Game of Judgment Companions, mind and time, can play a tricky game with your peace and well-being. The mind is able to look into the past and the future, compare and contrast: what was and how it can be done better in the future. This activity I call the game of

Judgment and Perception People who are prone to judgment choose an organized and planned approach to life, their existence is orderly. Receptive people prefer a flexible and spontaneous approach to life, as well as openness.

Jean Piaget

Speech and thinking of the child

SPEECH AND THINKING OF THE CHILD

We will try to resolve here next question: what needs does the child seek to satisfy when he speaks? This problem is neither purely linguistic nor purely logical - it is a problem of functional psychology. But it is from this point that any study of the logic of the child must begin.

The question we have posed seems strange at first sight; it seems that in the child, as in ours, speech serves to convey thought. But in fact, it is not so simple at all. First of all, an adult tries to convey various shades of his thoughts with the help of a word. Speech serves him as a statement of thought: words objectively express reflection, provide information and remain associated with knowledge (“the weather is getting worse”, “bodies are falling”, etc.). Sometimes, on the contrary, speech expresses an order or a desire to serve for criticism, threats, in short - for awakening feelings and causing actions (“let's go”, “what a horror!”, etc.). If even approximately one could establish for each individual the relationship between these two categories of transmission, interesting psychological data would be obtained.

But that is not all. Is it possible to assert with certainty that even in an adult, speech always serves to convey, to communicate thoughts? To say nothing of inner speech, a great many - of the people or scattered intellectuals - have a habit of uttering aloud monologues in private. Perhaps this can be seen as a preparation for a public speech: a person who speaks aloud in private sometimes shifts the blame on fictitious interlocutors, like children on the objects of their game. Perhaps there is a "reflected influence of social habits" in this phenomenon, as Baldwin pointed out; the individual repeats in relation to himself a mode of action originally learned by him only in relation to others. In this case, he talks to himself as if in order to force himself to work, he talks because he has already formed the habit of speaking to others in order to influence them. But whether we accept this or that explanation, it is clear that here the function of speech deviates from its purpose: the individual who speaks for himself experiences pleasure and excitement from this, which just distracts him very much from the need to communicate his thoughts to others. Finally, if the function of speech consisted solely in informing, then it would be difficult to explain the phenomenon of verbalism. How can words, intended by their use for exact designations, only existing in order to be understood, could lead to clouding of thought, even to the creation of obscurity, multiplying only verbally existing objects, in short, precisely by making it difficult in many cases to make a thought transmitted? Not wanting to renew discussions here about the relationship between speech and thinking, we only note that the very existence of these discussions proves the complexity of the functions of speech and their irreducibility to a single function - the message of thought.

Thus, the functional problem of speech can be posed even in relation to a normal adult. Moreover, of course, it can be placed in relation to the patient, to a primitive person or to a child. Janet, Freud, Ferenczi, Jones, Spielrein proposed various theories concerning the speech of primitive people, sick and young children - theories that have great importance for the thought of a child of 6 years and older, that is, for the one that we will study.

Janet, for example, believes that the first words come from the cries that accompany an action in animals and primitive man: cries of anger, threats in a fight, etc. For example, the cry with which a commander accompanies a military attack becomes a signal for this attack. Hence the first words - an order. Therefore, the word is first associated with the action of which it is one element, and which is then sufficient to cause this action. Psychoanalysts proceeded from similar ideas to explain the magic of the word. Since the word, by its origin, is a part of the action, it is sufficient to evoke all the mental movements associated with it and all the concrete content.

For example, among the most primitive words, of course, are the cries of love that serve as a preface to sexual intercourse: as a consequence, such words, as well as all words that allude to this act, are endowed with an immediate exciting power. These facts explain the general tendency of primitive thinking to consider the names of things and persons and the designation of events as their very essence. Hence the belief that it is possible to influence these things and events by the mere pronunciation of words; therefore, the word is something much more than ethics; it is the fearsome reality itself, which forms part of the named subject. Spielrein began to look for such phenomena at the very first stages of the child's speech. She tried to prove that the syllables used by the infant to designate the mother in many languages ​​(“mother”) consist of labial consonants, which indicates a simple continuation of the act of sucking.

“Mother”, therefore, is, as it were, at first a cry of desire, and then, in essence, an order that alone can satisfy this desire. But the mere cry of "mother" alone brings some comfort and - since it is a continuation of the act of sucking - some deceptive satisfaction. Command and immediate satisfaction are almost confused here, and it is impossible to know when the word serves as a real command and when it plays its magical role, these two moments are so intertwined here.

Since, for their part, Meiman and Stern showed that the first nouns in a child’s speech do not at all designate concepts, but express orders and desires, then, in the end, there really is reason to believe that the primitive speech of a child is much more complicated than it seems. at first sight. However, even if we treat all the details of these theories with caution, it still becomes obvious that many expressions, which we comprehend simply as concepts, for a small child for a long time have not only an affective meaning, but also a magical one, where everything is connected with special ways of doing things that should be learned for themselves, as they are, not as they appear to adults.

It may therefore be interesting to pose a functional problem with regard to the older child, which is what we would like to do here as an introduction to the study of child logic - logic and speech, which are obviously independent of each other. We may not find any traces of "primitive" phenomena, but at least we will be very far from considering that the child's speech serves to communicate thought, as "common sense" suggests.

There is no need to say how much this experience is under preliminary discussion. We're just trying to probe the ground here. First of all, this should contribute to the creation of a technique suitable for new observations and allowing comparison of results. Such a technique, which we have only so far been looking for, has already allowed us to state something. But since we observed only two children of 6 years old, recording their speech, although completely, but only for one month and during certain hours of the day, we consider our results to be nothing more than preliminary, intending to confirm them in subsequent chapters.

Annotation. The article deals with the problems of the formation of moral judgments and the behavior of a preschool child. The stages in the development of the child's moral judgments, which determine the process of self-regulation of behavior, are characterized. The necessity of using pedagogically expedient evaluative actions that ensure moral development and personal growth preschool child.
Keywords: moral feelings, moral realism, moral judgment, object of evaluation, evaluation activity of a teacher.

At preschool age, an intensive process of mastering the child's ways of behavior and relationships in the surrounding society takes place. The influence of society is multifaceted. Separating right from wrong, good from bad, is a very difficult task for a preschooler. Due to the insufficiently formed experience of life in society, the main way of socialization, moral development is imitation of an adult. The child emotionally reacts to his actions, actions that act as patterns of behavior. Adult ratings are taken unconditionally. It is the experience of communicating with an adult that gives rise to the development in the child of the desire to regulate his relations with the surrounding social world, the mastery of the ability for emotional-evaluative and moral judgments. Moral judgments are expressed in the child's desire to explain their own actions, referring to the norms that adults establish and which oblige them to obey.

Based on the research of J. Piaget, it can be stated that the basis of the entire moral development of the child is the system of his moral judgments. Analyzing the reasoning of children, the researcher concluded that the moral ideas of children change from moral realism to moral relativism.

Moral realism is a firm, unambiguous understanding of good and evil, in which the concept of both justice is confirmed by the authority of an adult. It is the child's tendency to view the duties and values ​​conveyed by adults as binding, regardless of the circumstances. Moral relativism is based on the belief that every person has the right to a fair and respectful attitude towards himself, and in his every act one can see the justified and condemned.

Preschool children, due to the unformed experience of relations with the outside world, cannot question the moral rules that are established by adults, therefore they live and think in terms of moral realism.

First, in the view of the child, an act is good if it does not contradict the rule or requirement of the adult. An act that does not comply with the rules is considered bad. At the same time, the rule itself is formulated clearly, presented as a setting for action, i.e. its execution. The child does not discuss it, because in his view the adult is always right. Therefore, the implementation of these rules is regarded by the child as obedience, a good deed.

Secondly, moral realism is characterized by the observance of the rule, not its content. A literal understanding of the rule by the child leads to the fact that he evaluates the actions of his peers and his own, depending on their compliance with the established rules, without taking into account and not considering as significant those intentions that were their engine. For example, a child wanted to please his beloved teacher and give him a bouquet of flowers. But it turned out that he picked flowers in a flower bed, on the territory kindergarten. Obviously, the method of preparing the bouquet completely overshadowed for peers (perhaps the teacher himself) the child's intention to please the adult.

Evaluation of actions forms the child's moral judgments, which go through several periods in their development.

The first period is characterized by the fact that the concept of fair and unfair is not yet separated from the concept of duty and disobedience: what is right is what meets the requirements of an adult.

However, already in this period, the preschooler is able to highlight the unfair actions of an adult. In particular, this happens when an adult does not follow the rules that he himself has established in relation to the child. For example, in a number of kindergartens, a rule has been established: before going to the play corner, in front of the carpet that covers the floor of the play area, you need to take off your shoes. The rule is set by the teacher. But, it is often possible to observe how educators do not follow this rule. This is immediately noticed by the child as injustice. Therefore, naturally, he has a doubt - why is the rule not for everyone, why does the adult who established it himself not follow the rule? In such situations and similar ones, it is difficult to formulate a convincing answer to the child. The duality of the position of an adult lies in the fact that the requirement to comply with certain norms from children is rejected by him. It is difficult for a preschooler to understand what is a moral norm, and whether it always needs to be followed. But if an adult observes his own rules, the child sees justice in this and seeks to imitate the actions of the educator. This is due to the fact that on this stage authority takes precedence over justice.

The second period in the development of moral judgment is determined only by the age of 7. This period is characterized by the development of independence in judgments, actions, deeds. Fairness in relationships, both with adults and with peers, is a priority for a child. Therefore, a very important category is the interaction of opinions. However, equal interaction between a child and an adult, in its direct sense, is quite difficult, because the inequality in social role positions is obvious. The child tries to imitate the adult and at the same time protect himself from him, rather than exchange opinions. Such relationships are manifested from the moment a new level of interaction between children is established, which has received the definition of "cooperation". It is in this kind of interaction that the child is faced with the need to accept the rules dictated by the children's community. By assimilating and at the same time appropriating them, children can thereby independently regulate their own behavior and actions.

Thanks to the establishment of cooperation relations, there is an awareness of the existence of other points of view on fair and unfair: an adult who is the bearer of the rules he sets himself, and peers who can establish their own rules in joint activities that they themselves organize.

It should be noted that independently organized children's communities are able to regulate relations within it autonomously from an adult. The rules developed jointly are the same for their execution by all participants in a joint game or other activity. In a situation where one of the participants at a certain point in time refuses to comply with the approved rules, he is expelled from the children's community as a violator. And in this action, children see justice. Conversely, if an adult intervenes and evaluates the actions of a group of children as wrong and returns the violator to the game, children are able to defend their rights to justice.

Only with the development of these relations does the mastery of the norms of behavior occur. Such a process is ambiguous and complex for the moral choice of the child. Evaluation of one's own act or the act of a peer is a huge moral work, when it is required not only to correlate the requirements of an adult with a specific situation, but to evaluate it from the point of view of moral rules.

Experience shows that children of senior preschool age are characterized by the dominance of the emotional sphere in the perception of the actions of the people around them. During this period, moral feelings are intensively formed in the child: a sense of camaraderie, responsibility, sympathy for the grief of a comrade, indignation at injustice, etc. Children begin to show an attitude towards themselves as a subject and object of someone else's joy, there is a development of empathic processes that involve entering into the position of another, identification with him. Emotions are social in nature, their content is associated with the moral problems of interpersonal relations. The joy of friendship comes to children, they are afraid to lose friendly relations with others. Experiences are connected with the moral side of interpersonal relations. The desire of children to consider their own actions and the behavior of others through the prism of morality, the criteria for which children borrow from adults, is becoming more and more clearly manifested.

Therefore, it would be wrong to consider two processes separately: the formation of moral judgments of children and their mastery of methods of moral behavior.

The source of obtaining morally enriching knowledge can be a word, a personal example of an educator or an example of people whom the child seeks to imitate. However, on the part of an adult, control over the process of assimilation of moral norms and rules is necessary, since an incorrectly formed idea of ​​\u200b\u200ba particular trait or quality of a person leads to an incorrect line of behavior.

The relative lack of independence of moral thinking and insufficient own experience of children, on the one hand, cause them difficulties in revealing the content of any moral quality and the ability to use moral judgments when characterizing actions, difficulty in consciously operating with moral concepts.

On the other hand, children, at times, cannot do the right things due to the complexity of the life fact, the absence of such cases in their lives or negative influence on them the experience of other people. Moreover, give them the correct moral assessment.

Therefore, the formation of moral behavior based on moral standards can be productive if accompanied by the support and positive assessment of the educator. This not only stimulates the moral activity of the child, but also corrects his behavior, contributes to the correct formation of moral judgments, and enriches his moral experience.

The more accurate the adult's evaluative influence, the more accurate the child's idea of ​​the results of his actions.

Throughout the entire period of preschool childhood, the assessment of an adult, his attitude are of particular importance for the child. In the process of growing up, a preschooler gradually changes his attitude to activities and his behavior, the child is increasingly guided by generally accepted norms and moral rules. However, it is not always possible for a child to adequately evaluate his actions, since an adult for a child is a model of how to do it, and at the same time - a source for evaluating his actions. The child strives to ensure that the adult's assessments coincide with his own. Therefore, it is important for him to understand the essence of evaluative requirements in order to see himself “as if from the outside”, to consciously follow the standards, i.e. manage their behavior, build their relationships with others in different ways.

Self-regulation of behavior as the highest form of normative determination of children's behavior based on moral norms, is formed by the end of preschool childhood and ensures independent and voluntary compliance with moral norms in the absence of external control and coercion.

Pedagogical experience shows that the senior preschool age- a favorable time for the assimilation of many moral norms. In the process of constant accumulation and comprehension of moral facts, relations, their analysis, evaluation, moral decisions are made, responsible choices are made.

1. Jean Piaget: Moral judgment in the child. Academic project, 2006
2. Rubtsov VV The role of cooperation in the development of the intellect of children. http://www.voppsy.ru/issues/1980/804/804079.htm