Content
Introduction
Chapter I. Development and education of the child's will
Chapter II. Self-education will techniques
Conclusion
Introduction
Will and arbitrariness are the most important qualities of a person's personality. It is unlikely that there will be a parent or teacher who does not want to raise these qualities in their children. All of us would like to see our pupils as determined, persistent, purposeful, etc. It is these qualities that make a person a free and conscious subject of his own life activity. It is they who allow us to set goals and achieve our goals. We can assume that the formation of will and arbitrariness is mainline of the child's personality development.
Practically all the classics of domestic psychology are united in this. The personality embraces the unity of behavior, which is characterized by the sign of mastery, and, accordingly, the development of the personality is the formation of the ability to control oneself and one's own mental processes. Formation of personal behavior is the emergence of arbitrary actions and deeds. The formation of will and arbitrariness is crucial for the development of the child's personality.
Due to the general revival of interest in the humanitarian, human-specific problems of psychology in recent years, there has been increased attention to the will. Once upon a time, back in the 18th and 19th centuries, this problem was one of the central problems in psychological research. In the beginning of the XX century, due to the general crisis situation in this science, the studies of will were put on the back burner. This problem turned out to be the most difficult of those that had to be put and solved on a new methodological basis. But it was impossible to ignore it and completely ignore it, because will is one of those psychic phenomena (along with imagination), a vital role that does not need to be proved.
For this reason, at the beginning of the 20th century and in the following decades, the research will be continued, though not as widely and actively as before, but with the use of the same self-monitoring as the main method of revealing the phenomena connected with it.
No more or less complex human problem can be solved without the participation of the will. No one on Earth has ever achieved outstanding success without outstanding willpower. Man is primarily the same as all other living beings, and that he has, except for consciousness and intelligence, there is also a will, without which the ability would have remained empty sound.
Chapter I. Development and education of the child's will
Will, like most other higher mental processes, is developed and shaped by the age of the individual, and childhood is a particularly important stage in the development of the will of the child. Thus, in the first year of life, a child's cerebral cortex develops nervous connections that provide targeted movements in response to irritations coming from the outside world. Since the end of the first year, the signal for the movements is the word. As we age, the word becomes crucial as a "signal signal".
At the end of the first year and at the beginning of the second year of life, the word is associated with the simplest movements of the head, hands, search movements of the eyes, etc. For example, reacting to the words "on", "give", "come to me", the child stretches out his or her hands and reaches out to an adult.
The child's desires quickly change each other and very often have an uncertain character. Only in the fourth year of life, the desires become more or less stable. At the same age, for the first time, children have a struggle of motives. For example, children of two years of age, after some hesitation, may choose between several possible actions. However, the choice made depending on the motives of moral order becomes possible for children not earlier than the end of the third year of life.
This happens only when the child can already control his or her behavior. This requires, on the one hand, a sufficiently high level of development, and on the other hand - some form of moral attitudes. At the age of three, a child commits quite complex and purposeful actions. This is possible due to, firstly, the ability to move independently and, secondly, the relatively satisfactory command of speech.
When performing a number of actions (climbing up a chair, taking off clothes before going to bed, going to the kitchen and taking a cup from the table, etc.) due to their habitualness, the child does not experience difficulties, so he easily performs them. If there are difficulties, obstacles, a three-year-old child either stops working or asks for help from adults.
to be continued in the next part https://zen.yandex.ru/media/id/5d930ba634808200b0df0351/raising-the-childs-will-part-2-5d94a39b1e8e3f00af3976c8