. These changes, in our opinion, need to be understood.

The article makes an attempt to consider the problem of harmonious development in the unity of methodological and axiological aspects. The task is to identify the main meanings of harmonious development, to determine what pedagogical strategies should embed knowledge about the possibilities of achieving personal harmony.

The ideal of harmonious development expresses a humanistic value system. Within this cultural matrix, the meaning of the idea of ​​harmonious development is relatively constant in different historical periods and implies internal and external stability, clarity, “symmetry”; the proportionality of the human world to the external world. It is not possible to achieve greater semantic certainty at this level of abstraction, as evidenced, in particular, by the experience of understanding the category of harmony in the theory of aesthetics. Typically, harmonious development implies comprehensiveness, i.e. development of all basic - physical, moral, intellectual, aesthetic - abilities of the individual. Judging by the materials and practical proposals posted on the Internet, this idea is dominant in the professional environment of educational psychologists.

In different cultural contexts, the ideal of harmonious development was given unique shades of meaning depending on the value bases of the desire for harmony. Which, in turn, determines the choice of specific goals and means of forming harmonious personality.

Three main options for the value of harmonious development are logically possible and actually realized. Let's call these values ​​“success”, “social benefit”, “self-realization”.

The first option is essentially pragmatic, because harmonious development seems to be an important component of life success. From the perspective of this understanding, the relevance of the problem of harmonious development is due to the growing social need for competitive individuals, since the dynamic and complex world places high demands on social adaptation individual. Specific developmental strategies in this case are built depending on the ideas of the subjects of the educational process about the nature of the social “order” and on the ambitions of the “customers”, which are parents and educators. There is a danger that this ideology can give rise to inflated claims and result in overexertion of the physical and mental strength of the person being educated, which is important to understand, since in modern Russian society the “success” option is especially popular.

The second option: harmonious development is subordinated to a goal “higher” than individual well-being. This goal is the public good. IN in this case there is a danger of not paying attention to individual differences when defining specific goals and methods of education. This concept of harmonious development is historically and logically connected with the paradigm of sociology. The latter assumes that a unified system of educational influences should produce the same results. And vice versa, the common final goal of education is realized through a unified pedagogical system.

The third option is the embodiment of the idea of ​​personal self-realization. In this case, harmony is understood as the maximum possible realization of individual inclinations. This presentation closes with the concept of self-actualization by A. Maslow. It is realized in the definition and implementation of an individualizing approach to personality formation.

This version of harmonious development is ideally preferable, however, it also has internal limitations. Let's consider one of them. The concept of self-actualization, as is known, has practical implementation in subject-centered pedagogy and psychotherapy. Its most important principle is the creation of conditions for the formation of behavior free from the oppression of external requirements that limit the creative aspirations of the individual. This value setting, in our opinion, is based on the assumption that human nature has a natural desire for self-realization, which does not require the development of skills of subordination to one’s own wills. In other words, self-realization does not require the development of the ability to self-control. However, this assumption is hardly justified.

The harmony of internal aspirations and external social requirements is not pre-established, but it is a necessary condition for self-realization of the individual in the social environment. The individual initially has no motivation for self-control, to restrain his bodily impulses, biological motivations, and emotions. K. Lorenz substantiated this conclusion in relation to aggressive behavior person Self-restraint initially arises as a result of reinforcement of motivation for approval from elders - the first level of development of moral judgment according to Kohlberg. Before learning self-discipline and self-control, an individual must comprehend the science of submission to external demands. If this skill is absent, then the ability to self-control turns out to be unformed.

The considered approaches to personality harmonization can coexist quite productively. But provided that the relationships between different pedagogical strategies are understood. If the process proceeds spontaneously, without proper reflection, then this can lead to inconsistency and to the fact that not the strengths, but their weaknesses, will be taken from different strategies.

A positive property of the “self-realization” option is the installation on the intrinsic value of harmonious development, its subjective significance. What distinguishes it from the pragmatic approach, according to which children's play, or any other activity, is considered primarily as a means of developing useful social skills. Early age is not just a base for further growth of abilities and character. Childhood is, first of all, a time of life, a time that a person remembers and considers his most valuable asset.

The strategy of self-realization affirms subjectivity as participation in the creation of one’s own individuality. One might think that from the moment of its appearance, thinking has such a quality as creativity. It is expressed not only in children's creativity: linguistic, visual or gaming. Creativity is manifested in solving behavioral problems, the results of which, fixed in habits, create a unique pattern of human individuality.

The heterogeneity of influences and demands of the external environment is a stimulus for cognitive activity. In conditions of contradictory attitudes, the child is often forced to solve behavioral problems. In the process of such decisions, thinking abilities are developed, self-regulation skills are developed, and character traits are formed. However, the specific mechanisms of these processes elude analysis.

In modern science, the idea of ​​human individuality as an organic system has been established, which means the ambiguity of level connections and the relative independence of elements. Methodologically, the ontology of the organic system is expressed in the probabilistic nature of predictions regarding personal development, made on the basis of knowledge about the natural inclinations of the individual. These fundamental provisions, however, have not yet been fully specified.

The most important problem of modern psychological knowledge continues to be the nature of the connections between psychodynamic properties and personal qualities individual. Psychodynamics or temperament is considered responsible for style, i.e. formal characteristics of behavior. At the same time, it is not always clear how these characteristics affect the content of behavior and the formation of character or personality. (In this context, the concepts of “character” and “personality” are synonymous.)

The question of the connection between neurodynamic properties and temperament remains unresolved. In the doctrine of temperament, it is recognized as almost indisputable that temperament is an inherited characteristic of the psyche. However, by definition, temperament manifests itself in the external features of human behavior; therefore, learning can play a significant role in the development of temperament, since temperament is not reduced to simple reflex forms of response. The mechanism of the connection between genotype and phenotype for temperament properties is apparently not yet completely clear.

About the insufficiency of our ideas regarding the properties of temperament and their systemic relations, indirectly indicates the difference in the list of traits of children's and adult temperaments, and most importantly, the lack of justification for these differences. Not so long ago, the prevailing opinion was that there are no bad and good temperaments. According to this scheme, each type of temperament has “positive” and “negative” properties, providing advantages in certain types of mental activity. For example, it was believed that weak mental endurance was positively correlated with increased sensitivity and was thereby compensated for. Thus, a certain “pre-established harmony” was attributed to human nature.

Today it can be considered established that the connections within the system of temperament properties are ambiguous and, therefore, different combinations of them are possible. Therefore, there is a possibility of combining in one individual properties that are unfavorable from the point of view of social adaptation. Both mental and somatic individual data can be more or less favorable. The relationship between neurodynamics and psychodynamics, on the one hand, and psychodynamics (temperament) and personality, on the other... is directly related to identifying opportunities and determining ways of individual strategy for harmonious development.

Achieving harmony in the “temperament - personality” system is a psychological and pedagogical problem. To solve it, it is necessary to create optimal conditions for the development of desirable physical and psychodynamic qualities and correction and compensation of unfavorable qualities. In this case, we should proceed from the premise that full compensation is not always possible, which means that people have different starting conditions for achieving their individual and social goals. In the value aspect, this situation turns into a problem of applying uniform norms and requirements to individuals with different innate properties.

As conclusions from the previous analysis, we formulate the methodological foundations on which, in the authors’ opinion, the concept of harmonious personal development should be based. They can basically be reduced to the following provisions:

Firstly, the theory of harmonization is based on the principle of correspondence of educational influences to the natural individual inclinations of the child. Harmonization as a psychological strategy should be present already in the early stages of life, since individual inclinations begin to manifest themselves in early ontogenesis.

Secondly, the principle of harmonious development involves the development of an individual upbringing strategy that takes into account not only effectiveness, but also the psychological cost of the results obtained.

Thirdly, the principle of harmonization requires, when determining a pedagogical strategy, to take into account the characteristics and results of the child’s self-development.

The desire for harmony between the natural and cultural in the implementation of the educational process is one of the main trends in the development of modern psychology and pedagogy. But the most important thing is that in the system of factors of harmonious development there is the activity of the individual himself, and this real circumstance requires adequate theoretical recognition.

Reviewers:

Kudashov V.I., Doctor of Philosophy, Professor, Head of the Department of Philosophy, Humanitarian Institute of the Siberian Federal University, Krasnoyarsk.

Koptseva N.P., Doctor of Philosophy, Professor, Head of the Department of Cultural Studies, Humanitarian Institute, Siberian Federal University, Krasnoyarsk.

Bibliographic link

Lyubimova N.N., Neskryabina O.F. HARMONIOUS PERSONAL DEVELOPMENT: METHODOLOGICAL ASPECTS AND VALUE DIMENSION // Contemporary issues science and education. – 2013. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=11735 (access date: 01/05/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Harmonious development of a child’s personality as a result of interaction between family, school and community

Objective and subjective factors personality development.

Objective factors of personality development include: all objects and phenomena of the surrounding reality; nature transformed by man; man-made society; culture in its broad sense. And also: training and education. Subjective: heredity; human attitudes and values; individual psychological characteristics (character, abilities, learning ability, educational ability, etc.). In general, there are three main factors influencing human development:

Heredity.

Wednesday.

Upbringing.

The influence of heredity is manifested in the degree and speed of human development at different age stages. The influence of the environment is manifested in the characteristics of the assimilation of typical behavior patterns. Education is considered as a purposeful, specially organized pedagogical interaction between the teacher and the student, the purpose of which is the development and formation of a person’s personality.

There is a special style education in every socioculture, it is determined by what society expects from a child. At each stage of its development, the child either integrates with society or is rejected. The famous psychologist E. Erikson introduced the concept of “group identity”, which is formed from the first days of life, the child is focused on inclusion in a certain social group, begins to understand the world as this group. But gradually the child also develops “ego-identity”, a sense of stability and continuity of his “I”, despite the fact that many processes of change are taking place. The formation of self-identity is a long process that includes a number of stages of personality development. Each stage is characterized by the tasks of this age, and the tasks are put forward by society. But the solution of problems is determined by the already achieved level of psychomotor development of a person and the spiritual atmosphere of the society in which a person lives. During infancy The main role in the child’s life is played by the mother, she feeds, looks after, gives affection, care, as a result of which the child develops basic trust in the world. Basic trust manifests itself in ease of feeding, good sleep child, normal bowel function, the child’s ability to calmly wait for the mother (doesn’t scream or call, the child seems to be confident that the mother will come and do what is needed). The dynamics of trust development depend on the mother. A severe deficit in emotional communication with the baby leads to a sharp slowdown in mental development child. 2nd stage early childhood is associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.” At the age of 3-5 years, at 3rd stage, the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of ​​​​mastery of the world, the child develops a sense of enterprise and initiative, which is embedded in the game. Play is very important for a child's development, i.e. forms initiative, creativity, the child masters relationships between people through play, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child and do not pay attention to his games, then this negatively affects the child’s development and contributes to the consolidation of passivity , uncertainty, guilt. At primary school age ( 4th stage) the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities, transmits the technological egos of culture. If a child successfully masters knowledge and new skills, he believes in himself, is confident, and calm, but failures at school lead to the emergence, and sometimes to the consolidation, of feelings of inferiority, lack of faith in one’s abilities, despair, and loss of interest in learning. During adolescence ( 5th stage) a central form of ego-identity is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional calling, abilities, skills - these are the questions that arise before a teenager, and these are already society’s demands on a teenager about self-determination. On 6th stage(youth) for a person, it becomes relevant to search for a life partner, close cooperation with people, strengthening ties with the entire social group, a person is not afraid of depersonalization, he mixes his identity with other people, a feeling of closeness, unity, cooperation, intimacy with certain people appears. However, if the diffusion of identity extends to this age, the person becomes isolated, isolation and loneliness become entrenched. 7th - central station adiya is the adult stage of personality development. Identity development continues throughout your life; there is influence from other people, especially children: they confirm that they need you. Positive symptoms of this stage: the individual invests himself in good, beloved work and care for children, is satisfied with himself and life. After 50 years ( 8th stage) a completed form of self-identity is created on the basis of the entire path of personal development, a person rethinks his entire life, realizes his “I” in spiritual thoughts about the years he has lived. A person must understand that his life is a unique destiny that does not need to be crossed, a person “accepts” himself and his life, realizes the need for a logical conclusion to life, shows wisdom, a detached interest in life in the face of death.

Ways and conditions for the implementation of harmonious development of personality.

Harmonious development of personality is a process of coordinated enrichment of the rational-logical and emotional-psychological spheres of a person’s spiritual world, which presupposes the achievement of unified direction of his mind, will and feelings. The education of “harmoniously free humanity” was the pedagogical ideal of I.V. Goethe (“Wilhelm Meister”) - the development of all valuable human abilities in perfect balance.

Personality education. Education and education. Self-education. Unlike socialization, during which the influence on the individual occurs largely unorganized or spontaneously, education is a purposeful action on the individual.

Education in the narrow sense of the word is aimed at achieving a certain upbringing of a person, that is, it is associated with a specific process of formation of moral, aesthetic, sanitary, hygienic and other personality traits.

Different types of societies at different times had different understandings of the meaning and purpose of education. In the modern era, the goal of education is to form a personality that highly values ​​the ideals of freedom, democracy, humanism, justice and has scientific views on the world around us.

Focused on the ideal of a comprehensively and harmoniously developed personality, educational work in educational institutions of the Republic of Belarus is designed to focus on achieving the following goals: - formation of the self-awareness of a citizen responsible for the fate of his Motherland; — introducing pupils to universal human values, developing appropriate behavior; - development of creativity in a growing person, that is, the ability to create; — assistance in the formation of the “I-concept” of the individual in its self-realization. In contrast to technocratic, authoritarian pedagogy, the humanistic system of education proclaims the following principles: - respectful relationships between teachers and students, tolerance for the opinions of students, kind and attentive attitude towards them. This creates psychological comfort in which the developing personality feels protected, needed, and significant; — nature-conformity of education, which presupposes mandatory consideration of the gender, age and other natural characteristics of pupils; - cultural conformity of education, that is, reliance in the educational process on the national-cultural traditions of one’s people, national-ethnic rituals, habits; — humanization and aestheticization of the internal and external environment of an educational institution, the living environment and development of students.

The basis of the content of such an education system, according to the famous Russian teacher V.A. Karakovsky, should be universal human values: Man, Family, Work, Knowledge, Culture, Fatherland, Earth, World. The assimilation of these values ​​should give rise to good traits, highly moral needs and actions in a person. The essence of a truly humanistic attitude to the upbringing of a child is expressed in the thesis of his activity as a full-fledged subject, and not an object of upbringing. The child’s own activity is a necessary condition for the educational process. It is important to structure the pedagogical process in such a way that the teacher directs the child’s activities, organizing his active self-education by performing independent and responsible actions. The condition for the effectiveness of upbringing is the independent choice or conscious acceptance by children of the content and goals of upbringing. To educate means to direct the development of a person’s subjective world, on the one hand, acting in accordance with the moral model, the ideal that embodies the requirement of society for a growing person, and on the other hand, pursuing the goal of maximum development of the individual characteristics of each child. Modern approaches to education. IN modern pedagogy There are the following approaches to education: systemic, activity-relational, person-oriented and others. A systematic approach to education is that educational activities are considered and organized as a system of interconnected conditions and factors in the formation of personality. The expediency of its use is explained as follows: - since the emerging personality is a holistic formation, then it should be brought up in an integrated pedagogical process, where the target component, content, organizational-activity and evaluative-effective, are interconnected to the maximum extent; — with this approach, a system of conditions necessary and sufficient for self-realization, creative self-expression and personal growth of students is specially modeled; — the unique appearance of the educational institution is being formed by expanding the natural and social environment for the life of pupils; — human, financial, material and technical resources of the educational institution are optimally used. Activity-relational approach is that by including the pupil in various types of activities to master social experience and skillfully stimulating his activity or attitude towards this activity, his effective education can be carried out. Proponents of this approach (Kharlamov I.F. and others) believe that external educational influence in itself does not always lead to the desired result. It can cause both positive and negative reactions in the person being raised, or it can be neutral. Only when the educational influence evokes an internal emotional and sensory experience (attitude) in the individual and stimulates his own activity in working on himself, does it have a developing influence on the individual. By consolidating and becoming habitual, such relationships determine a person’s sustainable behavior in any conditions, that is, they become personal qualities. Person-centered approach based on the ideas of the humanistic direction in psychology and pedagogy. For example, K. Rogers, expressing his pedagogical views, argued that the basis for change in human behavior is his ability to grow, develop and learn from his own experiences. You cannot change someone by passing on ready-made experience. It is possible to create an atmosphere conducive to human development. A person-oriented approach ensures and supports the processes of self-knowledge, self-creation, self-realization of the individual, and the development of his unique individuality. The teacher, in line with this approach, encourages students to make a moral choice, presenting material for analysis. At the same time, the means of education are discussions, role-playing games, discussions of situations, analysis and resolution of simulated conflicts. Despite the fact that any education is focused on the individual, the legitimacy of the name of this approach is justified by the fact that here priority is given not to external factors of educational influence, but to the developing, self-actualizing personality in the process of education. Education methods- these are ways to achieve a given educational goal. These are the ways the teacher influences the consciousness, will, feelings, and behavior of students in order to develop their beliefs and behavioral skills.

In accordance with one of the existing classifications of educational methods, three groups of methods are distinguished: 1) methods of forming the consciousness of the individual (stories on ethical topics, conversations, suggestions, disputes, examples, etc.); 2) methods of organizing activities (exercise, requirement, training, method of instructions, etc.); 3) methods of stimulation (competition, encouragement, punishment, etc.). Separate rules and conditions are put forward for the use of each method of education, and it is necessary to take into account the individual characteristics of the pupil in order for a positive educational effect to follow. For example, there are rules for the competent use of such a method as punishment: - the child must understand why he is being punished; - the punishment must be proportionate to the offense; - the punishment should not offend the dignity of the child (should not be humiliating); - if there is a choice to punish or not, it is better not to punish; - punishment should not cause physical harm. Pedagogy recommends that those who strive to become a good teacher follow the following commandments consistently and strictly. Commandments of a modern educator: - never engage in parenting in a bad mood; - clearly define what you want from your child and explain to him, find out what he thinks about this; - provide independence. Nurture, but don't control every step; — it’s best not to suggest a ready-made solution, but to show the path to it; - When success is achieved, do not forget to praise the child. Praise not in general - but specifically; — any remark must be made immediately after an error; — the main thing is to evaluate the action, not the person; - touch the child and thereby make him feel that you sympathize with his mistake, believe in him despite the mistake; - education should be gradual. The teacher’s task is to raise the bar in a timely and accurate manner, guided by a system of long-term goals; - The teacher must be strict, but kind. Good manners- this is the entire set of personal qualities, containing various traits and properties formed in the process of education. For example, politeness as an element of good manners is formed on the basis of the integration of the developed habits of saying hello, giving way to adults, and thanking for certain services. Then more complex traits of this quality are developed: the ability to show courtesy, signs of attention and courtesy; readiness for mutual assistance; necessary culture of speech, communication, etc. Good manners criteria are divided into hard and soft: - hard criteria are statistical indicators characterizing the general level of education of young people: the number of offenses committed; the number of young people serving sentences for crimes; the number of divorces and broken families; number of children abandoned by their parents; the rate of spread of drunkenness, smoking, drug addiction, prostitution, etc.; - soft criteria help educators get a general idea of ​​the progress and results of the educational process. For example, the criteria for aesthetic education can be: completeness and versatility of aesthetic knowledge, aesthetic interests and needs, the need to communicate with art, manifestations of aesthetic feelings when communicating with beauty, the depth of perception of works of art, the ability and need to aesthetically transform the surrounding reality. Methods for diagnosing good breeding: observation, questioning, testing, conversations with students and their parents, analysis of the results of students’ activities, sociometric methods and pedagogical consultation. The results of education are most often delayed. And the criteria and methods available in pedagogy today do not make it possible to deeply and reliably diagnose often hidden personality traits. Therefore, the basis for assessing good manners, according to Russian professor I.P. Podlasy, should be the general moral orientation of the individual, and not his individual qualities. At the same time, the student’s behavior should not be considered independently of his motivation. Sometimes even the most humane actions, supposedly indicating a person’s upbringing, are actually not due to the best intentions. Along with good manners, among the personality characteristics, education is distinguished, defined as the need and ability for self-education. Self-education is a human activity aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs. Self-education presupposes a certain level of development of self-awareness, the ability to analyze and compare one’s actions with the actions of other people. Self-education should be based on adequate self-esteem, corresponding to a person’s real abilities, on a critical analysis of one’s individual characteristics and potential capabilities. As the degree of awareness increases, self-education becomes an increasingly significant force in the self-development of the individual. It is inextricably linked with education, not only reinforcing, but also developing the process of personality formation. Self-education is carried out on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained and self-correction. Self-education methods:— self-knowledge, including introspection, introspection, self-evaluation, self-comparison; - self-observation, based on self-conviction, self-control, self-caprice, self-hypnosis, self-strengthening, self-confession, self-coercion; - self-stimulation, which involves self-encouragement, self-encouragement, self-punishment and self-restraint.

Socialization of personality. Personal development is a process of quantitative and qualitative changes in the human body and psyche, it is a process of his spiritual formation. Development occurs in three main areas:

in the anatomical and physiological sphere (the nervous system, musculoskeletal, and all physiological processes develop);

in the mental sphere (the fund is enriched conditioned reflexes, development of mental processes);

in the social sphere (the development of the child as a member of society, the accumulation of various social experiences).

Personal development- this is not only the result of heredity and targeted educational influence on it from the family, school and other public institutions. Personal development is also influenced by informal associations, work teams, friends, acquaintances and many others. social factors. The most adequate concept, covering the entire space of social influences on the emerging personality, is the concept of socialization. Personal socialization is the process of a person’s assimilation of social experience, that is, social norms, values, attitudes, roles and rules of behavior inherent in a given society or social group. At the same time, the individual retains his autonomy in relation to society. It selectively introduces into its system of behavior, proposed or imposed social norms. By making this or that choice, a person, as it were, creates himself. All this happens in the process of actively transforming social experience into one’s personal values ​​and guidelines.

Stages of socialization: - primary socialization, or stage of adaptation - from birth to adolescence, when the child assimilates social experience uncritically, adapts, accommodates, imitates; - stage of individualization - there is a desire to distinguish oneself from others, a critical attitude towards social norms behavior. In adolescence, this stage is characterized as intermediate socialization, since not everything has yet settled in the teenager’s worldview and character. But in adolescence(18-25 years old) the stage of individualization is characterized as stable conceptual socialization, when stable personality traits are developed; - stage of integration - there is a desire to find one’s place in society. Integration proceeds successfully if the personality traits are accepted by the group or society. If they are not accepted, then two outcomes are possible: a) preservation of one’s otherness and the emergence of aggressive relationships with people and society; b) changing oneself, the desire to become “like everyone else,” conformism, compromise, adaptation. — the labor stage of socialization covers the entire period of a person’s maturity, when he not only assimilates social experience, but also enriches it in the process of active social activity. Thus, the process of socialization occurs throughout a person’s life, and not just in childhood or adolescence. Parents and peers play a particularly important role in the socialization of young people. At the same time, parents lay the basic foundations and long-term goals, and peers influence more momentary behavior, appearance, choice of vacation spot, friends, etc. The company of peers also facilitates the transition of young people from a state of dependence to independence, from childhood to adulthood. Socialization has its costs. On the one hand, a person who easily adapts to more and more new social communities can also easily lose his individual uniqueness. Constantly striving to meet the expectations of others can lead to her alienation from her essence. On the other hand, violations can lead to social or deviant behavior, that is, deviating from what is cultivated in a given society. The causes of deviations in the behavior of young people arise as a result of political, socio-economic and environmental instability of society, the increasing influence of pseudoculture, changes in the value orientations of young people, and as a result of unfavorable family and household relations, lack of control over behavior due to excessive employment of parents and other social factors. Types of deviant behavior:- delinquent behavior - characterized by a tendency to delinquency or crime; - addictive behavior - involves the use of any substances or specific activities in order to escape from reality and obtain the desired emotions.

Raising a child is not an easy task. And raising a harmonious personality is the main goal of many mothers and fathers. But there is no clear recipe for this. Each child is an individual and requires an individual approach to education.

IN last decade, more and more parents are thinking about the intellectual development of their children. Popularity various techniques early development is growing. Increasingly, children at the age of 2-3 can read and count; a little older, they can freely use a smartphone or tablet and speak 2 languages. While engaging in intellectual development, one should not forget about the spiritual. Trips to the theaters, exhibitions and just family walks in the park will have no less educational effect on the child.

Personality is defined by various qualities, thoughts, emotions, feelings and beliefs. Do not neglect any of these components. The development of intelligence is the simplest thing, it is enough to follow a certain methodology, but raising a harmonious personality is a complex process.

Sometimes we ourselves, adults, are not harmonious. We often get nervous and worried, complain and get irritated. Therefore, the harmonious development of a child must begin with oneself. The influence of parents on children is one of the most powerful. How they communicate in the family, as well as family members with others, determines what the child’s social interaction will be like in adulthood. Children unconsciously copy the adults close to them.

Mom is the closest person to a child. It is she who has to teach the child to understand his emotions. Teach little man identify joy, anger, happiness, anxiety, fear, excitement. Discuss your emotions with your child more often, play role-playing games, and soon the baby will begin to understand his own.

Parents' confident behavior will help children develop self-confidence. Adults are either too strict or try to control the child unnecessarily. Both of these options in parental behavior are wrong - children quickly begin to understand that they cannot do anything on their own, and there is no point in even trying. Such parents grow up with weak-willed children who often fall under bad influence.

To develop self-confidence, give your child choices whenever possible. Tell him that you believe in him and he will succeed, give him simple tasks that he can handle without your help. When the baby becomes more confident, complicate the task (let him choose not from two, but from three, four things, etc.).

Psychological literacy is necessary for the development of a full-fledged personality. Nowadays there are many books about raising children. But what is written in them must not only be known, but also applied in practice. And also choose one strategy and stick to it.

One of the main tasks of parents is to unite and connect all the components and achieve harmonious personal development. Small child follows us, he absorbs all surrounding information like a sponge and copies our behavior. At first, we choose books and cartoons for our child, sculpt and draw with him, choose sections and circles. But very soon the moment will come when the child will be able to determine for himself what attracts him more and choose his own path. Don't interfere with this. Let him achieve harmony in his own understanding.

The concept of “harmonious personality” has several definitions. But they all boil down to one meaning, reminiscent of the famous expression of A.P. Chekhov that everything in a person should be beautiful.

What is a harmonious personality? This is a person whose inner world is in a state of balance.

Inner harmony occurs when a person understands himself, knows his strengths and weaknesses, makes plans and brings them to life. External harmony is a favorable productive relationship between a person and the surrounding world.

This is the consistency of thoughts and actions, words and deeds. All these correspondences must be manifested in every area human life– be it profession, family or creativity.

A harmonious personality in psychology is coordination of actions with the outside world and a balanced lifestyle.

A comprehensively harmoniously developed personality is a person who:

• does what he loves;
• has a useful social circle;
• Conveniently distributes time between work and hobbies;
• enjoys life;
• feels happy.

The concepts of “harmonious personality” and “harmonious development” have different semantic content. A person who feels joy from life is not always harmoniously developed. He may be more competent in one area and be a complete ignoramus in others. The harmonious development of a person presupposes a normal level of physical, moral, intellectual and aesthetic indicators for her age.

When raising a child, the environment must create conditions for him in which all natural inclinations will develop equally. He must learn the rules healthy image life, the need to engage in physical activity, to learn something new constantly.

Humanistic model of child development

In modern pedagogy, the leading idea is the education of a harmonious, developed personality using a humanistic model.

Its main positions:

1. Every person is unique.
2. For him, the formation of moral values ​​is mandatory.
3. A person must understand the meaning of his existence.
4. Each individual must be internally free, which is expressed in the desire to improve himself.

Since a person is an integral system, he should be studied from different sides. At the same time, it is important to understand how he sees the world and himself in it. You need to realize that he is an active and creative individual.

The internal development of a person lasts throughout his life. This process is individual and has different intensity. Only active actions will lead to positive result. If you don’t put any effort into this, then you can remain mediocre - not interesting or attractive to anyone.

At any age, you can improve your quality of life through inner growth. Reading books, studying foreign languages, embodying your youthful ideas, creativity, communicating with interesting people help this process.

Transformation conditions

There are external and internal factors that influence a person’s personal development.

• influence of the social environment;
• family education;
• education.

Internal factors include the natural characteristics and inclinations of a person, his attractions, as well as a range of feelings that arise under the influence of external factors.

A harmoniously developed personality should be the result of the manifestation of these factors. Such a person is usually cheerful and self-confident. And if he is at peace with himself, then those around him see him as interesting interlocutor and a friend.

You can start taking care of yourself at any age, but it is better to do it from childhood. Human improvement is possible throughout life. The main thing is to have a great desire and active actions.

Under what conditions does harmonious personality development occur? These include:

1. Physical education.
2. Moral education (developing a line of behavior that corresponds to the norms of society).
3. Mental education (formation of thinking skills, analysis, memory, concentration, etc.).
4. Aesthetic education (the ability to perceive harmony and beauty in nature and art).

All these areas of education must be interconnected.

How to recognize harmony

In psychology, the following signs of a harmonious personality are identified:

• good physical and psychological well-being of a person;
• positive feelings and emotions prevail;
• a generally positive assessment of oneself, with a clear understanding of one’s shortcomings;
• desire to improve oneself;
• friendly attitude towards people;
• the ability to achieve what is planned;
• a feeling of satisfaction with work, relationships with family and friends;
• health care;
• the desire to comprehend universal human values, beauty and harmony in all spheres of life.

Principles of self-development

How to become a harmonious person? A self-improvement system will help with this. But there are factors that slow down this process. These are psychological traumas received in childhood, upbringing in the family, and the child’s close environment.

There are many ways to overcome this problem. These are psychological techniques on how to become a harmonious person. They help bring all elements of life into harmony.

Psychologists say that for the harmonious development of a person it is necessary to: take care of health, be physically strong, comprehend science, respect others, express oneself by developing one’s talents, and grow spiritually.

Early development is becoming more and more popular. He has both supporters and opponents. Many mothers and teachers talk about the need early learning and development. Moreover, these words mean different things. Some insist on teaching from the cradle, studying foreign languages ​​with babies, teaching a crawling toddler to read, hanging large printed letters around the house. Others talking about early development, imply age, and not at all “advanced” rates. Still others teach newborn babies to dive and put one-year-old toddlers on skis. In any case, when starting classes with a child, everyone wishes him only the best.

We turned to child psychologists for comments to understand how to grow a harmonious personality and not harm the child with early knowledge and skills.

Victoria Melnikova, child psychologist:

I really like the metaphor of psychologist Svetlana Roiz that age is a step, each of them has its own task. And if the problem of the previous step is not solved, then it is “weak”. And then on a step higher there is a risk of falling down to the previous one. Additional load (not according to age-related tasks) is always imposed to the detriment of a function that should develop at a given age. The task of a child under two years of age is physical development: crawling, jumping, rolling over, and so on. If you start, for example, learning letters at this age, this will be to the detriment of physical development. Or, for example, a child with insufficiently mastered communication skills (a sensitive period for the formation of this function from 4 to 7 years), when he comes to school, will be busy not with the learning process, but with building relationships, that is, with the tasks of the previous stage of development.

- What age, in this case, do you consider the most suitable for working with your baby?

If the activities coincide with age goals, then they can be done from birth (of course, in accordance with the child’s capabilities). Suitable, for example, are various tactile and motor exercises, such as exercises, massages with stroking and nursery rhymes. If we are talking about writing, reading and counting, then the child’s brain is ready for this by the age of 6-7 years. Mastering these skills at an earlier age is possible, but at the expense of other mental processes, such as memory.

For the full development of a child, it is important to take into account the tasks of age. Thanks to this, we will ensure the timeliness of certain activities for the child.

- How to play with your baby to meet age goals?

Up to 2 years of age, the development of sensory systems continues, which means that, in addition to movement, it is for the benefit of the child to taste, smell, listen, touch... If, for example, we talk about hearing, then you can play, “exploring” together with the baby what sounds they make various items. And here you can give free rein to your imagination: knock on pots with a spoon, play a toy flute and listen to the piano. From two to four years of age, the child’s “I” manifests itself. It is important to remember that the brighter this manifestation, the stronger the child’s “I” in the future. Consequently, the greater the contribution to independence, to self-reliance in the future.

- What toys could be used for the harmonious development of sensory systems?

In general, I would advise not to overuse the number of toys. The value of the game is how much time an adult and a child can spend playing it. When developing a baby, it is important to remember that the most important thing is the quality of contact. If a parent feels the child, his needs and desires, and knows how to accept his feelings, then games and toys are secondary. Considering the tasks of the age, it is almost impossible to harm the child, and when feeling your baby, it is impossible to overdo it.

Nadezhda Navrotskaya, psychologist, art therapist and mother of three children:

A principle close to me, which forms the basis for the harmonious formation of personality, isdevelopment of sensitivity. What does it mean? In practice, sensitivity is high sensitivity and receptivity. To color, sounds and music, touches, tastes, smells. This is the ability to understand the emotional state of other people, to see and feel beauty, to tune in, empathize, compassion and love. A newborn baby has everything necessary for the development of sensitivity: high sensitivity of the nervous system and loving family. These two factors are quite enough for most children. But it is still possible to increase the level of development of sessivity. Indeed, in life this is reflected in the ability to see beauty, to subtly feel colors, lines, movements, sounds, and to respond to the emotions of other people. This makes it possible to experience life in all its bright colors. People with high sensitivity are more humane, it is easier for them to establish contacts with others, it is easier for them to gain trust and establish understanding.

One way or another, we are moving towards a world whose main value is communication. Suppress, show force, humiliate - these are ways of building an aggressive dialogue that cease to work in the civilized world. People with such strategies become unsuccessful.

- What can help teach a child to feel his surroundings more subtly?

Any games in which a child learns to understand the emotions of another, learns to see the beauty of lines, the influence of sound, destructiveness, or, on the contrary, filling with energy from food - it all works. Even babies can be gently stroked. With older children, practice with the help of certain toys. With older children, use creativity.

For kids who are just learning to manipulate toys, it is important to have different textures. These should be as alive as possible natural materials, preferably natural shades. It is ideal if the toy makes various quiet sounds. Books with inserts of different textures are very good. Wonderful pastimes that have become a thing of the past are wooden xylophones and small harps, on which we played according to the notes. Many kids like it Stuffed Toys, which are pleasant to the touch.

- Which toys should you be wary of?

I would advise avoiding acidic colors that make loud and fake sounds from plastic toys. Since all the sensations from using such an object are quite destructive, the psyche can simply “turn off” the effect on the analyzer, that is, reduce sensitivity.

Nowadays there are more and more technological toys. This is understandable, the world is becoming exactly like this - everything is subordinated to the process of material production and consumption. But we remain living people who need internal spiritual restoration. And one of the best ways to gain strength, in my opinion, is from nature. Let children have more such natural corners, simple natural toys, among which they can not lose themselves.

Prepared by Tatyana Smolenskaya