3.3 Development of responsibility
Responsibility and discipline at school go hand in hand and become two critical factors for successful adaptation. There are two types of responsibility in life:
1. Accepting responsibility for oneself. A person believes that his or her victories and failures depend on him or herself, and is looking for their reasons.
2. Transferring responsibility to others, removing it from himself. Man tends to believe that his failures and successes depend on other people, circumstances. He will never look for a reason in himself.
It should be started at least two years before school. Gradually suggesting to the child that in his life everything depends only on him and thus he will gain self-confidence.
In developing responsibility, we try to give the child the freedom to make decisions. The child should also see that irresponsibility leads to negative consequences.
3.4 The problem of aggression
Aggressiveness is one of the powerful facts that negatively affects adaptation and can create both personal tensions and learning difficulties within the body. Aggressiveness is usually understood as the desire to harm another person, its manifestations can be physical and verbal, both direct and indirect.
There is a notion of hostility as a manifestation of aggression: it is not even action and not words, but a general biased perception of others as enemies, combined with a desire not only to harm them, but also to protect themselves from them. Hence the direct way to emotional tension, stressful state.
An aggressive child may fall into the group of so-called "isolated" children. Nobody wants to interact with them, to communicate with them. He or she will not be accepted into the company, will not be invited to a birthday party, will not be invited to play at a break. And the child will quickly feel its isolation, isolation, which will not slow down the negative impact on its psycho-emotional status.
The main reasons for the appearance of aggression:
- Copying the behavior of parents. If parents show aggression in relations between themselves not as casual, but as a stable, constant form of interaction, or the child observes it from parents in relation to other people - he will learn it independently of himself.
- Aggression education in the process of direct acquisition of negative experience: participation, not passive observation. This happens if the child himself or herself is involved in aggressive interaction - with parents, brothers, sisters, relatives, neighbors, company in the yard.
- Excessive passion for video, television, computer games. It is established that all these sources provide a strong channel for the development of aggressiveness in a person. Parents should keep track of the material viewed by children.
3.5 Speech and emotional communication
The school places new demands on the child's speech development: in answering the question, speech should be literate, concise and clear in mind. Communication becomes a special school of social relationships. The child is still unconsciously discovering different styles of communication.
It is possible to distinguish the following types of behavior in a frustration situation:
1. an actively included, adequately loyal, trying to overcome frustration type of behavior is an adaptive (highly positive) form of social normative reaction. The child looks for speech and emotional forms that promote positive relationships.
2. Actively included, inadequately loyal, frustration-fixed type of behavior is an adaptive form of social normative response. It is as if the child surrenders his or her positions without resistance, in a hurry to apologize or simply to submit to the opposite side.
3. actively included, adequately disloyal, aggressive, fixed on frustration type of behavior is a negative normative form of social response. A child commits an emotional verbal or effective attack on aggression from another child.
4. Actively included, adequately disloyal, ignoring, fixed on frustration type of behavior - a negative normative form of social response. The child shows complete disregard for the aggression directed at him, i.e. open ignoring in response to the aggression, such a position allows to preserve the sense of self-esteem, sense of personality.
5. Passive, non-inclusive type of behavior is an undeveloped, non-adaptive form of social response, i.e. no communication occurs. The child avoids communication, closes himself in. This position softens the child's self-esteem and deprives him/her of self-confidence.
In the younger school age, the child's relations with people are being reconstructed. Children accept the new conditions set by their teacher and try to follow the rules strictly.
to be continued in the next part