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How to develop personality in the period of preschool age? (from 3 years to school entry)?

The assimilation of moral norms. Three age stage of personal development of children in preschool childhood, their relationship with the formation of different aspects of the personality of the child. The role of communication in personality development of the preschooler. To teach preschool children the norms and forms of behaviour. The value of role-playing games with the rules for the personal development of children. The emergence of moral self-regulation of behavior, the Transition to automated forms of moral behavior. The manifestation of the moral qualities of the person in communication.

Child’s awareness of the fact that its success depends not only on ability and efforts. The formation needs in achieving success. The emergence of the hierarchy of motives and their volitional control.

The formation of the basic personal qualities of a preschool child. The concept of the basic qualities of a child’s personality, their origin.

Relationship is the development of basic personal qualities from an early age. The emergence of “internal position” at the preschool. The emergence of self-consciousness in the form of an adequate assessment of their own personal qualities, development on this basis many other useful qualities. Imitation and its importance for the development of the personality of the preschool child. The influence of parents on the formation of personal qualities in boys and girls.

Psychological neoplasms of preschool age. The emergence of imaginative and internal symbolic action plan. Association internal. and external operations in the cognitive processes of perception, attention, memory and thinking. The connection of imagination, thinking and speech, the occurrence of inner speech. The completion of the formation of speech as a means of communication. The use of speech as a means of thinking. The formation of the moral self-regulation of behavior. The development of motivation to communicate with people. Revealing the child’s identity.

Preschool age, ranking on a scale of physical development of the child period of time from three to six years, making a major contribution to the mental development of the child. During these years the child acquires much of what remains with him for a long time, defining him as a person and subsequent intellectual development.

From the point of view of formation of the child as the personality of the preschool age can be divided into three parts.

The first one relates to the age of three or four years and primarily relates to the consolidation of emotional self-regulation. The second covers the age of four to five years and relates to moral self-regulation, and the third relates to the age of about six years and includes the creation of business and personal qualities of the child.

At preschool age children begin to be guided in their behavior, the estimates given of themselves and other people with certain moral norms.

They are formed more or less stable moral views, and the capacity for moral self-regulation.

Sources of moral attitudes children are adults who are engaged in their education and upbringing, as well as peers. Moral experience from adults to children is transmitted and assimilated in the process of communication, observation and imitation, through a system of rewards and punishments. Communication plays a special role in the development of the personality of the preschool child.

Knowing the history and content of interpersonal contacts of the child at preschool age, there is much we can understand in his development as a person. Communication is linked to satisfying the same needs, which manifests itself quite early. Her expression is the desire of the child to the knowledge of ourselves and others, to evaluate and self-esteem. Careful consideration of how develops in ontogenesis fellowship which character it takes when you turn on the child in different kinds of collaborations with other people activity, helps to better understand the opportunities that open with age for personal development.

In preschool children, as in infancy and early childhood, a main role in personality development of a child still plays the mother. The nature of her communication with the child directly affects the formation or those personal qualities and behaviours. The desire for approval from the mother becomes the child of preschool age one of the drivers of behavior. Essential for the development of the child are estimates that he and his behavior give close adults.

One of the first children to assimilate the norms and rules of the so-called “consumer” behavior, cultural, hygienic norms, and norms associated with the attitude to their duties, adherence to routines, with the treatment of animals and things. The last of the moral standards absorbed those relating to the treatment of individuals. They are the most complex and difficult to understand by children, and adherence to them in practice, children are given with great difficulty.

A positive value for learning such rules are role-playing games with rules that are common in the Preschool age. In them there is a representation, observation and assimilation of the rules into the usual forms of behavior. At first the children follow a digestible norms and rules of interpersonal behavior by imitation (preschool age), then you begin to understand deeply the essence of rules and regulations (the senior preschool age). They not only do them, but are careful to ensure that others who are with them children follow the same rules and regulations.

For the behaviour of children in the preschool years, a period when it is beyond the scope of cognitive self-regulation and is transferred to the management of social actions and deeds. In other words, it occurs along with intellectual, personal and moral self-regulation. Moral standards of behavior becomes habitual, acquire resistance, lose situational nature. By the end of early childhood, most children have a stable moral position, they follow more or less consistently.

Quite early the child experiences quality, which is in his further personal destiny plays a very significant role, giving rise to many other individually useful qualities. It – the desire for recognition and approval from the surrounding people. From this as from a common root under normal upbringing increase the need for achievement success, ambition, self-confidence, independence and many others. With him also is due the formation of such important qualities as responsibility and sense of duty.

The child in preschool age are formed and personal qualities associated with relationships to people. It is primarily the attention to man, to his worries, troubles, experiences, successes and failures. The sympathy and concern towards the people there are many children, not only in game situations, but in real life.

Senior preschooler in many cases able to reasonably explain their actions, using for this purpose defined moral categories.

This means that he formed the beginning of moral consciousness and moral self-regulation of behavior. However, in view of the particular otkritiemoscow children of this age on judgments, opinions and actions of others symptoms relevant personal qualities do not seem stable enough.