Electronic library in age psychology. G.

* * *

I dedicate with love and gratitude to the bright memory of my parents - Abramone Nina Mikhailovna and Abramova Sergey Vladimirovich

It so happened that the book written by me for myself became a tutorial. From the day when I wrote her first pages, a lot of time passed. Today this time is measured for years. Everything has changed - the country in which I live, my marital status, my age and even the way I write these lines. Alternatively, only love for people and a desire to share seen and experienced for me. Development Psychology and Age Psychology are very lively areas of knowledge, they are replenished daily by new data on the lives of people in different cultures. Theories and hypotheses are born and die, but there remains thirst for people to know their own appointments, mechanisms and patterns of their own development. This thirst creates different types of knowledge, one of them is scientific. The reader will make up his opinion on him and at my work, but I have to hope for feedback.

Denmark: Spring - Summer 2008, Spring - Summer 2017

Preface

The interest of a person to itself is natural and justified. Interest in other people often has completely different reasons, and their diversity is as large as the diversity of human destinies. Science is trying to analyze the lives of people, organizing the direct living interest of people to each other with the help of theories, categories, concepts and other means of thinking, which people have science people. The results of their work allow you to see in a single stream of human lives those unique, reproducing the life of a person as a person's facts, laws and patterns, see and understand that every person reproduces human in his fate and creates its own life, expanding, clarifying, complementing the idea, knowledge about what is a person.

Life is arranged in such a way that sooner or later, any of us is faced with a life situation that makes discuss, put, formulate questions: "What happens to me? Why is this happening to me? ". So a person meets with the need for new knowledge about himself. Here and comes to the rescue, the science offering a generalized knowledge in which you can (I think that you need) to find an answer to questions about what happens to me.

The answers can be a different one, but they will all be attributed to the period of life, which a person is experiencing, and periods are different: critical, sensitive, stable. Each period has its origin and, in a certain sense, can be predicted even by the person himself, if he can (learned, wanted to learn) to analyze his life.

This possibility of analyzing his and someone else's life is given to the psychology of development and age psychology, one of the most complex and interesting industries of modern psychology. Without knowledge of human life periods, you can not work as a teacher at school, teacher in kindergarten, a doctor in a hospital, a lawyer in court, a psychotherapist in the clinic. Without this knowledge, it is difficult to be a mom, dad, grandfather, grandmother and ... even a child (especially an adult child).

Listeners and students who I read courses on the psychology of development and age psychology, special courses on specific issues, were always with interest to the actual material and with great difficulty perceived the theory of psychology. However, years passed, and, meeting with crowded students, already teachers, psychologists, moms and dads, heard the words about what is important to "some kind of general knowledge about life."

Probably, similar to knowing once I was looking for myself. For me it became a kind of reader's task. I tried it to fulfill it in this book.

I am infinitely grateful to all readers of my books, who found strength and time to talk to me about them.

Once again I express my endless love of my family for help and support in work.

Belarus, January 1999 Denmark, May 2017

Chapter 1
What is the psychology of development and age psychology?

The scientist has ready-made concepts and will try to explain the "facts" with the help of these concepts, so he will approach bias, will look through certain glasses and, how to know if these glasses will explain or distort the picture?

Mother closely knows his child, however, for the most part it is knowledge at the moment. If psychology will arm it with certain points of view, which will make clarified the main features of development, it is better able to follow your child.

- psychologists divorced, and a sense of them - no.

(From the conversation).

Keywords: Science, science, pattern, "I" of a researcher, mental reality, age, painting of the world.

As a result of the study of this chapter, students should:

know Features of scientific knowledge;

be able to distinguish between domestic and scientific knowledge;

own The concept of mental reality.

I could continue the epigraph quotes from other authors, but let me bring myself only one - the one who most often meets in a conversation with adults about children. This question is a rhetorical, emotionally rich, more often anxious than optimistic - what will happen to him next?

Age psychology is science. Serious, academic science, consisting of several sections - industries, each of which studies any age - from infant to senile (children's psychology, psychology of the preschooler, gerontopsychology (this is about old men).

As any science, she discusses its subject, methods, methods, the criteria of truth, argue about the presence of this truth in one theory. Like any science, she seeks to describe their subject in special terms - scientific concepts, separating it from the subjects of other sciences, even related, for example, from general psychology, psychophysiology, also studying age: those big biological clocks that begin their move from the moment of birth man. Everyone knows the direction of the movement of these hours - from birth to death. Their move is inexorable, it is determined by nature itself, and it is obvious that every person obeys this go. But it is rather a lyrical retreat than the description of the subject of age psychology.

Age psychology is trying to explore the patterns of mental development of a person, a normal person. Thus, it puts the most important questions about the existence of the laws themselves, about the degree of their universality, that is, commitment for all. At the same time, a question appears (and very concrete) that such mental development and who can determine it, in addition, the eternal philosophical question arises of what person is considered normally developing.

If you attribute these questions to yourself in such, for example, the form, you will feel how important they can be important for your destiny:

- Is there a normal person?

- Is the person developed?

- Does my development meet my age?

- What will change (and whether to change at all) in my inner world with age?

- Can I change myself?

These questions can be asked for any person. The accuracy of the answer to them can significantly affect the fate of a person - on his own decisions and solutions to other people, from which its important personal events may depend.

Age psychology studies not only what is happening with a person today, it has the data on what can be in a person's life in general, as it is trying to study all his life. Naturally, in some ages paying more attention, and somehow is less. This happens, as E. Fromm wrote, partly because "a scientist engaged in the study of a person, more than all other researchers exposed to the social climate. This happens because not only he himself, his image of thoughts, his interests and their questions were determined by society (as it happens in natural sciences), but also determined by society and the subject of the research is the person. Every time a psychologist talks about a person, a model for him serve people from his closest environment - and above all he himself. In modern industrial society, people are focused on the mind, their feelings are poor, emotions are represented by an excessive ballast, and the situation and the psychologist himself and the objects of his research "are.

It is difficult to disagree with this. In this regard, the words of D. B. Elkonin are remembered, said on one of the lectures on children's psychology: "I became a truly psychologist only when the grandson was born."

The "I" of the researcher comes into contact with the "I" of those faces that each of them have. A miracle of age psychology is that it allows the researcher to live in their own life a lot of events related to the updated understanding of the life of other people. Development, vision update can be observed in the texts of Z. Freud and J. Piaget, L. S. Vygotsky and D. B. Elkonin, in the works of E. Erixon and E. Fromma. This is a fascinating and, in my opinion, a little studied page of the history of age psychology.

So, age psychology as science begins from the moment when there are two people who have different goals: the first person is an adult who puts its task to get true, accurate knowledge of the patterns of mental development, and the second person may have a child, a dealer of an adult or Someone older than him in age - a person whom a psychologist will name the subjects studied.

Already the possible difference in physical age gives rise to the problem of understanding. This problem is more complicated when it comes to studying the child. How to do it to get accurate data?

Sheets of old and new books, read wisdom names: experimental genetic method, clinical observation, longitudinal research, method of phased formation, included observation, laboratory experiment, and that Similar. Leave a detailed description of these procedures to special editions, in this book I will try to allocate the main thing in all methods (Naturally, the main thing from my point of view): They dismemberd, share the continuous course of the person's life into separate situations, regular from the point of view of the researcher, the experimenter. Strict fixation of these situations in the materials of scientific protocols allows us to analyze these situations, and not the vision of the scientist himself. Although, if the protocol is not formalized (there is no standard form), then, of course, the situation under study will see and be understood in different ways by all its participants and persons who will try to repeat it.

The researcher in age psychology deals with the protocolized situation. She is an analysis and explanation for him - interpretations.

There is one type of study, which seems to overcome this fragmentary and situability in the understanding of a person, are diaries. The diaries of the people themselves, written from the first person, and diaries telling about the life of someone, are the famous Mother's diaries, for example, describing the development of the child.

Psychology as a science from the moment of its origin it was difficult to allocate and keep their subject of research. One of the reasons for this is to reduce the professionalism of psychologists and in the fact that everyone has an illusory confidence that he will always be able to understand, explore, manage another person, because the person itself is also.

The fantasy of the researcher, the experimenter, the scientist complements the system of life facts to the theory, before a generalization, allowing to use it in the future to understand other facts.

Scientists use such concepts to describe their experimental and theoretical work: practical and theoretical relevance, subject, objectives, methods and hypothesis of research. These are very important moments of the organization of scientific work, since it is they allowed to clarify the relationship of their individual work with what they make colleagues in this direction - domestic and foreign.

Practical relevance is a description of those individuals or areas of activity where the knowledge gained can be used in practice.

Theoretical relevance involves the wording of the problem (or problems) from the point of view of the science itself, the patterns of its development as a special phenomenon in society, as a special phenomenon in the life of the scientist himself.

At the time of the awareness of the theoretical relevance of its work, the scientist necessarily appeals to his experiences on the value, the truth of the knowledge of them, which can exacerbate his relationship with colleagues, even with the whole scientific community.

The concept of problem and theoretical relevance allows scientist to realize his philosophical position in the understanding of human life and concretize it in the form of his own theory, clarifying the laws of human life. The history of science and our time give many examples of the personal scientific courage of scientists who managed to declare the existence of their own theoretical position in the understanding of man.

Almost any author of any theory - Z. Freud, K. Jung, L. S. Vygotsky, J. Piaget and other famous and not very researchers - experienced the moment of intellectual and emotional tension related to the presentation of its position for the scientific community, pronouncing: " I consider otherwise "or" I think so. " In this regard, it is enough to recall the fact from the biography of Z. Freud, when he was almost deprived of communication with the scientific community for eight years, as he expressed his point of view.

In age psychology, there can be several issues that are constantly present in the activities of the scientist, exploring the patterns of development of mental reality.

The eternal problems of the science of age psychology could, I think to formulate this:

- What is mental reality?

- How does it develop?

- How can I predict its development and influence it?

Naturally, these eternal questions are closed with a question that there is a person, that is, with eternal philosophical, or, as they say, the methodological question.

The ability to work on these issues for scientists is often related to the solution of transient, that is, due to specific historical times, problems, or, as they say to social order.

Hypotheses (or hypothesis) give the basis for constructing patterns, its correlation with other, already known; Thus, hypotheses allow you to see not only a matter of some fact, but also its possible past and the future. The hypothesis deprives the fact of staticness, limited, fleece. Through the hypothesis fact (s) becomes material to build a system of thinking, organizing an understanding of the human life of a person.

The scientist is aware of his hypothesis, understands its incompleteness and limitation. People in everyday life tend to attach to the hypothesis, even not paying attention to the fact that the connection with them between the facts or their properties may be random, temporary, situational character, for example, the connection between the fact of the child's assignment of someone else's thing and theft is a fact of criminal life Adults.

For a scientist learning age psychology, hypothesis (s) on the connection of these facts may not be absent in general, as it includes them in the context of various tasks of its research.

The objectives of the study of mental reality are associated for a scientist with strictly defined goals reflecting the logic of its own work with the properties of mental reality. So, the purpose of the study can be an analysis of literature on the problem, or approbation of a specific methodology, or conducting a test (aerobatic) study and the like.

The tasks as they are solved as the information field of the professional activity of the psychologist, contribute to clarifying the hypotheses, the improvement of the theory, and, if necessary, lead to the reorganization of the entire style of professional thinking of the scientist.

So, a scientist who professionally working in the field of age psychology deals with its problems, solves its tasks in the context of the modern social life. In this case, the structure of science, that is, its relative stability of both socio-cultural education, allow you to maintain the research methods specific for it.

The research method is a conscious answer to the question of how concrete knowledge has been received and how true it is. The awareness of research methods as methods for obtaining facts is most distinct, in my opinion, is manifested in the content of verbs "see" and "watch", "listen" and "hear". It is known that you can watch and not see, that is, not to notice, do not realize the very examination process itself, which is impossible for vision. The vision is based on active, organized as subject to the subject to which it is directed and on its own efforts to see.

The research method is an organized vision, which suggests the watch only as the moment of the spontaneity of life itself.

The researcher can realize, convey to other people, as its vision organized, but how it is happening to realize it is very difficult, almost impossible.

The vision of a scientist researcher who studies the facts of human life is actively and organized not only with his own reflection (his own efforts aimed at acts of their own attitude towards the facts of life), but also with the help of techniques.

The techniques are the means of obtaining facts characterizing the patterns of human life. These funds can be created by the researcher himself, and are borrowed from colleagues living or living in different historical times with him. So, today we can work with the tasks of J. Piaget, which were formulated by many decades ago, etc.

The technique appears to look different: a verbal survey, drawing, action, movement, and the like. Its main difference from similar human activity products is that, firstly, it (technique) is included in the context of solving scientific problems; secondly, it assumes the correlation of the fact that the system of hypotheses is obtained, that is, with scientific theory; Thirdly, it always exists in the light of the specific tasks of a particular author and reflects its theoretical position; Fourth, in the content of the technique, restrictions in the construction of hypotheses based on the facts obtained using this technique are conscious.

In other words, a researcher, applying a method for obtaining facts, aware of the role and place of these facts as in its own thinking about them and in the life of the person under study.

We have already said that age psychology is dealing with mental development problems. Without an understanding of what is mental, what is a mental reality, it is almost impossible to come to this global problem.

Psychologists have to rely on the philosophical ideas about the essence of a person, in order to issue their own ideas at the level of theoretical hypothesis of their own idea of \u200b\u200bthe subject of their own scientific research.

From this point of view, it is important how the researcher sees his own role in the facts received and analyzed by them, more detached and, as appropriate for science, reverent.

Maybe countless options for manifestation of the philosophical position of the researcher, but the main line of differences between them passes, it seems, through the awareness of the dependence of the investigated fact of someone else's life from his own life.

Interested reader, I ask you to stop your attention, on phenomena - transfer and counteratransfer present in psychotherapeutic practice. The individual nature of the relationship arising from the researcher and the studied (doctor and patient, too), invites the possibility of studying them by experimental, requiring reproduction, repetition of the fact, methods.

So in the history of the study of man, a special problem arose - the problem of interaction, the essence of which could be briefly formulated as follows: the study and researcher change each other in their joint action (feeling, movement).

The situation with the formative experiment, its role and place in obtaining psychological facts becomes particularly difficult. It is known that the resulting experiment arises with the following scheme of the organization of scientific research:

- a statement experiment - obtaining a system of facts;

- an emerging experiment - an organized controlled impact on the factory system;

- Control experiment - fixation of changes in the system of studied facts.

The complexity of the analysis of the impact results is that the experimenter itself is an essential source of possible changes. In turn, any possible changes from the subject largely will be determined by its attitude towards the experimenter and to itself. It is appropriate to assume that, for example, the majority of problems in teaching children reading related to the child's attitude towards his person to himself.

The problem of the forming experiment associated with the possible impact of one person to another, as it seems, not only exacerbates attention to the content of the facts that the age psychology operates, but also makes it necessary to understand the context of the life of the researcher, contacting these facts. In this context, the content of his life philosophy, its possibility of incarnation of its own essence in relations with other people is one of the most important components of the theory constructed by them developed by the technique or simply working hypothesis.

I will compare again on E. Fromma: "... the world has for him (person. - G. A.) a certain meaning and the coincidence of his own painting of the world with the ideas of the people around him is for him personally the criterion of truth, … He considers his own position logical "

Comparison of its position with the position of another person, the allocation, awareness of its content is distinguished by the work of a scientific researcher in the field of age psychology from the response of people of different ages to each other.

The manifestation of the content of the position requires funds for its retention. Concepts are becoming such means in scientific use.

In modern age psychology, more and more theoretical and research works appear, where the researcher takes a phenomenological position.

In line with these works, much attention was paid to the narrative research method, the essence of which is that a person talks about the events of his life, and the researcher fixes and analyzes his story. This is one of the methods of studying products of human activity, which has become the most interesting in the light of changing values \u200b\u200bin the scientific knowledge itself.

Interestingly, in age psychology, the difference in the positions of the authors as a difference in the description languages \u200b\u200bis most clearly manifested, so, J. Piaget uses the language of mathematics and biology ("grouping", "Operation", "assimilation", "adaptation" and the like) , and Z. Freud widely applies the language of medicine and philosophy ("unconscious", "consciousness", "I am" suffering "and the like).

Examples of using non-specific for age psychology of the language of other spheres of scientific knowledge for setting and solving specific and general problems could be given a lot. So there are these marking in different versions: J. Piaget - "Stages of Intellect", Z. Freud - "Edipov Complex", K. Yung - "Arkhetyp", E. Fromm - "Flight Freedom", D. Stern - " Samoye ", V. V. Davydov -" Theoretical Thinking ", L. S. Vygotsky -" Cultural and Historical theory ", etc. This is a great honor for a scientist and recognition of its place in science, when its position is fixed and defined. Thus, it can relate to other positions in historical science time.

The position of any person (not only scientist) in relation to these facts and patterns is manifested in his arguments about people in general, about the age of man, about its possibilities of change and the like.

For a scientist, there is a problem of holding the subject of its study, so as not to fall into the "bad" infinity of the relationship of all factors with everyone, infinitely complicating the construction of a scientific knowledge system. For people of other professions and childbirth, the use of facts occurs at the level of response through their own changes or changes to another person.

The ability to see these changes, feel them is the condition of adequate perception of another person and themselves. Rigidity, orientation for stereotype, phantom, and not on a living reality, destroy the interaction, make it a unidirectional impact that deforming its participants.

The object of interest to us is the subject of age psychology can be shown in the position of a scientist or any other person as an orientation on the facts and patterns of mental development of healthy people.

Thus, in each of us, age psychology begins there and then when we are in your life (and a scientist - in their professional activities, and it can last decades) immersed in the problems of inequality between people. Inequality This is fixed strictly and demanding in any language (conversational and scientific) as an age ratio between people: older - younger, and then options: weather, peers, people of one generation, people of the first half of the XX century, people of the past, as well as people Future.

Interestingly, with all the unambiguities of this relationship in the XX and XXI centuries. There is an amazing phenomenon that was not in last centuries - the age of a person is not a clear indicator of his awareness and competence. This situation becomes even more difficult when it comes to the ownership of specific skills - general cultural and professional.

Today, seniority (by age) is not necessarily indicator of maturity, human development. This, in particular, leads to the fact that there is a need for a theory that gave grounds for understanding on domestic (and even more so on the scientific) level of patterns and mechanisms of human development. Especially acute this question arises in unemployment when competitives for jobs. Who can and need to give priority if there is a vacancy? With all the concreteness, this question is far from rhetorical and involves the use of knowledge about the laws of the formation of personality.

Building such a theory may (and should) be a task of scientific work - special professional activities, but also any person on his personal experience, on the experience of their experiences, meetings with other people, on the experience of understanding himself builds such a theory. She enters his picture of the world.

The conscious picture of the world is trying to master the scientist developing such a theory. Given the importance for each of us a special theory - the theory of understanding of another person, we will focus on this issue several more.

So, anyone (scientist and man in the street) builds his picture of the world, that is, trying to understand him, explain, systematize. The constructed picture of the world becomes, in a certain sense, artificial, virtual reality. The eternal question about what is in fact, the question of the essence of another person (in relation to our topic) remains in its entirety. I think that this is fine, since the eternal questions are the guarantor of the search for truth, and therefore the guarantor of the existence of the science itself and generalized theoretical knowledge.

The existence of a picture of the world, the process of its formation itself shows that a person is fighting for such a position, which I would ask for everything to be a measure and was able to prescribe the norm. This position is expressed as an worldview in which the representation of itself and other people is structured, is organized in the content of the I-concept and concept of another person.

By themselves, these concepts, in my opinion, are performed in the picture of the world the role of a subframe that keeps the canvas pattern in a relatively constant condition. Often, a person expresses both of these concepts in one word, which tightly pulls or even breaks the picture of the world's picture, for example, "I am a bad person", "all people - Gada", or "I am an extra person", "All people interfere with I live" , or "I am a genius", "All people are notching", or ... I think that each reader is easy to restore possible emotional states that each of the statements given here can be imbued.

Scheme. The structure of mental reality

The allocation of it allows us to talk about essential in the patterns of development. What are the most important properties of mental reality? How to distinguish it from other types of reality - physical, chemical, logical and others?

I think this question is no less complicated for the answer than the question of distinguishing the living from non-living. We rather feel, we feel, we understand this difference than we can realize, that is, to express in words. It is also not easy how to choose synonyms for the words "life" and "death."

Questions and tasks for self-test

1. What do you think, what scientific psychological knowledge do you already use in your life?

2. How can I reveal the difference in everyday and scientific psychological knowledge?

3. Find any psychological test that allows you to explore the qualities of mental reality. Show his ability to receive scientific knowledge.

4. Find a scientific article on age psychology. Analyze its structure. What is the difference in, in your opinion, scientific text from other types of texts? Why is this difference?

5. Make several schemes of a possible experimental study in age psychology. Describe the experimental features as a research method.

Note 1.

Modern education is characterized by the introduction of a federal state educational standard at all levels of learning, while the meaningful component of textbooks and training aids used in universities and colleges was revised. Changes touched on textbooks on age psychology.

Imagine a brief overview of textbooks and training aids created in recent years.

Tutorial of age psychology A.K. Belousova

The textbook was created for university students in accordance with the second generation standards, issued in 2012. The textbook systematized modern ideas about the ontogenesis of the human psyche, modern periodization of mental development are presented; A complex of methods of age psychology, the historical aspect of the development of age psychology as science, is specially considered by the implementation of professional self-determination and deviant behavior. The main difference between this textbook from a number of other textbooks and textbooks for age psychology is the use of the latest achievements in the field of age psychology, a methodological apparatus of modern age psychology has been determined.

Course of lectures on age psychology M.E. Khilko

This tutorial is intended for students of higher educational institutions, structural consists of 14 topics. The Topic 1 is devoted to the consideration of age psychology as science, the subject, objectives, methods of age psychology are presented in detail in detail. In the topic 2, the author covered the main theories of mental development, interest for students will be a description of the biogenetic and sociogenetic concepts, the psychoanalytic theory of children's development, the theory of social learning, theory of cognitive development, the cultural and historical concept and a number of others. Topic 3 considers psychological problems of personality development, in particular, issues such as: the features of the development process, driving forces, conditions and sources of personality development, the patterns of mental development, etc. The individual chapter (Topic 4) presents periodization of mental development, various approaches to Periodization, the concept of age, sensitivity, critical and crisis periods is given. In themes 5-14, the main features of the mental development of children and adults at different stages of development, in particular, the authors discusses the period of newborn, early childhood, preschool childhood, the period of younger school age, the peculiarities of adolescence, youth, the psychology of an adult. Each age period is characterized by the social situation of development, changes in mental activity, crisis manifestations, neoplasms. At the end of the textbook there is a list of references, which can help in mastering age-related psychology students of universities.

Tutorial of age psychology L.F. Obukovo

The textbook was published in 2016, intended for students of higher educational institutions, structurally represented by the tenders in which childhood is revealed as a subject of psychological science, presented in detail the basic concepts of child development. The textbook contains two applications - the Convention on the Rights of the Child and the Declaration of Rights of the Child. An important distinguishing feature of this textbook is the presence after each chapter of issues for the implementation of self-control, as well as the list of additional literature on the studied learning material.

Textbook on the psychology of development and age psychology O.V. Hashlaeva

This textbook was published in 2013, fully complies with the Federal State Educational Standard of Higher Education, intended for students of higher educational institutions. The textbook presents the main aspects of the development of people at different age stages - from birth to old age. When presenting the educational material, the author uses the principle of implementing a practical oriented focus, the main neoplasms and development lines in different age stages are presented. At the end of each chapter, issues are issued to monitor students' knowledge.

(Development Psychology and Age Psychology.)

M.: Gardariki, 2005 - 349 p.

The textbook "Age Psychology" is a detailed course on the discipline "Development Psychology and Age Psychology" developed in accordance with the State Educational Standard of Higher Professional Education.

A periodization approach to the analysis of age-related development was implemented in the book, the methodological principles of which were laid by L.S.Vugotsky, D. B. Elconin.

The proposed textbook can be used in the preparation of specialists in a number of specialties - "Psychology", "Sociology", "Social Pedagogy", "Social Work" and others.

Format: PDF / Zip.

The size: 1.54 MB

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TABLE OF CONTENTS
Preface
Section first. Item, tasks and methods of psychology of dividing and age psychology
Chapter I. The subject of age psychology. Theoretical and practical tasks of age psychology
§ 1. Characteristics of age psychology, developmental psychology as science
§ 2. The problem of determining mental development
§ 3. Basic concepts of age psychology
Chapter II. Organization and methods of research in the psychology of development and age psychology
§ 1. Observation and experiment as basic research methods in developmental psychology
§ 2. Observation method
§ 3. Experiment as an empirical research method
§ 5. Research Auxiliary Methods
§ 6. Scheme of the organization of empirical research
Section second. The historical formation of age psychology
Chapter III. The emergence of age psychology as an independent field of psychological science
§ 1. Formation of age (children's) psychology as an independent field of psychological science
§ 2. The beginning of a systematic study of children's development
§ 3. From the history of the formation and development of Russian age psychology in the second half of the XIX - early XX century.
Chapter IV. The theory of children's development of the first third of the XX century: setting the problem of mental factors
§ 1. Statement of issues, determination of the circle of tasks, clarifying the subject of child psychology
§ 2. Mental development of the child and the biological factor in the ripening of the body
§ 3. Psychic Development of the Child: Factors Biological and Social
§ 4. Psychic Development of the Child: Effect of Environment
Section Third. The main concepts of human mental development in Ontogenesis in foreign psychology
Chapter V. Mental Development as a personality development: a psychoanalytic approach
§ 1. Mental development from the standpoint of classical psychoanalysis 3. Freud
§ 2. Psychoanalysis of childhood
§ 3. Modern psychoanalysts on the development and raising of children
Chapter VI. Mental development as a personality development: theory of psychosocial development of the identity of E. Erixon
§ 1. Ego - Psychology E. Erixon
§ 2. Methods of research in the works of E. Erixon
§ 3. Basic concepts of Erixon's theory
§ 4. Psychosocial stages of personality development
Chapter VII. The mental development of the child as a problem of learning to the right behavior: behaviorism about the laws of children's development
§ 1. Classic behavior as a science of behavior
§ 2. Bihewic theory of J. Watson
§ 3. Operant learning
§ 4. Radical behavior B. Skinner
Chapter VIII. Mental development of a child as a problem of socialization: theories of social learning
§ 1. Socialization as a central problem of social science concepts
§ 2. Evolution of the theory of social learning
§ 3. The phenomenon of learning through observation, through imitation
§ 4. Dedic principle of learning children's development
§ 5. Changing the ideas about the psychological nature of the child
Chapter IX. Mental development as a development of intelligence: Concept J. Piaget
§ 1. The main directions of research of intellectual development of the child J. Piaget
§ 2. Early stage of scientific creativity
§ 3. Operational Intelligence Concept J. Piaget
§ 4. Criticism of the main provisions of theory of J. Piaget
Section fourth. The main patterns of human mental development in ontogenesis in Russian psychology
Chapter X. Cultural and historical approach to understanding mental development: L.S. Vygotsky and his school
§ 1. Origin and development of higher mental functions
§ 2. The problem of the specifics of human mental development
§ 3. The problem of the adequate method of studying the mental development of man
§ 4. Problem "Training and Development"
§ 5. Two paradigms in the study of mental development
Chapter XI. The statiality of the mental development of man: the problem of periodization of development in ontogenesis
§ 1. The problem of historical origin of age periods. Childhood as a cultural and historical phenomenon
§ 2. Category "Psychological age" and the problem of periodization of children's development in the works of L.S. Vygotsky
§ 3. Representations of age dynamics and periodization of development D.B. Elkonina
§ 4. Modern trends in solving the problem of periodization of mental development
Section fifth. ONTogenetic mental human development: age-related steps
Chapter XII. Infancy
§ 1. Newborn (0-2 months) as a crisis period
§ 2. Infancy as a period of stable development
§ 3. Development of communication and speech
§ 4. Development of perception and intelligence
§ 5. Development of motor functions and actions with objects of life
§ 7. Psychological neoplasms of the infant period. Crisis one year
Chapter XIII. Early childhood
§ 1. Social situation of child development at an early age and adult communication
§ 2. Development of objective activities
§ 3. The emergence of new activities
§ 4. Cognitive development of a child
§ 5. Speech development
§ 6. New guidelines for mental development in early childhood
§ 7. Early childhood development. Crisis of three years
Chapter XI V. Preschool Childhood
§ 1. Social development situation in preschool age
§ 2. Game as a presenter of preschool age
§ 3. Other activities (productive, labor, training)
§ 4. Cognitive development
§ 5. Communication with adults and peers
§ 6. Basic psychological neoplasms. Personal development
§ 7. Characteristics of the crisis of preschool childhood
Chapter XV. Junior school age
§ 1. Social development situation and psychological readiness for school education
§ 2. Adaptation to school
§ 3. The leading activity of the younger schoolchild
§ 4. Major psychological neoplasms of the younger schoolboy
§ 5. Defense crisis (predetermined)
Chapter XVI. Teenage age (adolescence)
§ 1. Social development situation
§ 2. Leading activities in adolescence
§ 3. Specific features of psyche and adolescent behavior
§ 4. Features of communication with adults
§ 5. Psychological neoplasms of adolescence
§ 6. The development of the personality and crisis of the transition to adolescence
Chapter XVII. Youth
§ 1. Youth as a psychological age
§ 2. Social development situation
§ 3. Leading activity in youthful age
§ 4. Intellectual development in youth
§ 5. Personality Development
§ 6. Communication in youth
Chapter XVIII. Adhere: youth and maturity
§ 1. Adipiency as a psychological period
§ 2. The problem of the periodization of adulthood
§ 3. Social development situation and leading activities during maturity
§ 4. Development of the person in the period of adulthood. Regulatory crises of adults
§ 5. Psychophysiological and cognitive development in the period of adulthood
Chapter XIX. Adhere: aging and old age
§ 1. Old age as a biosocyopsychological phenomenon
§ 2. The relevance of the study of gerontopsychological problems
§ 3. Theories of aging and old age
§ 4. The problem of age borders of old age
§ 5. Age Psychological Tasks and Personal Crisis in Older
§ 6. Social development situation and leading activities in old age
§ 7. Personal features in old age
§ 8. Cognitive sphere during the aging
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