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Crisis at age 7 - Coggle Diagram
Crisis at age 7
development of intellectual orientation in own expriences
experiences acquire meaning -> child develops new relations to themself that were impossible before generalization of experiences
generalizations of experiences - affective generalization/logic of feelings appear
if a series of situations happens to a child, they develop an affective formation - a generalization/perception of themself (like child who is rejected by peers will begin to perceive themselves as worthless)
self-love = generalized relation which remains constant in various situations
not possible for preschool children
generalized relations to those around them
internal conflict = contradiction between experiences and selection of own experiences
new unity of environmental and personal factors have appeared
child's relation to environment has changed & environment itself has changed
internal relation of hte chil to those around him -> previously hav enot considered child as active participant in social situation
1st problem : we have prevously studied environment as separate/absolute characteristics
child is part of living environment, the environment is never external to the child; child is social being -> child is part of social environment
transition from absolute to relative indicators: wht is the child's relation to separate aspects of the environment?
DYNAMIC CHANGE: environment becomes different from the minute the child moves from one age level to another
perception of environment must change - environment must be studied in relation TO the child
unity of personality + environment = experience
experience = external elation of the child as a person to one facctor /anothr of reality; environment determines the development of the child through experience of the environment
experience = dynamics of unity of consciousness = whole which comprises consciousness
defines relatnion of personality to environment; determines frome pov of how one envrionmental factor affects child's development
in same family & situations, we find diffferent changes in development in differet children bc diff children experience ona nd same situation differently (p. 294)
crisis may have different cours dpeneding on environment in which it occurs
crisis occurs in all normally proceeding child development: there will always be a sate of things where the internal course of child's deveopment will conclude a cycle, mtransition to next cycle will be a turning point
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transition from preschool to school age
loss of childlike directness - begins to differentiate internal and external aspects of child's personality (p. 290)
begins to behave oddly in ways that are hard to understand
preschool age children are the same inwardly = outwardly; can't separate internal and external personality
loss of childlike directness and naivete
introduction to intellectual factor into our acts
distinction of human perception = intelligence + objectivity
process of visual thinking is done in unity w/ intellectual designation
perception = generalization object as representative of class of certain things
essential trait of perception = structural quality
we perceive the whole reality w/ intellectual connections/relations, as well as neighborhood of objects/contiguity
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