What to expect during this 2 year crisis period?
One fine day, parents realize that their baby has reached a transitional age, which is called the crisis of two years in a child.
The baby increasingly does not obey, it seems that he has become uncontrollable, and this will never end. How to survive this period?
When a crisis occurs in a two-year-old child and he begins to rebel, you need to not let the situation take its course. Now the participation of parents is important for the baby more than ever before. During a crisis, there are situations when parents prefer to give in, not get involved in proceedings, start buying him PAW Patrol figurines, and wait for everything to resolve itself. But this makes it worse for the baby and the parents themselves.
The best solution would be:
- explain to the child where his accessible boundaries are;
- teach you to listen to him, and also to listen to your child yourself.
Once the prohibitions are defined, you need to stick to them no matter what. If mom or dad give in at least once, it will be clear to the baby that the method of manipulation is quite simple; if you throw a tantrum, everything will be given.
Many people think that they need to distract the child from the situation, the conflict will be resolved if you give the child https://toyexpress.com.ua/brands/paw-patrol Paw Patrol figurines, then everything will be fine. This method is not entirely correct. The main thing is to give the opportunity to live the situation to the end, not to persuade, but to explain that there are rules and the son or daughter should follow them.
Recommendations from psychologists when a child’s two-year-old crisis occurs
Of course, it can be difficult to explain anything to a 2-year-old child. How to proceed:
- At the moment when the hysteria begins, it is important to prevent aggression and take control of the situation. It’s better not to start explaining at the moment of peak, everything will be useless. Even an adult finds it difficult to perceive information during an irritable state.
- Wait until the child calms down. As soon as it becomes clear that the baby is ready to listen, you can begin to explain and set rules of behavior.
- If the hysteria is repeated during a conversation, it is better to postpone it until the child himself approaches the parents. This way he will definitely understand his behavior and, most importantly, he will hear what they want to tell him.
- Do not reproach the child in the future for his offense. It is better to resolve the situation once. It is possible to come to an agreement with your child. Patience and simple explanations will help parents find a common language with their child.
It is also worth understanding that in hysterics a child feels no better than adults. The crisis stage of a two-year-old child helps the formation of his character and personality development. He is waiting for support. Only loving parents can teach a child to cope with bad moods, resentment and emotions in general.
The 3-year-old crisis as a transition period from early to preschool age
Natalia Simonova
The 3-year-old crisis as a transition period from early to preschool age
The 3-year crisis as a transition period from the early
to preschool age
L. S. Vygotsky defined development as the emergence of a new quality, the emergence of something qualitatively new. In Russian psychology it is shown that human development occurs in his activities. All of a person’s abilities, his personality, are not only manifested, but also formed in activity, and activity is not only what a person does with his hands and feet, but also the desires, experiences , ideas and plans of a person. When applied to child development, this means the emergence of a new attitude towards the world and towards other people, new abilities, desires, interests and motivations for action. All this is always reflected and expressed in children’s initiative and independence, when the child himself comes up with something, creates something, and strives for something.
By new formations, L. S. Vygotsky understood a qualitatively new type of personality structure and its activity, a person’s interaction with reality, and those mental and social changes that were absent as a whole at the previous stages of his development and that first appeared at a given age stage . L. S. Vygotsky established that a child is in control of himself (his behavior)
follows the same path as in mastering external nature, that is, from the outside.
He masters himself as one of the forces of nature, with the help of a special cultural technique of signs. A child who has changed the structure of his personality is already a different child, whose social existence cannot but differ significantly from the existence of a child of an earlier age .
To a leap in development (change in the social situation of development)
and the emergence of new formations are caused by fundamental contradictions of development that develop towards the end of each segment of life and
“push”
development
forward (for example, between maximum openness to communication and the absence of a means of communication - speech in infancy; between the increase in subject skills and the inability to implement them in “adulthood”
activities in
preschool age, etc. ).
An age crisis is a psychologically difficult period of life that occurs during a person’s transition from one age to another and is accompanied by significant changes in the child’s psychology and behavior that conflict with his previous views and habits.
It is assumed that the change in experience of the environment is due to the fact that at the moment of age transition a new ideal form of development is discovered - it is this idea of the critical age that makes it possible to discover its internal content and explain changes in the behavior of children during periods of crisis
And once the child becomes different, the old social situation is destroyed and a new age period must begin, to which the child passes through the crisis of 3 years . In order to understand what happens during the period of 3 years of age , it is necessary first of all to consider the developmental situation - internal and external, in which the crisis . Consideration must begin with the symptoms of age .
The crisis of three years in the concept of L. S. Vygotsky was worked out in the most detail. “ The Crisis of Three Years ” is dedicated to him.
, which describes
the “seven-star symptoms”
of this
age transition .
The first symptom that L. S. Vygotsky draws attention to is negativism. This behavioral reaction is that the child does not want to do something just because one of the adults suggests it. Negativism forces the child to act contrary to his affective desire. Children's negativism must be distinguished from ordinary disobedience - a child does not do something just because he was asked to do it.
With a sharp form of negativism, it comes to the point that you can get the opposite answer to any proposal made in an authoritative tone. The desire to contradict, the desire to do the opposite of what one is told is negativism in the proper sense of the word.
The second symptom is stubbornness. Stubbornness, in contrast to perseverance, is that a child insists on something only because he demanded it. Compared to negativism, stubbornness manifests itself in situations where the child himself initially made some demand. It cannot be said that a child freely moves from one affect to another , no, he does this only because he said so, he sticks to it. We have a different relationship of motivations to the child’s own personality than before the crisis .
The third symptom is obstinacy. Obstinacy is impersonal, it is directed more at the entire situation of upbringing than at someone specifically; it is this focus against the norms of upbringing that distinguishes obstinacy from negativism.
Obstinacy differs from stubbornness in that it is directed outward, in relation to the external, and is caused by the desire to insist on one’s own desire.
The fourth symptom is self-will. It lies in the “tendency towards independence”
. In contrast to the first three symptoms, self-will is not a protest, but, on the contrary, a desire for some action, object, or situation.
The next three symptoms, according to L. S. Vygotsky, are of a secondary nature. This is a protest-rebellion - behavior begins to have a protesting character; devaluation - for example, a negative attitude towards parents; despotism - the desire to exercise despotic power in relation to loved ones.
In addition to these main symptoms, there are others of a neurotic nature: enuresis, night terrors, sometimes severe difficulties in speech, and hypobulic seizures are possible.
These are the main symptoms that are replete with descriptions of the crisis of three years . It is not difficult to see, having examined these symptoms, that the crisis appears mainly through such features that make it possible to recognize in it a kind of rebellion against authoritarian upbringing, it is like a protest of a child demanding independence, having outgrown the norms and forms of guardianship that developed at an early age . The crisis in its typical symptoms is so obviously in the nature of a rebellion against the teacher that it catches the eye of all researchers
Having described all seven main symptoms of children's behavior at the turn of early and preschool age , L. S. Vygotsky defines them in general as difficult to educate. Defining this concept, he talks about changes in the child’s social relationships with nearby adults. All symptoms revolve around the axis “I”
and surrounding people.
All this makes us talk about “emancipation
,” about psychological separation from nearby adults. At the same time, Vygotsky insisted that the environment plays the role not of the setting, but of the source of child development.
Theoretically interpreting the data known from the literature and his own observations, L. S. Vygotsky makes the main conclusion: the specificity of behavior in a crisis suggests that “the child motivates his actions not by the content of the situation itself, but by relationships with other people”; The crisis of three years is “first of all a crisis of social relations; a series of actions arise, the motive of which is connected with the manifestation of the child’s personality... the motive is differentiated from the situation.”
L. I. Bozhovich, considering the crisis of three years , connects it with the emergence of some systemic neoplasm, which is expressed in the emergence of the word “I”
.
The dominant need is for the realization and affirmation of one’s own self. Deprivation of this particular tendency causes the main difficulties in the behavior of children. After the emergence of the “I system,”
other new formations arise as a consequence, the most significant of which is self-esteem and the associated desire to meet the requirements of adults, to be
“good
.
The emergence of self-esteem (the desire to be good)
by the end of the third year of life, it leads to a complication of the child’s inner life: on the one hand, there is a desire to act at his own discretion, on the other, to meet the requirements of significant adults. This leads to the emergence of ambivalent tendencies in behavior.
According to L.I. Bozhovich, three years is an important milestone in the development of a child; "I system"
includes some knowledge about oneself and attitude towards oneself.
This is a genuine start to the development of self-awareness, which then at each age stage has specific characteristics.
D. B. Elkonin defines a new formation of early age , which takes shape at three years, - personal action and consciousness “I myself”
. Within a joint object-manipulative activity with an adult, the child’s action is a continuation of the action situation. But by the age of three, there is a desire to act at one’s own discretion, to act contrary to the situation, contrary to what is suggested by adults.
D. B. Elkonin believed that in the process of joint activity, “adults gradually transfer to the child socially developed ways of using objects. In joint activities, adults organize the child’s actions, and then carry out the functions of encouraging and monitoring the progress of the formation of these actions. In the process of mastering methods of action, a child of the second year of life, imitating the actions of adults, simultaneously emphasizes the correctness of his actions by saying the word “So!”
. Based on the examples given by D. B. Elkonin and numerous observations, one can conclude that the child strives to as accurately as possible compare his action to the action of an adult. “The process of mastering an objective action is inextricably linked with the child’s own construction of a model of this action, identical to the model the bearer of which is an adult.”
young child , mastering an objective action, goes through the stage of complete situational dependence of his own action. Performing the same action with different adults and in different situations, the child initially accurately reproduces not the action itself, but the entire situation, while the same action differs in its pattern depending on the situation in which it is included and with what it is carried out by adults. In the observations of D. B. Elkonin, this aspect is also present, but is not emphasized. We can further assume that speech, the word, becomes the means that allows us to identify and highlight action as a single, cross-cutting action for all situations of action.
Thus, at an early age , the child builds his action by assimilating the action-model of an adult. By the age of three, when a child masters speech, his action is revealed to him as such, and not just as woven into a situation of joint activity with an adult. And “personal action”
and
“I myself”
.
A comparison of studies on objective actions and the crisis of three years suggests that D. B. Elkonin had in mind the differentiation of the initially holistic situation of acting together with an adult, exactly according to the model presented by the adult; differentiation aimed at highlighting personal, “my”
, action.
The most extensive study crisis was carried out by T. V. Guskova. In it, based on an analysis of domestic and foreign research, the main question is raised about identifying the neoplasm the three-year crisis of the age crisis , as opposed to describing the negative manifestations of this age transition .
T. V. Guskova focuses her attention on the crisis of development and distinguishes between an objective crisis (the appearance of something qualitatively new in the mental life of a child)
and subjective
crisis (the general picture of symptoms accompanied by an objective crisis ). A crisis leads to the appearance of two most striking traits in a child: vulnerability and unpredictability of behavior.
By these external forms one can judge the appearance of a new formation, which must collect and connect three lines - relationships to objective reality, to other people and to oneself. Based on these basic premises, T. V. Guskova identifies two “zones”
symptoms: symptoms that are aimed at achieving in the objective-practical sphere, and symptoms that concentrate around the relationship between a child and an adult.
The study of crisis symptoms allows T. V. Guskova introduce the idea of a behavioral correlate of the central neoplasm of the crisis of three years - “pride in achievement”
.
In this definition, are “removed”
ages were first identified .
1. A provision has been introduced on changes in a child of critical age ... With all the obviousness of this requirement regarding the study of the behavioral picture of crises, it was T. V. Guskova who first introduced the principle of comparing the behavior of the same child in the same situations before the crisis (in a stable period )
and in times
of crisis . This makes her study embody L. S. Vygotsky’s idea of relative difficulty in educating: during a critical period one cannot talk about some general external picture of behavior; a child’s behavior can only be understood by comparing different forms of behavior in one child.
2. Analysis of habitual action situations. The basis of clinical observation is situational analysis - a method in which a psychological ability or function is studied in relation to the conditions in which it arises or manifests itself.
So, by the age of three, the child identifies his own action as an essential moment of the situation, he has a personal action, the “I myself”
(D. B. Elkonin,
“pride in achievement”
(T. V. Guskova,
“I system” (L. I. Bozhovich)
.
A. N. Leontyev, who defined personality as a special supersensible quality, as a hierarchy of motives, pays special attention to the first signs of the three-year crisis “I myself!”
.
“I myself,”
says the child and turns the adult’s method of action into the content of his own action.
This formula expresses the true essence of the psychological situation in which a child finds himself at the turn of this new stage of his development - at the turn of preschool childhood . The essence of the analysis that is carried out in connection with this situation, which is new for the mental development of the child, A. N. Leontyev, lies in the discrepancy between the purpose of the action and its motive. The child wants to act independently, but the reality of his life makes this impossible. This situation is the first step towards personality formation. Most researchers express the content of the psychological situation in which a child finds himself at the turn of preschool childhood in the formula “I Myself,”
and consider
the 3-year-old crisis as a phenomenon leading to independence. Independence is a basic psychological new formation that develops in accordance with the general universal law of development from the general to the specific and undoubtedly influences the mental development of the child. Thus, the crisis of 3 years is a crisis of social relations, and every crisis is a crisis of highlighting one’s “I”
.
The content of the crisis is associated with the growing emancipation of the child from the adult and is associated with a change in the child’s position in relation to the adults around him and, above all, to the authority of the parents - he is trying to establish new, higher forms of relationship with others.
The social situation of development represents the starting point for all changes possible in a given period , and determines the path by which a person acquires high-quality developmental formations. In a new social situation of development, socially developed ways of using objects in joint activities with an adult are assimilated. Development here occurs through the transformation of joint action into action shared with an adult, and then independent ( “I am myself”
according to A. N. Leontiev). Objective activity, in turn, ensures the development of all aspects of the psyche.
Bibliography:
1. Vygotsky L. S. Psychology / L. S. Vygotsky. – M.: April Press. Eksmo - Press, 2002.
2. Vygotsky L. S. Questions of child psychology / L. S. Vygotsky. - St. Petersburg: Soyuz, 1997.
3. Vlasova Z. I. About general and special manifestations of special manifestations of independence during the crisis of 3 years / Z. I. Vlasova // Psychologist in kindergarten. – 2004.- No. 4
4. Communication of children in kindergarten and family / Ed. T. A. Repina, R. B. Sterkina. – M.: “Pedagogy”, 1990.
5. Polivanova K. N. Psychology of age-related crises / K. N. Polivanova. – M.: ACADEMA, 2000.
6. Polivanova K. N. Psychological analysis of crises of age-related development / K. N. Polivanova. M.: Academy, 2000.
7. Smirnova E. O. Features of the attitude of parents towards a child with communication difficulties / E. O. Smirnova, I. V. Khokhlacheva // Questions of psychology. – 2008.- No. 4.
