Creation

Personal development. The formation of personality - ways of formation What is meant by the expression personality development

In addition to personality development, it includes both physical development and the development of mental functions. These different developments should not be confused: it can be perfectly developed with a mediocrely formed memory and with poor physical development. Human growth and development interact, alternating each other.

The cucumber can only grow. Wet earth and the sun contribute to this, but it is impossible to train and develop by external procedures: the cucumber grows according to its internal program. And a person has more opportunities, a person's development, training of his body or soul contributes to the growth of the body, the growth of soulfulness, the growth of spiritual depth, flexibility or stamina. Anyone who trains their body knows that certain workouts contribute to muscle growth. On the other hand, it is possible to develop only that for which the necessary prerequisites have been created by the process of growth. No one will develop masculinity in a one-year-old baby - he has not yet grown enough, the base has not appeared for this.

In man, growth and development support each other and succeed each other in stages. This is reminiscent of the alternation of horizontal and vertical movement: knowledge and skills are accumulated (horizontal growth occurs), then there is a sharp jump, a transition to a new level (there is a development, a jump upwards), then this level is mastered (growth as a horizontal movement)

Growth processes in a person go with maximum intensity in childhood. With age, both physical and intellectual growth slows down, and from a certain period, the majority begins to go in the opposite direction: intelligence decreases, memory weakens, muscles gradually atrophy. Interestingly, personal development can still continue.

Personality development is one of the central topics of practical psychology, and it is understood in very different ways, including due to terminological confusion. I use the same phrase "personal development", in reality, experts have in mind at least four different meanings and, accordingly, four different topics. This:

“What are the mechanisms and dynamics of personality development” (here the development of personality as a process is explored),
“What does a person achieve in his development” (this is the topic of the level of development of the individual, the topic of the result of development),
“In what ways and means can parents and society form a personality out of a child” (the topic of personality formation) and
“How, in what ways can a person develop himself as a personality?”, where personality development is understood as in the process as authorial actions.

Talking about development as a process is talking about the dynamics of this process, about its various mechanisms. Development occurs in the joint activity of a child and an adult, development may be the result of study or training, development may be the result of resolving internal contradictions, development may be the result of formation - the process of personality development is many-sided and complex. The understanding of "personal development" as a complex but predominantly natural process is more characteristic of theoretical psychology that studies this process.

As for the results of personality development, we remember the classic: growth is quantitative changes, development is qualitative changes. If you see the book "Personal Development of Preschool Children", you know that you will find there a description of how a child's personality changes qualitatively from year to year, what happens when a child develops neoplasms. The main questions to the topic of the results of personality development are: “What neoplasms can we talk about as qualitatively new?”, “How can you check that the development really happened?”, “Is it possible to talk about the level of development of a particular personality, compare people by

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Personal development
PERSONAL DEVELOPMENT - a change in its quantitative and qualitative properties. - this is the development of her worldview, self-consciousness, attitudes to reality, character, abilities, mental processes, the accumulation of experience. There are a number of stages in the individual development of a person: early childhood, preschool, primary school, adolescence, youth, mature, elderly. The historical-evolutionary approach considers the interaction between nature, society and the individual. In this scheme, the biological properties of the individual (for example, the type of nervous system, inclinations) act as impersonal prerequisites for the development of the individual, which in the course of the life path become the result of this development, and society acts as a condition for the implementation of activities during which a person joins the world of culture. The basis and driving force behind the development of the personality is joint activity, in which the assimilation of the given social roles by the personality is carried out.

List of random tags:
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Franz Gall - Franz Gall (1758 - 1828) - German physician, creator of phrenology. According to his ideas, mental functions are due to the development of the cerebral cortex, which may be evidenced by the irregularities of the skull.
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The unity of consciousness and activity - UNITY OF CONSCIOUSNESS AND ACTIVITY - is the initial principle of Marxist psychologists, the essence of which is the recognition of the priority of a person's objective activity over his psyche. Consciousness as a reflection of reality is manifested and formed in activity. Activity without consciousness loses orientation, reflexivity. Consciousness without connection with objective activity inevitably degenerates into abstraction or creeping empiricism. It is in the course of activity that the image, the ideal plan, is objectified, materialized. E. s. and etc. appears as a principle of research for many Marxist psychologists. Experimentally, they showed that sensations, perceptions, memory, thinking, imagination develop in activity, knowledge, emotional and volitional processes, and abilities are formed. While one-sidedly postulating the principle of the unity of the psyche and activity, many Soviet psychologists overlooked the fact that *...activity is organized and directed by psychology...the psyche is a necessary condition for activity...*
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A. Bergson's theory of memory - A. Bergson's theory of memory is a concept in which two types of memory are distinguished: memory-habit, or memory of the body, which is based on physiological brain processes, and memory-memory, or memory of the spirit, unrelated to brain activity.

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Psychology test

Plan

Introduction

1. Individual development of personality

2. The essence of the concept of personality

3. Stages of personality development

4. Development of the psyche and personality development. Leading activity problem

5. The structure of the child's self-consciousness

Introduction

How does the formation of a personality take place, how does it develop, how a personality is born from "not a personality" or "not yet a personality". The baby obviously cannot be a person. An adult is undeniably a person. How and where did this transition, transformation, leap to a new quality take place? This process is gradual; step by step we are moving forward towards becoming a person. Is there any regularity in this movement or is it all purely random? This is where you have to go to the starting points of a long-standing discussion about how a person develops, becoming a personality.

The personal development of a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education. Age is associated with the nature of human activity, the characteristics of his thinking, the range of his requests, interests, as well as social manifestations. At the same time, each age has its own opportunities and limitations in development. So, for example, the development of mental abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not duly used, then in later years it is already difficult, and sometimes even impossible, to catch up. At the same time, attempts to get ahead of themselves, carrying out the physical, mental and moral development of the child without taking into account his age capabilities, cannot give the effect.

Many teachers drew attention to the need for in-depth study and skillful consideration of the age and individual characteristics of children in the process of education. These questions, in particular, were raised by Ya.A. Comenius, J. Locke, J.-J. Rousseau, and later A. Diesterweg, K.D. Ushinsky, L.N. Tolstoy and others. Moreover, some of them developed a pedagogical theory based on the idea of the nature of education, that is, taking into account the natural characteristics of age development, although this idea was interpreted by them in different ways. However, they all agreed on one thing: you need to carefully study the child, know his characteristics and rely on them in the process of education.

personality psyche self-consciousness child

1. Essence concept of personality

Man is the result of biological and historical evolution. Man is called the subject of social development, the subject of activity. The subject is a person as an active carrier of that beginning, which makes it possible to consider him as a social being, capable of independent actions that are significant for humanity. A person is called an individual when they talk about him as a biological being of the species (reasonable person). An individual is a separate person, an individual belonging to the human race, each person as a representative of the human race.

Being the highest creation of nature, in the part of the Universe known to us, man is not something frozen, given once and for all. It changes and develops. In the process of development, he becomes a person who is fully responsible for his actions and actions.

Essential for pedagogy is the understanding of the very concept of "personality". What is the relationship between this concept and the concept of "man"? The concept of "personality" expresses the totality of social qualities that an individual has acquired in the process of life and manifests them in various forms of activity and behavior. This concept is used as a social characteristic of a person. Is every person an individual? Obviously not. A person in the tribal system was not a person, since his life was completely subordinated to the interests of the primitive collective, dissolved in it, and his personal interests had not yet gained due independence. A person who has gone mad is not a person. The human child is not a person. He has a certain set of biological properties and characteristics, but until a certain period of life he is devoid of signs of a social order. Therefore, he cannot perform actions and actions, driven by a sense of social responsibility.

Personality is a social characteristic of a person, it is one who is capable of independent (culturally appropriate) socially useful activity. In the process of development, a person reveals his internal properties inherent in him by nature and formed in him by life and upbringing, that is, a person is a dual being, he is characterized by dualism, like everything in nature: biological and social.

Personality is awareness of oneself, the external world and a place in it. This definition of personality was given by Hegel in his time. And in modern pedagogy, the following definition is considered the most successful: a person is an autonomous, parachuted from society, self-organized system, the social essence of a person.

The famous philosopher V.P. Tugarinov considered 1. rationality, 2. responsibility, 3. freedom, 4. personal dignity, 5. individuality among the most important features of personality.

Personality is the social image of a person as a subject of social relations and actions that reflect the totality of social roles that he plays in society. It is known that each person can act in many roles at once. In the process of fulfilling all these roles, he develops the corresponding character traits, behaviors, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.

The concept of "personality" is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.

“If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too,” - so K.D. Ushinsky understands one of the conditions of pedagogical activity: to study the nature of the child. Pedagogy should have a scientific understanding of the personality of the student, since the student is the subject and at the same time the subject of the pedagogical process. Depending on the understanding of the essence of the personality and its development, pedagogical systems are built. Therefore, the question of the nature of personality is methodological in nature and has not only theoretical, but also great practical significance. In science, there are concepts: a person, an individual, an individuality, a personality.

Man is a biological species, a highly developed animal capable of consciousness, speech, and labor.

An individual is a separate individual, a human body with peculiarities inherent only to it. The individual relates to man as the particular relates to the typical and universal. The concept of "individual" in this case is used in the meaning of "concrete person". With such a formulation of the question, both the features of the action of various biological factors (age characteristics, gender, temperament) and the differences in the social conditions of human life are not fixed. The individual in this case is considered as the starting point for the formation of a person's personality, personality is the result of the development of the individual, the most complete embodiment of all human qualities.

Individuality also correlates with the concept of personality, reflecting the characteristics of a particular personality Personality - (the central concept for human sciences) - is a person as a carrier of consciousness, social roles, a participant in social processes, as a social being and formed in joint activities and communication with others.

The word "personality" is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say "personality of the newborn", understanding it as an individual. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from the social environment. Therefore, personality is not a product of the intersection of biological and social factors. Split personality is by no means a figurative expression, but a real fact. But the expression "split-individual" is nonsense, a contradiction in terms. Both are integrity, but different. A personality, unlike an individual, is not an integrity determined by a genotype: one is not born a personality, one becomes a personality. Personality is a relatively late product of the socio-historical and ontogenetic development of man.

A.N. Leontiev emphasized the impossibility of putting an equal sign between the concepts of "personality" and "individual" due to the fact that personality is a special quality acquired by an individual through social relations.

Personality is a special systemic quality of a person, which is acquired during life among people. You can become a person among other people. Personality is a systemic state that includes biological layers and social formations based on them.

Hence the question of the structure of personality. Religious teachings see in the individual the lower layers (body, soul) and the higher - the spirit. The essence of man is spiritual and was originally set by the supreme supersensible forces. The meaning of human life is approaching God, salvation through spiritual experience. Z. Freud, standing on the natural science positions, singled out three spheres in the personality: the subconscious ("It"), consciousness, reason ("I") over consciousness ("super-I"). Z. Freud considered sexual desire to be a natural and destructively dangerous basis of personality, giving it the character of a driving force that determines human behavior.

Behaviorism (from the English behavior - behavior), a direction in psychology, reduces the personality to the "stimulus-reaction" formula, considers the personality as a set of behavioral reactions in response to situations, incentives and excludes its self-awareness from the personality structure, which is the basis personality.

In domestic psychology (K.K. Platonov), four personality substructures are distinguished:

biopsychic properties: temperament, gender, age characteristics;

mental processes: attention, memory, will, thinking, etc.;

experience: skills, knowledge, habits;

orientation: worldview, aspirations, interests, etc.

From this it can be seen that the nature of the personality is biosocial: it has biological structures on the basis of which mental functions and the personal principle itself develop. As you can see, different teachings single out approximately the same structures in a person: natural, lower, layers and higher properties (spirit, orientation, super-I), however, they explain their origin and nature in different ways.

The concept of personality shows how socially significant features are individually reflected in each personality, and its essence is manifested as the totality of all social relations.

A personality is a complex system capable of perceiving external influences, selecting certain information from them and influencing the world around it according to social programs.

Self-awareness, valuable social relations, a certain autonomy in relation to society, and responsibility for one's actions are integral, characteristic features of a person. From this it is clear that a person is not born, but becomes.

Throughout the 19th century, scientists believed that the person exists as something fully formed. The personality traits of an individual have long been attributed to heredity. Family, ancestors and genes determined whether a person would be a brilliant personality, an arrogant braggart, a hardened criminal or a noble knight. But in the first half of the 20th century, it was proved that innate genius does not automatically guarantee that a person will become a great personality. It turned out that the decisive role is played by the social environment and the atmosphere in which a person finds himself after birth.

Personality is impossible outside of social activity and communication. Only by being included in the process of historical practice, the individual manifests his social essence, forms his social qualities, and develops value orientations. The main sphere of human development is his labor activity. Labor is the basis of man's social being, because it is in labor that he expresses himself to the greatest extent as a social individual. The formation of personality is influenced by the factors of labor activity, the social nature of labor, its subject content, the form of collective organization, the social significance of the results, the technological process of labor, the possibility of developing independence, initiative, and creativity.

Personality not only exists, but is born for the first time precisely as a "knot" that is tied in a network of mutual relations. Inside the body of a separate individual, there really is not a personality, but its one-sided projection on the screen of biology, carried out by the dynamics of nervous processes.

The formation of a personality, that is, the formation of a social “I” is a process of interaction with others like themselves in the process of socialization, when one social group teaches the “rules of life” to another.

2. Personal development and its factors

“We are constantly learning new things about ourselves. Year after year, something is revealed that we did not know before. Every time it seems to us that now our discoveries have come to an end, but this will never happen. We continue to discover in ourselves this and that, sometimes experiencing upheavals. This suggests that there is always a part of our personality that is still unconscious, that is still in the making. We are incomplete; we grow and change. Although the future personality that we will once be is already present in us, it just remains in the shadows for now. It's like a running frame in a movie. The future personality is not visible, but we are moving forward, where its outlines are about to begin to emerge. These are the potentials of the dark side of the ego. We know what we were, but we don’t know what we will become!”

Since the personal qualities of a person develop during their lifetime, it is important for pedagogy to reveal the essence of the concept of "development".

Personal development is one of the main categories in psychology and pedagogy. Psychology explains the laws of development of the psyche, pedagogy builds theories on how to purposefully manage human development. There is a formula in science: one is born a person, one becomes a person. Consequently, personal qualities are acquired in the process of development.

Personal development is understood as a process of quantitative and qualitative changes under the influence of external and internal factors. Development leads to a change in personality traits, to the emergence of new properties; psychologists call them neoplasms. The change in personality from age to age proceeds in the following directions: physiological development (musculoskeletal and other systems of the body), mental development (processes of perception, thinking, etc.), social development (formation of moral feelings, assimilation of social roles, etc.).

Development takes place: 1. In the unity of the biological and social in man. 2. Dialectically (the transition of quantitative changes into qualitative transformations of the physical, mental and spiritual characteristics of the individual), development is uneven (each organ develops at its own pace), intensively in childhood and adolescence, then slows down. There are optimal terms for the formation of certain types of mental activity. Such optimal periods are called sensitive (Leontiev, Vygotsky). The reason is uneven maturation of the brain and nervous system. (Age from 6 to 12 years old is optimal for developing problem solving skills. Foreign language - 3-6 years old, reading - from 2 to 5 years old, swimming - up to a year, developmental education - 1-2 years > excellent students in grades 1-2 .) Plasticity of the nervous system: weak functions can be compensated by strong ones (weak memory - high organization of cognitive activity). 1. by resolving contradictions (between the needs and the possibilities of their satisfaction, the child's capabilities and the requirements of society, between the goals that he sets himself and the conditions for their achievement, etc.). 2. through activity (play, work, study).

Disputes in science raise the question of what drives the development of the individual, under the influence of what factors it proceeds. The analysis of development factors was started by ancient scientists. Everyone was interested to know the answer to the question: why do different people achieve different levels of development? What influences personality development?

Factors affecting personality development

Development is determined by internal and external conditions. Environmental influences and upbringing refer to external factors of development, while natural inclinations and drives, as well as the totality of a person’s feelings and experiences that arise under the influence of external influences (environment and upbringing), refer to internal factors. The development and formation of personality is the result of the interaction of these two factors.

From the point of view of biologically oriented directions, development is understood as the deployment of the body's genetic programs, as the hereditarily programmed maturation of natural forces. This means that the determining factor in development is the inclinations - the anatomical and physiological characteristics of the body, inherited from the ancestors. A variant of this position is the view of individual development (ontogenesis) as a repetition of all the stages that a person went through in the process of his historical evolution (phylogenesis): in ontogenesis, phylogenesis is repeated in a compressed form. According to Z. Freud, human development is also based on biological processes, manifestation in various forms of libido - sexual desire.

Many psychologists and biologists argue that the development of a child is predetermined by innate instincts, special genes of consciousness, carriers of permanent inherited qualities. This gave rise at the beginning of the 20th century to the doctrine of diagnosing personality traits and the practice of testing children in elementary school, dividing them according to test results into groups that should be trained in different programs in accordance with the abilities given by nature. However, science does not have a clear answer to the question of what exactly a person biologically inherits.

Sociologically oriented directions consider the environment as the determining source of human development. The environment is everything that makes up the human environment. Scientists distinguish some groups of environmental factors (A.V. Mudrik). Macrofactors include space, world, climate, society, state; mesofactors - separate social groups of people and institutions, school, mass media; microfactors - family, peers. The development and formation of a person under the influence of all environmental factors in sociology is usually called socialization. In pedagogy, as was said, it is close to the concept of education in a social sense.

Russian science understands the problem of the correlation of the influence of various factors on the development of the individual in the following way. Biologically inherited features of the individual only create the basis for the development of personality. They develop under the influence of the environment and education (one of the institutions of socialization). At birth, healthy people have relatively the same inclinations and capabilities. And only social inheritance, that is, the lifetime influence of the environment and upbringing, ensures development. Education favorably differs from environmental factors in that it is a controlled process that regulates, deliberately creates conditions for development and adaptation. The same applies to learning as part of a holistic pedagogical process: learning leads to development.

This main law of personality development, formulated by L.S. Vygotsky, means that through joint activity and communication, the mental functions of the child, social skills, ethical norms, self-awareness, etc. are formed. Education among all factors of socialization is interpreted as the most significant in the development of the individual precisely because of its orientation and organization. Therefore, personality development is a process that is determined by internal and external factors. It happens: firstly, depending on the inner world of the individual, her inner motives, her inherent subjective needs, interests and motives, and secondly, depending on the changing conditions of the external environment and the circumstances of her life.

A person develops continuously from the moment of birth to death, passing through a series of successively changing stages: infancy, childhood, adolescence, youth, maturity, old age. All of them leave their mark on his lifestyle and behavior.

Each person lives, as it were, in a reality that is constantly expanding for him. Initially, the sphere of life for him is a narrow circle of people, objects and phenomena that directly surround him. But further in the natural and social world, more and more new horizons open up for him, expanding the field of his life and activity. The relations that bind him to the world acquire not only a different scale, but also a different depth. The more reality is revealed to him, the richer his inner world becomes.

The development of the personality is manifested in the changes that occur in its inner world, in the system of its external connections and relations. In the process of personality development, its needs and interests, goals and attitudes, incentives and motives, skills and habits, knowledge and skills, desires and aspirations, social and moral qualities change, the sphere and conditions of its life activity change. In one way or another, her consciousness and self-consciousness are transformed. All this leads to changes in the structure of the personality, which acquires a qualitatively new content.

Since the middle of the 20th century, however, a somewhat different view of personality development has been actively developing. Humanistic psychology (A. Maslow and others) argues that the formation of personality is no less dependent on the activity of the person himself. Activity is understood as the desire of everyone for self-actualization, knowledge of oneself and the higher meanings of existence, self-realization, often in spite of the environment, leveling, suppressing individuality. A. Maslow, K. Rogers and others believe that helping a person, a school student, consists precisely in awakening his own aspirations for self-actualization, which, as they think, are inherent in him from the very beginning. On this understanding of the personality and its development in recent decades, educational concepts have been built in the West, and more recently in our country. In terms more traditional for domestic science, such a position means that the activity of the student himself, his will, beliefs, activities for self-development and self-education are internal factors in the development of the individual. These internal factors, in fact, the acquired properties of the personality, parts of its structure, are formed under the influence of education in the first place. But in the course of a child's life they themselves become the source, the driving force of his development. This partly explains why, under the influence of the same educational and environmental conditions, pupils grow up to be different. This raises the question of the importance of self-education and its connection with education. Pedagogy understands it this way: upbringing causes self-education, and the sooner the better.

Personal development can be progressive or regressive. Progressive development is associated with its improvement, the rise to a higher level. This is facilitated by the growth of knowledge and skills, the improvement of qualifications, education and culture, the rise of needs and interests, the expansion of the sphere of life, the complication of forms of activity, etc.

Regressive development, on the contrary, manifests itself in the degradation of the individual as a person. Here, on the basis of the "narrowing" of needs and interests, the individual loses his former skills, knowledge and skills, the level of his qualifications and culture decreases, the forms of activity are simplified, etc. The living space of a personality and its inner world can thus both expand, push its boundaries, and become impoverished. This impoverishment can be ignored, but it can be experienced as a misfortune.

In the process of personality development, some qualities come to it, are acquired, occupying their niche in its structure, others leave, losing their meaning, others remain, often opening up from a new, sometimes unexpected side. Such changes occur constantly, causing a reassessment of established values and stereotypes.

The process of personal development is deeply individual. It proceeds differently for different people. Some are faster, others are slower. It depends on the socio-psychological characteristics of the individual, his social position, value orientations, concrete historical conditions of life. Specific life circumstances impose their stamp on the course of personality development. Favorable conditions contribute to the flow of this process, and various kinds of life obstacles, barriers hinder it. For development, a person must be provided with both material goods and spiritual food. Without one or the other full-fledged development cannot be.

The parameters of development are the child's abilities, the values to which he has joined with the help of adults, development funds, the "I can" and "I want" funds (at the point of their intersection, the harmony of competence and activity is born). The teacher's task is to create conditions conducive to development and eliminate obstacles: 1. fear, giving rise to self-doubt, an inferiority complex, resulting in aggression; 2. unfair accusations, humiliation; 3. nervous tension, stress; 4. loneliness; 5. total failure.

Stimulates development processes emotional stability, the joy of being, a guarantee of security, respect for the rights of the child not in words but in deeds, the priority of an optimistic view of the child. The positive role of an adult is the role of an assistant-facilitator - to help the child in the process of his development (in Russia there are 10% of such people). L.S. Vygotsky (1896-1934) identified two levels of development of children: the level of actual development: reflects the features of the mental functions of the child that have developed today; zone of proximal development: reflects the possibility of significantly greater achievements of the child in terms of cooperation with adults.

L.S. Vygotsky substantiated the pattern according to which the goals and methods of education should correspond not only to the level of development already achieved by the child, but also to his "zone of proximal development".

Education that goes ahead of development upwards is recognized, but not in a straight line. Therefore, the task of education is to create a zone of proximal development, which in the future will move into the zone of actual development, to promote the development of the body, individuality and personality of the child. We do not just move the child from step to step, the child takes an active life position. Education plays a decisive role in the development of the personality, it has an impact on the internal stimulation of its activity in working on itself, that is, in self-development.

Personality is not only the product of external influences. In many ways, she "writes" her biography herself, showing independence and subjective activity. To a certain extent, each person makes his own life, he determines the line and style of his behavior. It is not a simple "tracing paper" of the external conditions of the environment, but acts as a result of individual interaction with the environment. A person treats influences and influences of the environment selectively, accepting one and rejecting the other. Moreover, a person actively influences the environment, changes, transforms it, adapting it to his needs and requirements. By changing the environment, he simultaneously changes himself, mastering new skills, knowledge and skills. With the help of a shovel and an excavator, for example, a person performs the same work. However, a digger cannot simply drop a shovel and get into the cab of an excavator. He must learn to use new technology, master the skills of handling it. In other words, a person is not only an object of external influence, but also a subject, a creator of his own life, his own development.

Personal development includes the development of its various aspects. This is physical, and intellectual, and political, and legal, and moral, and ecological, and aesthetic development. Moreover, the development of its different aspects occurs at an unequal speed, unevenly. Some aspects of it during certain historical periods can develop faster, while others more slowly. So, physically modern man is not much different from the one who lived 50 thousand years ago, although the physical development of the human body at that time also took place. The development of his intellect, mind during this time was truly colossal: from a primitive primitive state, thinking made a giant leap forward, reaching the heights of the modern level. The possibilities of the human mind in this respect are limitless. As, however, has no boundaries and the development of the individual as a whole.

An interscientific analysis of the problem of personality development leads pedagogy to the following methodological conclusions. The pedagogical process should be considered as the main factor in the formation of personality, which leads to the development of a relatively new paradigm in education, updating all components of the pedagogical process. Such a paradigm has received in science the name of personality-oriented education. The development of such a view requires both scientists and practitioners to rely on the above approaches: systemic, personal, activity, technological.

An analysis of the pedagogical process in the light of the theory of personality development leads to the establishment of subject-subject relations between a teacher and a student, which characterizes modern pedagogy as humanistic. The personal orientation of the pedagogical process obliges to see the impact of education not only on the student, but also on the teacher, whose personality also develops in pedagogical activity, which determines a number of problems in the preparation and professional growth of the teacher.

3. Stages of personality development

The process of personality development is subject to psychological patterns that are reproduced relatively independently of the characteristics of the group in which it takes place: in the primary grades of the school, and in a new company, and in a production team, and in a military unit, and in a sports team. They will be repeated again and again, but each time filled with new content. They can be called phases of personality development. There are three of these phases. So, the first phase of the formation of personality. A person cannot fulfill his need for personalization before he masters the norms operating in the group (moral, educational, production, etc.) and does not master those methods and means of activity that other members of the group own.

This is achieved (by some more, by others less successfully), but, ultimately, by experiencing some loss of their individual differences. It may seem to him that he is completely dissolved in the "total mass". There is something like a temporary loss of personality. But these are his subjective ideas, because in fact a person often continues himself in other people with his deeds, which are important precisely for other people, and not only for himself. Objectively, already at this stage, under certain circumstances, he can act for others as a person.

The second phase is generated by the growing contradiction between the need to "be like everyone else" and a person's desire for maximum personalization. Well, you have to look for means and ways to achieve this goal, to designate your individuality.

For example: if someone got into a new company for him, then he, apparently, will not immediately try to stand out in it, but first he will try to learn the norms of communication accepted in it, what can be called the language of this group, the manner of dressing acceptable in it , generally accepted interests in it, will find out who is a friend for him and who is an enemy.

But now, having finally coped with the difficulties of the adaptation period, realizing that for this company he is "his own", sometimes vaguely, and sometimes acutely, he begins to realize that, adhering to this tactic, he, as a person, loses himself to some extent, because others cannot see it under these circumstances. They will not make out because of his inconspicuousness and "similarity" to anyone.

The third phase - integration - is determined by the contradictions between the already established desire of a person to be ideally represented in others by his own characteristics and the need of others to accept, approve and cultivate only those of his individual properties that appeal to them, correspond to their values, contribute to their overall success, etc.

As a result, these revealed differences in some (savvy, humor, selflessness, etc.) are accepted and supported, while in others, demonstrating, for example, cynicism, laziness, the desire to blame their mistakes on another, arrogance, they may encounter active opposition.

In the first case, the integration of the individual in the group takes place. In the second, if the contradictions are not eliminated, - disintegration, which results in the displacement of the individual from the group. It may also happen that there is an actual isolation of the personality, which leads to the consolidation of many negative traits in the character.

A special case of integration is observed when not so much a person brings his need for personalization into line with the needs of the community, but rather the community transforms its needs in accordance with its needs, and then he takes the position of a leader. However, the mutual transformation of the individual and the group, obviously, always happens in one way or another.

Each of these phases generates and polishes the personality in its most important manifestations and qualities - microcycles of its development proceed in them. Imagine that a person fails to overcome the difficulties of the adaptation period and enter the second phase of development - he will most likely develop the qualities of dependence, lack of initiative, conciliation, timidity, self-doubt and self-doubt will appear. It seems to "slip" in the first phase of the formation and assertion of oneself as a person, and this leads to its serious deformation.

If, already in the phase of individualization, he tries to realize his needs "to be a person" and presents his individual differences to those around him, which they do not accept and reject as not corresponding to their needs and interests, then this contributes to the development of aggressiveness, isolation, suspicion, overestimation of self-esteem and lowering the assessment of others, "withdrawal into oneself", etc. Maybe this is where the "gloom" of character, anger comes from.

A person throughout his life is included not in one, but in many groups, and situations of successful or unsuccessful adaptation, individualization and integration are repeatedly reproduced. He has a fairly stable personality structure.

The complex, as it is obvious, process of personality development in a relatively stable environment is even more complicated due to the fact that it is not really stable, and a person on his life path turns out to be successively and in parallel included in communities that are far from coinciding in their social psychological characteristics.

Accepted in one group, where he is fully established and has long been "one of his own", he sometimes turns out to be rejected in another, in which he is included after the first or simultaneously with it. He again and again has to assert himself as an independent person. Thus knots of new contradictions are tied, new problems and difficulties arise. In addition, the groups themselves are in the process of development, constantly changing, and one can adapt to changes only if one actively participates in their reproduction. Therefore, along with the internal dynamics of the development of the individual within a relatively stable social group (family, school class, friendly company, etc.), one must take into account the objective dynamics of the development of these groups themselves, their characteristics, their non-identity with each other. Both those and other changes become especially noticeable in the age development of the personality, to the characteristics of which we turn.

From all of the above, the following understanding of the process of personality development is formed: personality is formed in groups that successively replace each other from age to age. The nature of personality development is determined by the level of development of the group in which it is included and in which it is integrated. One can also say this: the personality of a child, adolescent, youth is formed as a result of successive inclusion in communities that differ in terms of development level, which are important for him at different age levels.

The most favorable conditions for the formation of valuable qualities of a person are created by a group of a high level of development - a team. On the basis of this assumption, a second model of personality development can be constructed - this time the age model. There are different age periods. At different times, Aristotle, Ya.A. Comenius, Zh.Zh. Russo and others.

Periodization of childhood according to Davydov:

By the leading type of activity: From 0 to 1 year, 1-3 years - subject-manipulatory; 3-6 years - play; 6-10 years - educational; 10-15 years - socially useful; 15-18 years old - professional. In modern science, the following periodization of childhood is accepted: 1. Infancy (up to 1 year) 2. Pre-preschool period (1-3) 3. Preschool age (3-6) 4. Younger (3-4) 5. Middle (4- 5) 6. Senior (5-6) 7. Junior school age (6-10) 8. Middle school age (10-15) 9. Senior school age (15-18)

The basis of periodization is the stages of mental and physical development and the conditions in which education takes place (kindergarten, school). Education should naturally be based on age characteristics.

Psychological and pedagogical dominants in the development of preschoolers: the development of speech and thinking, attention and memory, the emotional-volitional sphere, the formation of self-esteem, initial moral ideas.

Psychological and pedagogical dominants of younger schoolchildren: change in social status (preschooler - schoolchild). A change in the mode of life and activity, a new system of relationships with the environment, adaptation to school.

Psychological and pedagogical dominants of senior schoolchildren: acceleration - the gap between physical and social maturation, introspection, self-contemplation, self-affirmation. Breadth of interests, orientation to the future. Hypercriticism. The need to be understood, anxiety. Differentiation of attitudes towards others, parents, teachers.

Ya.A. Comenius was the first to insist on strict consideration of age characteristics. He put forward and substantiated the principle of nature conformity. Accounting for age characteristics is one of the fundamental pedagogical principles. Based on it, the teacher regulates the educational process, the load, the choice of forms and methods of educational activities. In this work, the following stages of age-related personality formation are taken as a basis: early childhood (“pre-preschool”) age (0-3); preschool and school childhood (4-11); adolescence (12-15); youth (16-18).

In early childhood, personality development is carried out mainly in the family and depends on the upbringing tactics adopted in it, on what prevails in it - cooperation, goodwill and mutual understanding, or intolerance, rudeness, shouting, punishment. This will be decisive.

As a result, the personality of the child develops either as a gentle, caring, not afraid to admit his mistakes or oversights, an open, not evading responsibility little person, or as a cowardly, lazy, greedy, capricious little self-lover. The importance of the period of early childhood for the formation of personality has been noted by many psychologists, starting with 3. Freud. And in this they were right. However, the reasons that determine it are often mystified.

In fact, the fact is that from the first months of conscious life a child is in a fairly developed group and, to the extent of his inherent activity (here, the features of his higher nervous activity, his neuropsychic organization play an important role) assimilates the type of relationships that have developed in it, transforming them into features of his emerging personality.

Phases of personality development in pre-school age: the first is adaptation, expressed in mastering the simplest skills, mastering the language with the initial inability to distinguish one's self from the surrounding phenomena; the second - individualization, opposing oneself to others: "my mother", "I am mother", "my toys", - and thereby emphasizing one's differences from others; the third is integration, which allows you to control your behavior, reckon with others, not only obey the requirements of adults, but also to some extent achieve that adults reckon with him (although, unfortunately, this is most often used to "manage" the behavior of adults with the help of ultimatum requirements "give", "I want", etc.).

The upbringing of a child, beginning and continuing in the family, from the age of three or four, as a rule, proceeds simultaneously in a kindergarten, in a group of peers, “under the guidance” of an educator. Here a new situation of personality development arises. If the transition to a new period is not prepared by the successful completion of the integration phase in the previous age period, then here (as well as at the turn between any other age periods) the conditions for a personality development crisis develop. In psychology, the fact of the “three-year-old crisis” that many kids go through has long been established.

Preschool age. The child is included in the group of peers in the kindergarten, managed by the teacher, who, as a rule, becomes the most significant person for him along with his parents. Let us indicate the phases of personality development within this period. Adaptation - the assimilation by children of the norms and methods of behavior approved by parents and educators. Individualization - the desire of each child to find in himself something that distinguishes him from other children, either positively in various types of amateur performances, or in pranks and pranks. At the same time, children are guided not so much by the assessment of their peers, but by their parents and teachers. Integration - the consistency of the desire to designate one's uniqueness and the readiness of adults to accept in a child only that which corresponds to the most important task for them - to provide him with a painless transition to a new stage of education - the third period of personality development.

At primary school age, the situation of personality development in many respects resembles the previous one. The schoolboy enters a completely new group of classmates under the "leadership" of the teacher.

Now let's move on to adolescence. The first difference is that if earlier each new development cycle began with the transition of the child to a new group, then here the group remains the same. It's just that big changes are taking place. It's still the same school class, but how it has changed! Of course, there are reasons of an external nature, for example, instead of one teacher who was the sovereign "ruler" in elementary school, there are many teachers. And since the teachers are different, then there is the possibility of comparing them, and, consequently, criticism. Out-of-school meetings and interests are becoming increasingly important. It can be, for example, a sports section and a company that gathers for a fun time, where the center of group life is associated with various "parties". It goes without saying that the social value of these new communities for those who enter them is very different, but be that as it may, in each of them a young person has to go through all three phases of entry - to adapt in it, find in himself opportunities to protect and assert your individuality and be integrated into it. Both success and failure in this endeavor inevitably leave their mark on his self-esteem, position and behavior in the classroom. Roles are redistributed, leaders and outsiders are singled out - everything is now in a new way.

Of course, these are not the only reasons for the radical transformation of the group at this age. Here and changes in the relationship between boys and girls, and more active inclusion in public life, and much more. One thing is indisputable: the school class, in terms of its socio-psychological structure, changes beyond recognition in a year and a half, and almost everyone in it, in order to assert themselves as individuals, must almost re-adapt to the changed requirements, individualize and be integrated. . Thus, the development of personality at this age enters a critical phase.

The cycles of personality development proceed for the same teenager in different groups, each of which is somehow significant for him. Successful integration in one of them (for example, in a school drama circle) can be combined with disintegration in a group of "informals", in which he had previously passed the adaptation phase without difficulty. Individual qualities valued in one group are rejected in another, where other value orientations predominate, and this prevents successful integration in it.

The contradictions caused by the unequal position in different groups are aggravated. The need to be a person at this age takes on the character of heightened self-affirmation, and this period can last quite a long time, since personally significant qualities that allow one to fit, for example, into the same group of informals, often do not at all meet the requirements of teachers, parents and adults in general. Personal development is complicated in this case by conflicts. The multiplicity, easy turnover and different orientation of groups hinder the process of integrating the personality of a young person, but at the same time form the specific features of his psychology.

E. Erikson traced the integral life path of the Personality, from birth to old age. The development of the Personality in its content is determined by what society expects from a person, what values and ideals it offers him, what tasks he sets for him at different age stages. But the sequence of stages of development depends on the biological principle. Personality, maturing, goes through a series of successive stages. At each stage, it acquires a certain quality (personal neoplasm), which is fixed in the structure of the Personality and is preserved in subsequent periods of life. Crises are inherent in all age stages, these are “turning points”, moments of choice between progress and regression. Each personal quality that appears at a certain age contains a deep attitude towards the world and oneself. This attitude can be positive, associated with the progressive development of the Personality, and negative, causing negative shifts in development, its regression. One has to choose one of two polar attitudes - trust or distrust in the world, initiative or passivity, competence or inferiority, and so on. When the choice is made and the corresponding quality of the Personality, say, positive, is fixed, the opposite pole of the relationship continues to exist hidden and can manifest itself much later, when a person encounters a serious life failure.

To date, it has been experimentally established that in groups of different levels of development, the leading ones temporarily or permanently are very different in content, intensity and social value types of Activity. This completely erodes the idea of a “leading type of Activity” as the basis for the periodization of Personality development.

A.V. Petrovsky in 1984 proposed a new concept of Personality development and age periodization, which considers the process of Personality development as subordinate to the patterns of unity of continuity and discontinuity. The unity of these two conditions ensures the integrity of the process of development of the Personality. As a process of integration in various social groups.

Thus, it becomes possible to single out two types of regularities in the age development of the Personality.

The first type of laws of Personality development. The source here is the contradiction between the individual's need for personalization (the need to be a Personality) and the objective interest of the communities that refer to him to accept only those manifestations of individuality that correspond to tasks, norms, and values. This determines the formation of the Personality both as a result of entering into groups that are new for a person, acting as institutions of his socialization (for example, a family, a kindergarten, a school, a military unit), and as a result of a change in his social position within a relatively stable group. Transitions of the Personality to new stages of development under these conditions are not determined by those psychological patterns that would express the moments of self-movement of the developing Personality.

The second type of patterns of Personality development. In this case, personal development is determined from the outside by the inclusion of an individual in one or another institution of socialization, or is due to objective changes within this institution. So, school age as a stage of development of the Personality arises due to the fact that society constructs an appropriate education system, where the school is one of the "steps" of the educational ladder.

Thus, the development of personality is a process subject to certain, completely objective laws. Regular does not mean fatally conditioned. The choice remains for the personality, its activity cannot be ignored, and each of us retains the right to act, the right and responsibility for it. It is important to choose the right path and, without relying on upbringing and circumstances, take on decision-making. Of course, everyone, thinking about himself, sets himself common tasks and imagines how he would like to see himself.

In the most general form, the development of a personality is the formation of a special form of integrity or, as Florensky said, "monopoly", which includes four forms of subjectivity: the subject of a vital relationship to the world, the subject of an objective relationship, the subject of communication and the subject of self-consciousness.

In other words, becoming a person, a person forms and develops his own nature, appropriates and creates objects of culture, acquires a circle of significant others, manifesting himself in front of himself.

4. Development of the psyche and personality development. Leading activity problem

The problem of child development has become a priority since the 1930s. However, the general theoretical aspects of developmental psychology are still debatable.

In the traditional approach to this problem, the development of the personality and the development of the psyche did not differ. Meanwhile, just as the personality and the psyche are not identical, although they are in unity, so the development of the personality and the development of the psyche form a unity, but not identity (it is not by chance that the word “psyche, consciousness, self-consciousness of the personality” is possible, but, of course, not "the personality of the psyche, consciousness, self-consciousness").

The most sophisticated analysis, addressed exclusively to the mental characteristics of a person, for example, to his motivational-need sphere, will not reveal to us why he turns out to be an attractive person in some communities, and a disgusting personality in others. This requires a psychological analysis of these communities, and this becomes an essential condition for understanding the personality of a person.

...

Heredity

Who is a formed personality

Psychology has proven that a person is not born, but becomes. However, the question of who can be considered a person remains open. Until now, there is no single list of requirements, description of properties or classification of criteria. But some features characteristic of a formed personality can be distinguished.

Activity. It implies the arbitrariness of activity, the ability to manage one's life in any situation.
Subjectivity. It assumes control over one's life and responsibility for the choice, that is, the role of the author of life.
Partiality. The ability to assess the surrounding reality, to accept something or not to accept, that is, not to be indifferent to the world and one's life.
Awareness. The ability to express oneself in social forms.

Development Criteria

From the above, we can distinguish the criteria for personality development, or personal growth:

strengthening subjectivity;
integrity and integration into the world;
productivity growth;
development of mental (spiritual) qualities and abilities.

A characteristic feature of a mature personality is the overcoming and acquisition of a broad identity (the ability to identify oneself with the world, society, situations, nature; a sense of community and understanding).

In children and adolescents, personality development is assessed by the characteristics of socialization and reflection.
In adults, by the ability to self-actualize, the ability to accept responsibility and stand out from society, maintaining contact with it.

Self-consciousness as a separate component and sign of the formation of personality

Self-consciousness (the product of which is the Self-concept) is actively formed in, although the origin begins much earlier. It springs from the consciousness of the individual. This is a system of attitudes, an attitude towards oneself. You can read more about self-awareness in the article.

Development process

The development of personality can be characterized through the development of its system. That is, a person develops as a person when:

the duration of the action of needs increases;
needs become conscious and acquire a social character;
needs move from lower to higher (spiritual, existential).

Stages of personality development

The goal of personal development is the acquisition of personal freedom. There are several classifications of stages of personality development.

E. Erickson's concept

E. Erikson's theory seems to me interesting in terms of considering the development of personality. The psychoanalyst noted 8 stages, at each of which a person encounters the opposite forces of his personality. If the conflict is resolved safely, then certain new personality traits are formed, that is, development occurs. Otherwise, a person is overtaken by neurosis and maladaptation.

So, among the stages of personality development, the following can be distinguished:

The contradiction of trust and distrust in the world around (from birth to a year).
Contradiction of independence with shame and doubts (from a year to 3 years).
The contradiction of initiative and guilt (from 4 to 5 years).
The contradiction of industriousness and feelings of inferiority (from 6 to 11 years).
The contradiction of awareness of identity with some gender and misunderstanding of the behavior characteristic of it (from 12 to 18 years).
The contradiction between the desire for intimate relationships and the feeling of isolation from others (early adulthood).
The contradiction of life activity and focus on one's problems, needs, interests (middle adulthood).
The contradiction between the feeling of fullness of life and despair (late adulthood).

The concept of V. I. Slobodchikov

The psychologist considered the formation of personality from the standpoint of the development of a person's subjectivity in relation to his behavior and psyche.

Revitalization (up to a year)

A characteristic feature of this stage is the child's acquaintance with his body, his awareness, which is reflected in motor, sensory and sociable actions.

Animation (from 11 months to 6.5 years)

The child begins to define himself in the world, for which the baby learns to walk and wield objects. Little by little, the baby masters cultural skills and abilities. At the age of 3, the child is aware of his desires and possibilities, which is expressed by the position "I myself."

Personalization (from 5.5 years old to 13-18 years old)

At this stage, a person for the first time realizes himself as the creator (real or potential) of his own life. In interaction with senior mentors and peers, a person builds the boundaries of identity, begins to understand his own responsibility for the future.

Individualization (from 17-21 years old to 31-42 years old)

At this stage, a person appropriates and individualizes all social values, passing them through the prism of his own worldview, personal position. A person overcomes group restrictions, assessments of the environment and builds his "self". He moves away from stereotypes, outside opinions and pressure. For the first time, he himself accepts or does not accept what the world gives him.

Universalization (from 39-45 years old and beyond)

The stage of universalization is characterized by going beyond individuality to the level of existentiality. Man comprehends himself as an element of all mankind in the context of what has been in the history of the world and what will be.

As we can see, personality development is closely related to age development. But if you pay attention to the dates in parentheses, you can see their wide spread. Moreover, the older a person becomes physiologically, the wider the spread of personal development. From this arises what is popularly called "developed beyond its years" or "stuck in development." But now you know that, perhaps, no one got stuck and “ran away” anywhere, the point is the difference between physical and personal development.

In addition, personality development can be considered as a change in the individual psychological space of a person, which includes:

body;
surrounding personally significant objects;
habits;
relationships, connections;
values.

These elements do not appear immediately, they accumulate as the child's physical development. But in an adult personality, all these elements can be distinguished. For the favorable development of the individual, the integrity of the above components is important.

life path

The structure of the personality is formed in the course of the life path, that is, in the development of a person as a subject of his own life. The goals, motives and values of the individual are reflected in the life plan, which structures the life path.

Simply put, this is a person's life scenario. There is still no consensus on this issue.

Some scientists (S. L. Rubinshtein, B. G. Ananiev), mostly domestic, are of the opinion that only a person forms and regulates his scenario. That is, he consciously chooses the path, but not without the help and influence of his parents.
Other researchers (Adler, Bern, Rogers) adhere to the theory of the unconscious. And among the leading factors that determine the scenario, they name the parenting style and their personal characteristics, the birth order of the child, the first and last name, random stress factors and situations, and the upbringing of the grandparents.

Personal growth

Personal growth is a product of the life path, considered through an assessment of the individual's ability to manage his life, build relationships with others, defend his convictions, perceive life as one in all its diversity.

The basis of this is reflection. A quality that begins to form in childhood and which implies an analysis by a person of his own actions. This is an element of self-awareness - introspection.
The second basic element arising from reflection is the autonomy of the individual, that is, self-control, acceptance of responsibility for one's choice and the right to make this choice.

Personal growth is closely related to self-esteem and evaluation, or rather, it is nothing more than a transition from a system of external criteria to a system of internal ones based on personal beliefs.

Afterword

Personal development is a difficult and contradictory process that takes place throughout life. A stop in development is fraught with degradation and disintegration of the personality.

Personality formation is a purposeful and organized process. At first, it is organized by the parents and the environment of the child, later - by the person himself and the environment.

Thus, the formation and development of personality occurs in the process of human interaction with the outside world and people. However, in order to become a person, one must learn to set boundaries between the understanding of “oneself” and “not oneself”. What does it mean:

participation in the life of society, but not total dissolution in it;
the ability to resist and maintain individuality.

Recently, it is relevant to talk not only about the creative element of the personality, but also about the creative principle, which means “to be the creator of life”.

Until now, the question of the boundaries of the influence of biological and social in a person during the development of personality has not been put to an end. Gene research continues. Scientists do not exclude that in the future some phenomena recognized as acquired will actually be transferred to the category of hereditary.

The concept of "personal growth" can be understood in almost any way. For one, this is a position in a transnational corporation, and for another, it is the fifth child and a perfected skill in cooking cutlets. In general, this is the acquisition of skills or benefits that help raise life to a qualitatively new level. In this review, we will tell you why personal growth and self-development in business is so important and how to achieve it.

What is stopping us from growing?

American psychologist Carl Rogers in 1959 answered the question of what is the personal growth of a person. He singled out the general "law of personal growth" based on the "if-then" formula. It sounds like this: if there are necessary conditions, then the process of self-development is actualized in a person, that is, changes aimed at his personal maturity. Today, this concept is most often associated with career growth - the shortest and most effective way to acquire opportunities.

However, on this path we are rarely sprinters: we move slowly, with stops, being distracted by less important activities. This is the main reason why our English is still not very good - however, like other useful skills.

1. We are afraid of responsibility

How to start personal growth...

If you have a question “Personal growth - what does it mean?”, then you are already on the verge of a big leap. Now the main thing is to start: first we set immediate goals, connect time management, then we automate processes and develop a global strategy. And at the same time we understand what is included in the concept of personal growth.

1. We set the immediate tasks

To begin with, it would be a good idea to identify your weaknesses and strengths. Based on this, for the next month, quarter, year, and formulate an action program to achieve them. It sounds complicated, but if you look at the example, everything is pretty clear.

Jack Dorsey and Biz Stone were ordinary employees of an American IT company. In 2005, they came to the conclusion that Livejournal and similar services would soon go to another world, and therefore it was time to come up with an alternative. Dorsey understood that his ideas and creativity alone would not get you far, and that he needed a team: an advanced and very focused techie and a good producer-investor. Fortunately, the first in the person of Biz Stone daily kept him company over a cup of coffee, and the second - Evan Williams- sat in the office through the wall. This is how the trio "idea-implementation-promotion" was born. According to Dorsey, it was the division of responsibilities, taking into account individual traits, that helped turn a small prank into a big deal called Twitter. In just 2 weeks, the service was ready, and it took less than a year for it to enter the top three most popular social networks in the world.

The simple guys who created Twitter. Photo source: Twitter

2. We connect time management

Time is one of the most important factors of self-development, it should be enough for everything. - it's not just life on schedule, it's setting priorities, delegating tasks, planning work. That is, this is the skill to do more in less time - and not to the detriment of your life. And if you master it, you can move mountains.

The English industrial designer, inventor and perfectionist champion spent more than 15 years developing the perfect vacuum cleaner. Before showing the world a model of the Dyson cyclonic vacuum cleaner, he made 5127 "unsuccessful" prototypes. Despite the lack of money, the huge amount of work and the lack of optimism, he always allocated time so that he could be with his family, chat with friends and build the next prototype. As a result, today he is a happy family man and father of three children. It was the friends he never forgot who helped him promote the brand, and now his fortune exceeds $3 billion.

Happy inventor of vacuum cleaners. Photo source: dyson.com.ru

3. We automate processes

Automation helps save time and avoid mistakes. An IT product such as .

CRM is software that helps you keep records of customers and transactions, automates sales and reporting. CRM stores the entire history of communication with clients and records of calls, helps to control employees, manage tasks and projects, as well as receive reports online. The program itself will create tasks at each stage of the funnel, remind you of deadlines and automatically send SMS notifications to customers. After that, you will have a single database of clients and transactions, managers will call back clients on time and fulfill the sales plan, and you will be able to control the work of the company and receive reports from anywhere in the world.

4. Set strategic goals

If short-term planning yields results, and you have entered the “I see a goal - I see no obstacles” mode, you can expand the time frame and set strategic goals. And remember! Laziness in psychology is decomposed into two aspects - lack of motivation and lack of will. If laziness eats up all your progress, then you should think about changing the field of activity or working conditions. But if you have chosen the right direction and are steadily moving towards the goal, then all possibilities are open to you.

Jack Ma- a man whose fortune today is estimated at 25 billion dollars has never shown much hope. A frail Chinese from a poor family - he was not taken to the institute twice, was refused work more than ten times, and was taken only as a provincial tour guide for foreigners. There he independently learned English, and then graduated from a pedagogical university. After learning about the existence of the Internet, he realized that China does not exist on the Internet, just like the Internet does not exist in China. Then Ma Yun (his real name) set himself the global goal of becoming a pioneer. For four years he studied literature, studied and, finally, organized an Internet company. Today it is known as the Alibaba Group, a rival-crushing legend with a turnover of more than $180 billion.