Transcript Three Ideas - Redd Barna

THREE IDEAS
• There are sensitive periods of
development
• Pre school age is a relevant age in the
psycho affective development
• Many things developed at this age have
an important weight on the adult person
formation
A sensitive period of development is
called:
• That period in which a specific process or
psychic quality finds the best conditions for
its formation.
• Once that moment is over it is no longer
possible to have as easily its formation or
with the same quality.
Two meaning of sensitive period of
development
• Development has an internal logic, if certain
processes are not stimulated and learned in the
proper moment, the rhythm and the internal logic
of development break.
• The concept is also supported by the neuro
sciences, today we know a lot about the brain
and its evolution. The studies indicate that 50%
of the brain grows and matures during the first
five years of life.
The development phases
The development phases are set up by the main
activity that generates development (D. Elkonine)
• First year of age: Direct communication with adults
• 1 to 3 years old: Activity with objects
• 3 to 7 years old: Role playing and collective
playing
• 7 to 10 years old: Study
• 10 to 15 years old: Social Communication
Three subjects about
pre school development
• Self awareness – auto affirmation need –
independent action
• Sensitive to adult’s opinions – sincere
praising – self esteem
• Action subordinates to the mental
representation – dissociation between
motives and goals – free action
4 KINDS OF VALORATION
Positive
Negative
Ego (global)
Positive
Behaviour and its
results (particular)
Ego (global)
Negative
Behaviour and its
results (particular)
4 KINDS OF VALORATION
Positive
Negative
Ego
(global)
Ego (global)
Positive
Negative
Behaviour
and its
outcomes
(particular)
Behaviour and its outcomes
(particular)
Praise is, then, a powerful resource to develop the
child’s self-esteem
• Be carefully
• It is necessary to differentiate between the type
of praise that seeks to make the child “feel good”
from the type that places an emphasis on first
“doing something well” and then being praised.
• This may be a controversial point. Non-effective
praise is that which is not supported by results.
To feel good must be the consequence of an
action well carried out by the child.
New regulatory structures of the activities and
behaviour of pre-school children
• The pre-school stage is the time of learning-byplaying.
• However, this should not overshadow the
fulfilment of tasks and requirements that are not
as pleasant, in order to reach gratifying
achievements.
• This creates the premise of a consciously
subordinated action and promotes a new
hierarchical relationship of the motives of an
activity
Safe affection
• The affection figure provides love and
protection, and is available.
• Loving persons, bonding capacity, positive
Anxious affection
• The affection figure is physically and
emotionally available only occasionally
• Distrust, anxiety, conflict between intimacy
and distrust
Elusive affection
• The affection figure is careless, does not
offer protection and love
• Insecure, distrustful, incapable of bonding
Explanatory style
• Sometimes good or bad things happen to
me vs. bad things happen to me always
• The specific (I did this wrong) vs. the
global (I do everything wrong)
• If anything bad happens it is my fault
(internal) vs. the conditions forced me to
act that way (external)
Pessimist person
• A pessimist person tends to look at the
problem and think that it will be
permanent, lasting or maybe
unchangeable
• The pessimist in his or her mental scheme
does not believe to be able to change the
surroundings. Misfortunes come alone,
without stopping and there is nothing one
can do.