PSYCHOLOGICAL PECULIARIETES OF DEVELOPMENT OF PRODUCTIVE THINKING IN THE CONDITIONS OF «NUSh»

The article theoretically analyzes the concept of productive thinking, briefly examines the almost century-old history of its scientific formation and systematizes the main approaches to research – Gestalt psychological, psychoanalytic, cognitive and subject-activity. From the middle of the last century to the present day, in its most general form, productive thinking is seen as a transition from a situation of a kind of confusion about a certain issue to a new state in which everything around this issue becomes clear. This process includes a kind of reorganization, which marks the internal transformation from a state of meaninglessness to a state of meaningfulness. The psychological literature also considers productive personal orientation, which is described as associated with such a pattern of behavior, when a person is able to develop and use their potential outside of excessive dependence on external control. Such a person is very active in his feelings, thinking, relationships with others and, at the same time, he retains the autonomy and integrative nature of his Self. Data from various studies show that the early school age is one of the sensitive periods for the development and self-development of productive thinking. And the proposed «NUSh» changes create even better conditions for the realization of the appropriate age capabilities of the Person. The main methods of development and self-development of productive thinking of junior schoolchildren are systematically considered in the article on the main subjects of modern primary school and on specific examples. As a result, it is noted that in the variable content of different subjects the main methods of this development and self-development are setting problem-oriented tasks for children, when to adequately answer a question you need to move away from ready-made knowledge and stereotypes, overcome a certain mechanical attitude or self-centered position, to imagine some unusual situation from the context of the realities of life or to look boldly into the future.

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Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

Development and Psychopathology ◽

10.1017/s0954579418000780 ◽

2018 ◽

Vol 31 (04) ◽

pp. 1353-1366 ◽

Cited By ~ 3

Author(s):

Rebecca L. Brock ◽

Grazyna Kochanska

Keyword(s):

Preschool Age ◽

Complex Nature ◽

School Age ◽

Strange Situation ◽

Car Seat ◽

Early School ◽

History Of ◽

Early School Age ◽

The Impact ◽

Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

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Cyclical vomiting syndrome

10.1093/med/9780198569862.003.0027 ◽

2011 ◽

Author(s):

R. Mark Beattie ◽

Anil Dhawan ◽

John W.L. Puntis

Keyword(s):

Risk Factors ◽

Irritable Bowel Syndrome ◽

Risk Factor ◽

School Age Children ◽

School Age ◽

Recurrent Headache ◽

Early School ◽

History Of ◽

Early School Age ◽

Irritable Bowel

Clinical features 200Diagnostic criteria 200Triggers 200Investigation 201Management 201Prophylaxis 202Cyclical vomiting was first described by Samuel Gee in 1882. It refers to intense periods of vomiting with symptom-free intervals. The incidence is unknown. It occurs principally in pre-school or early school age children. Epilepsy is a risk factor. Other risk factors include a history of recurrent headache, migraine (50%), travel sickness, and irritable bowel syndrome (50%) in children and their families....

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