Vygotsky's periodization: early childhood, adolescence, elderly people. Characteristics of the ages

The periodization of Vygotsky, a well-known psychologist of the early 20th century, still does not lose its relevance. It was put in the basis of a number of modern studies. The periodization of Vygotsky gives the key to understanding how the personality of a person changes as he passes through the various stages of life.

The scientist was particularly attracted to childhood. And this is not accidental, because it is at this time that the foundations of the personality are laid, fundamental changes are taking place that affect the rest of life. The periodization of Vygotsky makes it possible to understand what changes to be expected in the personality of a child of one or another age. Research scientist can greatly help parents who do not understand what is happening to their children.

Age psychology, studying the development of the child, gives a description of various age periods. She operates with such concepts as "childhood" and "age." The age period (age) is a child development cycle that has its dynamics and structure.

Conventionality of age periods

It should be noted that the psychological age of an individual child and the calendar age recorded first in the certificate of his birth, and then in the passport, do not always coincide. We also need to say that each period has its own characteristics of the development of the child's personality and mental functions, relationships with others. In addition, he has certain boundaries, which, however, can be shifted. It turns out that one child before enters this or that age period, and another - later. The boundaries of adolescence, which is associated with puberty, "swim" particularly strongly.

Childhood

Childhood includes all initial age periods. This is an entire epoch, which in its essence is the preparation of the child for independent work, towards the beginning of adulthood. Specificity of the included age periods is determined by the level of cultural and socio-economic development of the society to which the child belongs, in which he is educated and brought up.

When does childhood end nowadays? In psychology, traditionally it is a period from birth to 7 years. However, modern childhood, of course, continues after the child enters school. Of course, the junior schoolboy is still a child. Some psychologists, by the way, see it as a "prolonged childhood" and adolescence. Whatever opinion we share, we must state the fact that real adulthood awaits the child only in 15-17 years.

L. S. Vygotsky on the development

Age development of a person is a complex process. This is especially true of children's development. At each of the age stages, the personality of a person changes. Development according to LS Vygotsky (his photo is presented above) is, first of all, the appearance of a new one. Thus, the stages of development, according to this psychologist, are characterized by certain age-related neoplasms, that is, those properties or qualities that were not previously available in ready-made form. However, as Vygotsky wrote, the new "does not fall from the sky." It arises naturally. The entire course of the previous development prepares it.

The social environment is a source of development. Each step in child development changes how the environment affects the child. It becomes completely different when it moves from one age group to another. LS Vygotsky spoke about the "social situation of development." Under this concept, the scientist understood the relationship between man and the social environment, specific for a particular age. The child interacts with the social environment, which trains and educates him. This interaction determines the path of development leading to the appearance of age-related neoplasms.

Experiences and activities

How do children interact with the environment? Experience and activity are two units of analysis of the so-called social development situation, which Vygotsky singled out. The activity of the child, his external activity is easy to observe. However, there is a plan of experiences, that is, an internal plan. Different children experience the same situation in their family differently. This applies even to twins, that is, children of the same age. As a result, for example, the conflict between parents will have little effect on the development of one child, while causing neurosis and various deviations in the other. In addition, moving from one age to another, the same child experiences a different family situation in a new way.

Vygotsky on the ways of development

Vygotsky identified the following two ways of development. One of them is critical. It suddenly appears and flows violently. The second way of development is calm (lytic). At some ages, indeed, development is characterized by a lytic, that is, a slow current. For a long period, usually covering several years, there are no drastic, fundamental changes and shifts during these periods. And those that can be observed do not reconstruct the entire personality of a person. Only as a result of the long-term course of the latent process, there are noticeable changes.

Litical periods

In relatively stable ages, development occurs mainly due to small changes in personality. Accumulating up to a certain limit, they are then detected abruptly in the form of this or that age-related neoplasm. Most of the childhood is occupied by such periods. Since the development within them occurs in a subterranean way, the changes in the personality clearly stand out when it is compared at the beginning and the end of a certain time interval. Stable ages scientists have been studied much more fully than those characterized by crises - another type of development.

Crises

They were discovered empirically and are still not brought into the system. On the outside, these periods are characterized by the emergence of features that are opposite to stable, or stable ages. For quite a short time in these periods, capital and sharp shifts and shifts, fractures and changes in personality are concentrated. In a short time the child changes all, in the basic features of the personality. At this time, development takes a rapid, turbulent character, sometimes catastrophic. Such an interesting feature is the periodization of human development.

Vygotsky also noted the positive developments that have a critical period. This is a transition to new forms of behavior. The scientist singled out the following critical periods of childhood: the period of the newborn, one year, three years, six to seven years, the adolescent period.

Age Periodization of Vygotsky

First there is a crisis of newborn, followed by a younger age (from two months to a year). At this time, there are contradictions between the minimum possibilities of communication and the maximum sociality of the child.

Age division of Vygotsky continues with the crisis of 1 year. He is followed by early childhood (from one to three years). At this time, the activity that a small boy or girl carries out is a subject-tool, this is a "serious game." The child has speech, walking, gestures.

Then comes the crisis of 3 years, after which comes the preschool age (from three to seven years). During this period, there is a tendency to separate from the adult (emancipation), as well as to a strong-willed, rather than affective, form of behavior. Appears "I myself." The crisis of 3 years has a positive significance, expressed in the fact that new personality traits appear. The scientists found that if for some reason or another this crisis is inexpressive, sluggishly, at a later age a small boy or girl shows a significant delay in developing the strong-willed and affective aspects of the personality.

Then follows the crisis of 7 years, after which a new period begins - the school age (from 8 to 12 years). Children's immediacy at the specified time is lost. This happens as a result of differentiation of external and internal life. There is a logic of feelings, generalizations, experiences of the child acquire meaning. In addition, there is a self-evaluation. With regard to the crisis for 7 years, researchers noted that significant achievements have been made in this period: the attitude of the child to other children is changing, and his independence is growing.

At the age of 13, the next crisis sets in. It is followed by pubertal age (14 to 18 years). At this time, there is a feeling of adulthood. The child begins to feel his own personality, his self-consciousness develops. The observed decrease in the productivity of mental work is explained by the fact that the installation changes from visual to deduction. The temporary decline in efficiency is accompanied by a transition to the highest form of human intellectual activity.

Vygotsky noted that youth is the age from 18 to 25 years. According to the basic laws and general meaning, it is the first period among mature ages. LS Vygotsky gave a detailed periodization of only childhood, but in the future the personality of a person changes. Psychologists, continuing research, identified the following periods.

Youth

Early life scientists usually define as age from 19 to 30 years. However, it should be noted that the boundaries of age are very conditional. The main activity in this period is intimate-personal communication with representatives of the opposite sex. It should also be noted that youth is the time of optimism. At this time a person is full of energy and strength, a desire to fulfill goals. Youth is the best time for self-realization.

The crisis of creative activity

The crisis of creative activity occurs on the border between youth and middle age (the average age is from 30 to 45 years). The reason for this is the increase in skill, which is accompanied by an increase in routine. Professional and family life are stabilizing. There is an understanding that a person is capable of more. It is at this time that people often change their profession, get divorced.

The average age and crisis of this period

The average age is also a very conventional age. You can not accurately determine its boundaries, but usually they are set in the range of 30 to 45 years. During this period, high performance is observed. Acquiring life experience, a person becomes a good family man and specialist. He first seriously thinks about what will remain after his death. By the end of this stage of a person's life, a middle age crisis sets in . The reason for this is that he is at the top, and understands that we should look for other strategies to achieve the old goals or revise old aspirations. During this crisis, existential problems (isolation, death, loss of meaning) are actualized, specific problems appear (disadaptation, social loneliness, complete change of values).

Maturity

The maturity period is defined as the age from 45 to 60 years, although its boundaries are also very mobile. The main activity in this period is creativity, self-realization. The situation in the society is reached, professional skills are transferred, experience is transferred. A person reinterprets his goals. He gets rid of the unjustified hopes and illusions of youth.

Crisis of summing up

Over the period of maturity follows the crisis of summing up. The reason for it is the reduction of social status, as well as the loss of the life rhythm that has persisted for decades. Sometimes all this leads to a sharp deterioration of mental and physical condition.

Old age

Old age - the age period of 60 years or more. The psychological state of a person at this time is characterized by contemplation, pacification, vital asthenia, wise enlightenment, a penchant for memories. An elderly man or woman develops a caring but detached attitude towards grandchildren and great-grandchildren.

Erickson believed that this phase is not characterized by a new crisis, but by integration, summation and evaluation of all previous stages of development. In old age, there often comes pacification, which results from the ability to look at life lived and say humbly, but firmly: "I am pleased." Those who could do this do not fear the inevitability of death, since they see the continuation of themselves either in their creative achievements or in their descendants. But some people refer to lived life as a string of mistakes and unrealized opportunities. They understand that starting too late at first.

It must be said that the characteristics of the ages presented above reveal only general features of the development of the personality. Each of us is unique. Different people have different growth and development. Therefore, it is impossible to establish the exact boundaries of a particular period. Psychologists, of course, take this into account when they speak of such a concept as age stratification.