Personality and social development, everyone's personality is different, and personality is related to society. Due to the development of body and mind and the expansion of life scope, children's independence is enhanced, and children are full of curiosity and desire to explore the world around them. Let's learn about personality and social development.
Personality and social development 1 1. The traditional education in China tends to develop people's sociality.
China's traditional education only demands generality, and the individual is an appendage of the collective, so it is not necessary to have individuality, nor is it allowed to have individuality. This situation has its profound historical roots. Judging from the history of education development, under a certain social form, the dominant ideology has a great influence on education. In China's long feudal society, Confucianism was the dominant ideology.
The basic feature and core spirit of this thought is "ceremony" or "rule by ceremony", and the content of "ceremony" is hierarchical affiliation. The most concentrated manifestation of this subordinate relationship is to maintain the three cardinal principles of loyalty and filial piety (the monarch is the minister's cardinal principle, the father is the son's cardinal principle, and the husband is the wife's cardinal principle) and the five permanent principles (benevolence, righteousness, courtesy, wisdom and faith), and to require individuals to "reciprocate", cultivate their morality, keep the family in order, govern the country and level the world.
Under the domination of this ideology, the education of feudal society in China aimed at maintaining the hierarchical system of feudal society and cultivating feudal talents, with the Confucian classics "Four Books" and "Five Classics" as the main content, closely combined with the imperial examination system, which greatly bound people's thoughts.
Since the founding of New China, education in China has undergone fundamental changes and made great achievements. But on the whole, education still pays more attention to people's sociality and ignores people's personality. For example, the current college entrance examination system, which uses a standard and a scale to select people, is not conducive to the all-round development of students' morality, intelligence, physique, beauty and labor.
Second, education in western countries tends to develop people's personality.
In western countries, capitalist education advocates people's all-round development and perfect personality, and the teaching content focuses on production practice and practical subjects. Teaching methods advocate adapting to nature, students' psychological process and tapping students' inner potential. Bacon put forward that "knowledge is power" and encouraged people to give full play to people's subjective role to understand and conquer nature. Nietzsche issued a cry of "God is dead", encouraging people to know and affirm themselves.
Rousseau, on the other hand, strongly advocated nature education, attached importance to the natural development of human beings, and opposed the artificial restriction of children's development. Maslow and Rogers, the representatives of humanistic psychology, are called the third trend of psychology. They inherited the humanistic spirit of past dynasties, attached importance to the satisfaction of people's needs and the display of people's potential, emphasized people's conscious initiative and put forward the theory of self-realization. In the relationship between people, they shouted "natural human rights".
The slogan of "freedom, equality and fraternity" encourages competition. When individuals are in conflict with society, they often emphasize individual freedom and rights. This cultural tradition with "individualism" as the main body has really promoted the enthusiasm and creativity of individuals.
On the other hand, it has caused many social and moral problems: the tension between people and the mental decline of people. Due to emptiness, loneliness, anxiety and fear, more and more people suffer from mental illness, and moral degradation, violent behavior, chaotic sexual relations between men and women, drug abuse and alcoholism are becoming more and more serious.
Facing the spiritual crisis caused by extreme individualism, western society began to explore new educational methods and vigorously strengthen the social value orientation of education. For example, in the United States, many education reform reports strongly demonstrate and call for strengthening the social commonness orientation of personal value goals and school value goals, arguing that "the individuality tradition of American education has overwhelmed the commonness tradition, and at present, we must fully affirm the commonness, help students transcend personal interests, and strengthen civic awareness and social responsibility."
Third, the only way for education in China in the 2 1 century.
At present, China's educational circles have noticed that education that only pays attention to people's social development and ignores people's personality development can no longer meet the needs of China's reform and opening up. The mistake of this "social standard" education view lies in mistaking the social function of education for the education itself.
It drowns the individual value in education, restricts the display of individual talents and the development of personality, and then distorts the social function of education. The mistake of the western "individual-oriented" educational view is that the training goal of education is mistaken for the educational standard, which leads to the loss and abandonment of the universal human cultural paradigm.
Education in 2 1 century is bound to take the road of developing the unity of human personality and sociality. In order to make people's personality and sociality develop uniformly, we must pay attention to the following points:
1. Learn from foreign countries. Western education attaches importance to the development of human personality, and there are many places worth learning from. For example, in the United States, one of the value goals of colleges and universities is to meet the individual needs, interests and hobbies of each scholar through diversification, which has been very successful.
Education in 2 1 century must face the world. To develop education, a country needs to learn from each other's strong points. We should stand at the height of history and adopt the spirit of "takenism" to western education, take its essence and discard its dross. In the process of progress, we will neither be arrogant nor worship foreign things.
2. Take history as a mirror. Some parts of our traditional education must be inherited and carried forward. For example, attaching importance to the collectivism education of students, insisting that individual interests serve the collective interests, and attaching importance to the tradition of social value orientation are all advantages of our education. At this point, the west has realized that "in order to eliminate the spiritual crisis brought by individualism, westerners began to look to the East with the cultural tradition of' collectivism' as the main body, and some people of insight flocked to the East to seek answers".
3. Do a good job in education reform. Promoting education through reform and realizing the unity of individuality and sociality.
First of all, we should establish a correct view of examination. Traditional subject examination overemphasizes rote knowledge and ignores students' practical ability, application ability and creativity. To change this situation, we must establish a correct view of examination. It must be clear that the exam is not for ranking,
It is to provide a basis for teachers, parents and students themselves to find out the shortcomings and weaknesses in learning, so as to take corresponding measures so that every student can give full play to his potential and develop better. Students study for progress, not for exams. Only in this way can they get interested and develop positive habits.
Secondly, we should establish a correct view of students. In the process of education, students are not only the object of educational activities, but also the main body of educational activities. However, the current school education does not really put students in the main position. In fact, students' dominant position has not been truly reflected. For example, the traditional class teaching system,
Although it can improve teaching efficiency and help to cultivate more talents, collective education and unified requirements are not conducive to the development of students' personality. Therefore, it is necessary to make appropriate changes in the classroom teaching system, and comprehensively use teaching methods such as lectures, talks, experiments, demonstrations and visits through appropriate group activities to arouse students' enthusiasm and initiative and make them study happily.
We should also attach importance to extracurricular and extracurricular activities. Through colorful activities, cultivate students' sense of group, make students learn to deal with interpersonal relationships, enhance their sense of responsibility to society and the collective, and cultivate moral qualities of self-discipline, self-respect, self-love, unity, mutual assistance and cooperation. Colorful activities, but also conducive to cultivate students' interest,
Hobbies, personality, will and other non-intellectual factors, in order to make people's personality and social development unified, our education should encourage individuals to play their talents, not individualism; We should pay close attention to everyone's uniqueness, without ignoring that creation is also a collective life; Education should cultivate all-round high-quality talents who are responsible for themselves and the society.
Personality and social development II. The initial formation of personality
The initial formation of personality began in early childhood, which can be explained from the following aspects:
(A) showing obvious temperament characteristics
(b) Show some differences in interests and hobbies
(C) showed a certain ability difference
(D) the performance of the initial personality characteristics
Second, the development of self-emotional experience
Self-esteem is the most important emotional experience for children.
(a) Children's sense of self-esteem develops rapidly with age.
(2) The self-esteem level in early childhood can predict the future emotional development and adaptability to a certain extent.
(C) Factors affecting children's self-esteem
1, parenting style
There are four characteristics of parental rearing patterns for children with high self-esteem:
One is warmth and care.
The second is to strictly define the requirements.
The third is democracy, the decision-making about children.
The fourth is to set an example for children.
2. Peer relationship factors
Establishing peer friendship and being accepted by the group are two important factors of self-esteem experience.
Third, the development of children's identity in early childhood
(A) the significance of recognition and reading to children's development
Children's imitation of adult personality is called "identification". The basis of identity is that children perceive the similarity or consistency between themselves and the object of identity; Recognition brings children a sense of belonging and accomplishment; Recognize the power of letting children set an example; Identity has an important influence on the development of children's gender consciousness and moral consciousness.
(B) the object of childhood identity
Children mainly identify with their parents, have a strong sense of identity with education, and have a sense of identity with their favorite uncles, aunts, brothers and sisters.
Fourth, the first period of children's development.
In the first reversal period, it is normal to act independently, realize self-will and resist parental control. Its age is 3~4 years old.
(A) the development characteristics of the first rebellious period
1, special psychological needs and behaviors.
2. The first rebellious period is the stage feature of children's psychological development.
(2) Parents should make use of the situation to guide education.
1. Parents should clearly realize that the first rebellious period is children's psychological development, which is a policy phenomenon and should be faced positively and rationally.
2. Parents should clearly realize the contradictory focus of the first rebellious period. Children have a "sense of growth" beyond their actual development level, while parents have insufficient understanding of their children's "sense of growth" and their reactions are weak, resulting in resistance.
3. Parents should help their children, guide them, create conditions, and properly meet their development needs.
Personality and social development 3 i. infancy
Baby's temperament: according to the characteristics of activities-bathing and emotional types, emotional reactions are prominent, mainly negative emotional reactions, mostly manifested as anger, sadness and fear; Active, characterized by actively exploring the surrounding environment and being willing to engage in sports games; Impulse, lack of self-control over emotions and behaviors; Socialization, strong social needs, active contact and communication with others.
Thomas and Chase are easy to raise; Difficult to raise; Slow development
The development of baby's interest: innate reflex reaction stage (birth-100 days)-identifying similar objects stage (about half a year old)-exploring new things of the opposite sex stage (1 year old).
Baby's social smile: spontaneous smile-non-selective social smile-selective social smile
Social crying of infants: spontaneous crying-reactive crying-active operational crying.
Reasons for baby crying: hunger, drowsiness, poor health, psychological discomfort and boredom.
Separation anxiety is a panic and avoidance reaction when a baby meets a stranger and an unfamiliar environment after leaving his mother.
Separation anxiety stage: sadness, asking for help-hope dashed, emotional indifference-trying to adapt to the new environment.
The baby's social attachment is an emotion and a satisfaction of needs. Attachment is the initial social connection between the baby and the main caregiver (mother), and it is also an important symbol of the emotional socialization of the baby.
Attachment development stage: Balbi, undifferentiated social reaction stage-differentiated social reaction stage-emotional connection stage (the baby has a special emotional attachment to his mother, and the emotional connection with his mother is closer, based on his mother's safety)-reciprocal relationship formation stage (the baby takes his mother as a communication partner, adjusts his attachment goal to his mother, and can understand the reasons why his mother left him).
Types of infant attachment: safe attachment, avoidant attachment and resistant attachment.
Three criteria to measure the parenting style of mothers in infancy: reactivity, emotionality and social stimulation.
Hart, the baby's self-awareness appears at about one year old. The baby regards himself as the cognition of the active subject and distinguishes himself from others. About two years old, the self-consciousness of the object self appears, and you can express yourself with personal pronouns and "I".
The appearance of object self-consciousness is the first leap in the development of individual self-consciousness.
Second, early childhood.
The initial formation of children s early personality;
1, showing obvious temperament characteristics;
2. Show some differences in hobbies;
3. Show certain ability differences.
4, the performance of initial personality characteristics.
Factors affecting children's self-esteem
1. Parenting style: enthusiastic, caring, actively accepting children and enthusiastically participating in children's games; Strict requirements; Democracy; Lead by example.
2. Peer relationship: establishing peer friendship and being accepted by the group are two important factors of self-esteem experience.
Identity means children's imitation of adult personality.
Children usually identify with high status, authority, ability, intelligence, robustness or beauty.
The first rebellious period of children, about 3-4 years old, requires independent behavior, self-will, and resistance to parental control.
The development characteristics of the first rebellious period;
1 has its special psychological needs and behaviors.
2. It is the stage feature of children's psychological development.
Third, early childhood.
Around the age of 8, children began to lose self-centeredness, which was a turning point.
Educating and regulating the relationship between children and the environment plays an important role in the development of children's self-awareness.
Characteristics of self-evaluation ability:
1, self-evaluation includes many aspects;
2. Social support factors play a very important role in children's self-evaluation;
3. The evaluation of self-worth is closely related to emotion;
4. Primary school children's self-evaluation is closely related to learning experience, peer interaction and self-confidence.
Delaying gratification (Rottenberg) means suppressing desire. Even if you are satisfied, you should learn to wait. Children's ability to delay gratification increases significantly with age, and the development process of self-control behavior is mainly manifested in childhood.
Factors affecting children's self-control;
The influence of cognition and strategy, the role of example and family education on children's self-control ability.
Morality is the sum total of behavioral norms that adjust the relationship between people and between individuals and society.
The development of moral cognition (Piaget);
Pre-moral stage-heteronomous morality stage-independent moral stage (internalization)
Aggressive behavior is a hostile, harmful or destructive behavior of the pointer to others, also known as aggressive behavior, which is mainly manifested in physical attack, verbal attack and violation of the rights of others.
The basic element of aggressive behavior is the intention to hurt. Bullying is a special form of attack, which can be divided into three categories: direct physical bullying, direct verbal bullying and indirect bullying.
The importance of peer communication in childhood;
1. Peer communication is the psychological demand of childhood collective belonging;
2. Peer communication promotes the development of children's social cognition and social communication ability;
3. Peer communication is beneficial to the development of children's self-concept;
4. Peer communication promotes good personality and social responsibility.
Popular characteristics of children in peer communication;
1, a child with good popularity-good academic performance, independence, enthusiasm, helpfulness, good communication and easy cooperation.
2, unwelcome children-aggressive, unfriendly to people, disrespectful to peers, lack of cooperation spirit, often make some bad ideas and pranks.
3. Neglected children-shrinking, quiet, dependent or obedient.
Friendship is a lasting intimate relationship between individuals based on mutual attachment and an advanced form of peer relationship.
Children's understanding of friendship: short-term game partnership-one-way help relationship-two-way help relationship-intimate and lasting sharing relationship
Factors affecting friends' choice:
1, close to each other
2, behavior, quality, academic performance, interest are similar.
3. Personality respect, psychological harmony and mutual admiration.
Development and change of parent-child relationship;
1, the direct communication time is obviously reduced;
2. Shifting the focus of parents' education;
3. The fluctuation of parental control and independent management of children (parental control-joint control-child control).
Fourth, adolescence.
Adolescence is the second leap in the development of self-consciousness (infancy is the first leap)
Characteristics of self-awareness development:
1, pay close attention to your appearance and behavior.
2. Pay deep attention to your ability and academic performance.
3. Pay close attention to your personality growth.
4. Have strong self-esteem.
Characteristics of emotional change:
1, more trouble
I am worried about my personal image in front of the public, my personal dignity and social status among my peers, and my relationship with my parents is cracked and my feelings are alienated.
2. Loneliness and depression are enhanced.
Characteristics of adolescent egoism: (Piaget) unique ego and imaginary audience.
Adolescence belongs to the second rebellious period, which is manifested as:
1. Struggle for independence consciousness, and the main object of resistance is parents.
2. The social status of striving for equality is not satisfied, but it is also migratory.
3, the collision of ideas
Rebellious age, 2-4 years old, mostly around 3 years old, is the first rebellious period, 10,1-15, 16 years old is the second rebellious period from the end of primary school to junior high school, which is outstanding in adolescence.
Common ground: they all pay attention to strengthening the sense of independence and demand independence from the controlling party;
They all have a sense of being ahead of others in growth and development. The former has the feeling of growing up, while the latter has the feeling of being an adult.
Differences: The former requires independent and independent action according to their own will, independent and free action, resisting parents' control and opposing parents' excessive protection; The latter requires personality independence, social equality, mental and behavioral autonomy, and resists the control of parents and stakeholders.
Verb (abbreviation of verb) youth
Self-concept is an individual's cognition of self-image and a person's cognition of his own continuity and identity.
Characteristics of self-concept:
1, the abstraction of self-concept is increasing.
2. Self-concept is more organized and integrated
3. The structure of self-concept is more differentiated.
The main ways to improve the level of self-concept;
1, self-exploration is the internal driving force for the development of self-knowledge.
2. Know yourself through others' evaluation of yourself.
3. Know yourself through the sense of identity with peers.
Self-acceptance is a psychological tendency of positive affirmation to oneself.
Self-exclusion is a psychological tendency of negative self-denial.
Marcia summed up four ways of youth self-identity crisis:
Identity establishment, identity continuation, identity closure and identity diffusion (confusion).
The characteristics of identity syndrome are summarized as follows:
Avoidance and paralysis of excessive choice of identity consciousness
The spread of time prospect is unbalanced due to the distance from others
Diligent diffusion, negative identity choice
There is an inherent need to delay the repayment period, that is, to avoid completing the identity process prematurely in youth, that is, to delay the performance of the responsibilities and obligations of adults is a social delay and a psychological delay, also known as psychological delay repayment period.
Outlook on life is people's fundamental view and attitude towards the purpose and meaning of life.
Values are the inherent standards that individuals hold when evaluating the importance of things based on their own needs. People's views and cognition of life, in the final analysis, are condensed in one's values.
Factors affecting the development of outlook on life and values;
1, the formation and development of outlook on life and values are restricted by individual maturity factors;
(Thinking development, self-cognition, social needs and socialization have reached a mature level)
2. Constrained by social background and cultural conditions;
3. Restricted by the family education environment;
4. Individual self-regulation factors;
5. The influence of social and historical events and non-standard events encountered by individuals.
The development of moral cognition: Kohlberg—
The first layer: pre-custom layer (punishment and obedience orientation, utilitarian orientation)
Level 2: Self-defined level ("good boy" positioning and "good citizen" positioning)
The third layer: the post-custom layer (social contract orientation, universal moral principle orientation)
1, moral development has a fixed order.
2. Not many people reach the post-customization level;
3. Environmental, social and cultural factors can only determine the content and speed of moral development, but not the order of its development.
Sixth, middle age.
Self is the core of personality and the first "organizer". The change of self means the change of individual thinking, value, morality and goal, and the development of self is the result of the interaction between individual and environment.
Adult self-development level:
1, compliance level, according to rules.
2. Fairness can internalize social and external rules into individual rules.
3, the level of autonomy, can admit and accept contradictions and conflicts in interpersonal and social relations, tolerance.
4. The level of integration can not only face up to contradictions and conflicts, but also actively solve them.
Factors affecting the development of self-level: age, education level and cognitive development.
Personality characteristics of middle age: stable and mature (introspection is more and more obvious; The psychological defense mechanism is maturing; Gender roles in middle age are more and more integrated.
Adaptive control theory: primary control, which controls the environment by transforming it.
Stimulate and control, and adapt to the environment by changing yourself.
Seven, old age
Personality in old age is basically stable, but there are also some changes: insecurity, loneliness, poor adaptability, rigid and conservative, recalling the past.
Factors that cause personality changes of the elderly: biological decline, psychological aging, social and cultural factors.
Psychological adaptation of the elderly;
1, prepare for the degeneration and life in later years.
2. Positive changes in social roles and activities.
3. Reflect the value of the elderly and safeguard their self-dignity.
4. Husband and wife's love and family harmony are the elements of the happy life of the elderly.
5. Deepen the friendship between friends.
6. Adaptive methods to avoid escape.