Summary of "Возрастная психология: ранний возраст, кризис 3х лет, дошкольный возраст, кризис 7 лет"

Summary of the Video: “Возрастная психология: ранний возраст, кризис 3х лет, дошкольный возраст, кризис 7 лет”

This video provides an overview of key stages and crises in early childhood development, focusing on psychological growth from 1 year to 7 years old. It explains the social situations of development, leading activities, and mental, emotional, and speech development during these stages. The video also highlights the importance of adult interaction and environmental factors in shaping the child’s cognitive and emotional growth.

Main Ideas and Concepts

1. Early Childhood (1 to 3 years)

Age boundaries are approximate; symptoms may appear slightly earlier or later and still be normal.
Social situation of development: Child, object, adult. Cooperation between child and adult happens through manipulation of objects.
Leading activity: Object-manipulative or tool-based activity.
Stages of mastering object actions:
1. Recognizing the object’s purpose (e.g., spoon is for eating).
2. Using the object strictly for its intended purpose.
3. Free activity with objects, including imaginative use and substitution (feeding dolls with a spoon).
Speech development: Emergence of simple sentences (1-2 words), use of basic grammatical endings, understandable to close relatives.
Object perception: Child notices key features of objects (e.g., cactus spines) rather than the whole.
Categories a child should recognize: Shapes (circle, square, triangle), colors (red, orange, yellow, etc.), animals (domestic and urban), vegetables, fruits, transport, furniture, dishes, toys.
Thinking development: Dependent on adult support; adults should create and manage problematic situations to stimulate thinking.
Memory: Mostly involuntary, linked to motor and emotional experiences.
Imagination: Begins through imitation of real-life situations, emergence of early play and use of object substitutes.
Attention: Involuntary; physical activity is crucial for brain tone and development of higher mental functions.
End of this period: The 3-year crisis or “crisis of early age” marked by negativism, stubbornness, jealousy, and protest as the child asserts independence.
Resolution of crisis: Emergence of real play where the child takes control, expanding social interactions beyond family (e.g., kindergarten, friends).

2. Preschool Age (Approximately 4 to 7 years)

Social situation of development: Child and social adult (beyond family members, includes friends, teachers).
Leading activity: Role-playing games with imaginary situations.
Stages of game development:
1. Plot-based games where the child directs the action.
2. Figurative role-playing reproducing emotional experiences.
3. Plot-based role-playing reflecting interpersonal relationships.
Central innovation: Subordination of motives — the child learns to regulate desires with “I want, I can, I must.”
New productive activities: Drawing, modeling, and simple labor tasks (helping around the house, small errands).
Speech development:
- Expansion of active vocabulary.
- Mastery of grammatical structures.
- Development of phonemic hearing.
- Growth in communicative, planning, and symbolic speech functions.
- Early word creativity (inventive use of language).
Thinking development: Shift from visual-effective to visual-figurative thinking; imagination mixes real and imaginary images.
Memory and attention: Involuntary attention dominates but voluntary attention starts developing.
End of this period: The 7-year crisis or “birth of the child’s social self.”
- Characterized by the loss of immediacy between desire and action.
- Child begins to consider consequences, advantages, and disadvantages.
- Emergence of self-reflection, analysis of own behavior, and internal emotional experiences.
- Child may become secretive or emotionally distant (“bitter candy” symptom).
- Development of volitional skills, communication skills, and self-assessment.
- Preparation for school and social integration.
- Formation of an internal position reflecting a new level of self-development.

Key Lessons and Recommendations

Adult role is crucial: Adults must facilitate problem-solving situations and allow the child to struggle and learn independently rather than intervening too quickly.
Physical activity is essential: Movement supports brain development and attention regulation.
Play is central: Play evolves from simple object manipulation to complex role-playing, serving as a key medium for emotional, cognitive, and social development.
Respect crises as developmental milestones: The 3-year and 7-year crises mark important transitions in autonomy and social self-awareness.
Labor and responsibility: Even simple chores and organized labor help build foundational skills for later learning and social functioning.

Methodology / Stages Presented

Mastery of Object Actions (1-3 years)

Recognize object purpose.
Use object as intended.
Free and imaginative use, including substitution.

Game Development (Preschool Age)

Plot-based games with child as director.
Figurative role-play reflecting emotions.
Plot-based role-play showing interpersonal relations.

Speakers / Sources Featured

The video appears to be a lecture or presentation by a developmental psychologist or educator (unnamed).
Reference to Konen (likely a developmental psychologist or theorist) regarding the importance of play in childhood.
No other specific speakers or sources are explicitly named.

This summary captures the developmental stages, crises, and psychological concepts discussed in the video, emphasizing the importance of adult interaction, play, and physical activity in early childhood development.