It's a lot of work. It took me 50 years

Eighty-two years after she was born to a teenage girl and put up for adoption, Betty Morrell finally has met her 96-year-old birth mother, thanks to the dogged persistence of her granddaughter during 20 years of searching.
And as a bonus, she has forged a close friendship with a sister she never knew she had.
"After my adoptive parents died, that's when I started looking," Betty Morrell said Thursday by phone from her home in Spring Hill, Florida. "Being that it was a closed adoption, it's like hitting a brick wall because you can't get any information."
Morrell was born in 1933 in the central New York town of Utica to Lena Pierce, who named her Eva May. Social welfare officials took the baby away because Pierce, then 13, was herself a ward of the state. Eva May was adopted by a family on Long Island and grew up as Betty Morrell, an only child.
"I grew up a very happy child," Morrell said. "I was so content in the family I was adopted by."
She was in her early 30s when she started looking for information about her birth family. She had been told her birth mother had died during childbirth and was shocked when she eventually learned she was still alive.
Morrell's granddaughter, Kimberly Miccio, started helping with the search when she was 12.
"My grandmother had been looking for a long time," said Miccio, 32, who now lives with her husband and three children a few minutes away from Morrell. "She had never tried through the Internet, so we started going through different sites."
It took 20 years, but the breakthrough finally came in September. Miccio got in touch with a distant relative of Morrell's through Ancestry.com, and that person put her in touch with Millie Hawk of Windsor, New York, one of Pierce's daughters.
"Kim and I got on the phone and called her," Morrell said. "I had found my baby sister, who's 65. We just clicked. It was like we had known each other all our lives."
Morrell learned she had four sisters and two brothers, and that her mother was alive and well, living in an assisted living apartment complex in Hallstead, Pennsylvania. That's about 20 miles from where Hawk lives.
"I rushed to my mother's house to tell her," Hawk said. "She just sat down in a chair and cried. She said, 'My Eva May, they found her?' It was just so emotional."
Morrell and Miccio flew to Binghamton, near Hawk's home, last month. Hawk brought their mother to the airport.
"The minute I saw her come through the security door, I just got goosebumps," Hawk said. "Mother reached for her; Betty said. 'Mom.' They hugged and cried."
"There were a few tears, and shaking," Pierce said. "It sure was a joy to finally meet up with her. It's kind of hard when you have a child that you get separated from. I never wanted to give her up."
Since then, Morrell has been talking regularly with Hawk by phone and Facebook, and they're planning a get-together in Florida in the spring. She talks less often to Pierce. "Sometimes I have to remind my mother of who I am," Morrell said. "I say, 'I'm your long-lost daughter Eva May.'"
Morrell offers encouragement to other adoptees who have contacted her via Facebook, telling of their own searches.
"I say absolutely don't give up. There's always something that will link it," she said. "It's a lot of work. It took me 50 years."

 http://www.kiro7.com/news/national/woman-82-tracks-down-and-meets-96yearold-birth-mother/63527044

Florence's Juvenile Court on Wednesday recognised "social" maternity as the legal parental statu

Florence, February 10 - Florence's Juvenile Court on Wednesday recognised "social" maternity as the legal parental status of a woman from Lucca who traveled to Kiev with her husband and brought back twins born of a surrogate mother there.
    Border police at Rome's Fiumicino airport became suspicious about the children's identity and documents upon the couple's return from the Ukraine.
    Thus began the investigation that determined the man is the children's full biological father, which caused the court to rule out the initial option of legal adoption.
    The case stands in contrast to the law in Italy, where surrogacy is illegal. In the Ukraine, surrogate parenting is legal when the pregnancy contains at least 50% of genetic material from one of the parents.
    Juvenile Court President Laura Laera said the case left "no doubt" as to what was in the best interest of the children.
    Parliament is looking at legislation to outlaw recourse to surrogate motherhood abroad.

 http://www.ansa.it/english/news/general_news/2016/02/10/tuscan-couple-have-twins-by-surrogate_6ae76194-8312-4fa9-9ba6-4c8856b1ad19.html

help actual people who are suffering

“We’re seeking to help actual people who are suffering, as the situation in Ukraine is complicated,” Lajčák said, as quoted by the TASR newswire. “We mustn’t lose sight of ordinary people even in national politics, let alone children who’ve lost their parents as a result of the conflict.”
As part of the package a symbolic cheque worth €25,000 was handed over to the chairperson of the Ukraine – Slovakia SOS charity Hana Švačka. The organisation will use the funds for two children’s homes, and to build a playground and buy furniture and hygienic aids.
Two health care facilities in Uzhgorod, near the Slovak border, are also to benefit from the Slovak assistance. Head of a regional hospital for infectious diseases Mikhail Polyak received a grant worth €8,700 that is to be used to buy a high-tech diagnostic tool called the elisa analyser used in detecting infectious diseases, TASR wrote.
Meanwhile, head of the city’s obstetrics clinic Oleg Onopko was presented a cheque for €8,700. The funds will buy medical equipment used in dealing with high-risk pregnancies and to look after prematurely born babies.
Apart from granting aid worth close to €3 million to Ukraine since 2014, Slovakia has also received over 140 Ukrainians for rehabilitation programmes in an effort to help them recover from their mostly mental ailments caused by the conflict there, as reported by TASR.
Lajčák meanwhile met with Ukrainian Prime Minister Arseniy Yatsenyuk and Parliamentary Chairman Volodymyr Groysman. After the meeting, he said that the current situation in Ukraine is fertile ground for populists, as it is much easier to criticise a government than support it. As a result, it is complicated to adopt difficult reform laws against such a backdrop.
A great deal of attention at the talks was paid to the Minsk peace process and the need to fulfil it. Lajčák deemed this to be a delicate matter, as it requires the adoption of difficult laws.
“It’s apparent that both sides are waiting for each other,” said the Slovak official, as quoted by TASR.
Lajčák and Yatsenyuk also touched on energy, with the former noting that “Ukraine views the Nord Stream 2 project very sensitively and has a negative outlook on it, because it’s damaging for the country both in political and economic terms”.
Despite the fact that many other issues are now on the front burner in Slovakia, Slovakia is keeping tabs on developments in Ukraine on a daily basis, said Lajčák.
“It’s important for us to make sure Ukraine doesn’t vanish from the agenda of talks at European forums,” he added, as quoted by TASR.

 http://spectator.sme.sk/c/20084981/foreign-minister-takes-humanitarian-aid-to-ukraine.html

Fifty years after first searching for her birth mother

February 9, 2016 (LifeSiteNews) – Fifty years after first searching for her birth mother, a woman adopted as a baby finally had success, and she says the hard work is worth it.
Eighty-two-year-old Betty Morrell, of Spring Hill, FL, was united with her birth mother last month and has also developed a relationship with her newfound sister.
"The minute I saw her come through the security door, I just got goose bumps," Morrell's sister Millie Hawk said, speaking of Morrell's first meeting with their 96-year-old mother at the Binghamton, NY airport. "Mother reached for her; Betty said, "Mom." They hugged and cried."
Morrell was born in 1933 in Utica, NY, to Lena Pierce, and named Eva May, an SFGate report said. She was taken as an infant by welfare officials and adopted out, because Pierce was just 13 and a minor ward of the state.
The years did not diminish the pain of separation for the mother and daughter.
"There were a few tears, and shaking," Pierce said of meeting Morrell for the first time. "It sure was a joy to finally meet up with her. It's kind of hard when you have a child that you get separated from. I never wanted to give her up."
Eva May had been adopted by a Long Island family and raised as Betty Morrell, an only child, who recounts a happy childhood.
"I grew up a very happy child," Morrell said. "I was so content in the family I was adopted by."
Having been told that her birth mother had died in childbirth, it later came as a surprise for Morrell to learn her mother was actually still alive, andwhen she was in her early 30s, she began seeking information about her birth family.
"After my adoptive parents died, that's when I started looking," said Morrell.
She continually encountered obstacles because the adoption had been closed, but with the help of her granddaughter, the internet opened up new doors in the search.
"My grandmother had been looking for a long time," Kimberly Miccio said.
Miccio, 32, began helping Morrell back at age 12.
"She had never tried through the internet," she continued, "so we started going through different sites."
In September, after 20 years, Miccio was able to connect via the Ancestry.com website with one of Morrell's distant relatives, who then put her in touch with Hawk, resulting in Morrell learning of her long lost mother and newfound family.
"Kim and I got on the phone and called her," Morrell recalled. "I had found my baby sister, who's 65. We just clicked. It was like we had known each other all our lives."
Hawk, who is one of four sisters and two brothers Morrell learned of with the find, and who lives 20 miles from Pierce's Hallstead, PA assisted living apartment, hurried to her mother's home with the news.
"I rushed to my mother's house to tell her," recalled Hawk. "She just sat down in a chair and cried. She said, 'My Eva May, they found her?' It was just so emotional."
Morrell and Miccio, who lives near her grandmother in Florida, flew together to the Binghamton airport in January, where Hawk brought Pierce for the meeting.
Since that time, Morrell has been in regular contact with Hawk on the phone and through Facebook, and the sisters are arranging a visit in Florida this spring.
Morrell talks less frequently with her mother, explaining, "Sometimes I have to remind my mother of who I am. I say, 'I'm your long-lost daughter Eva May.'"
She continues to give encouragement to other adoptees who have reached out to her through Facebook, sharing their own search stories.
"I say absolutely don't give up," said Morrell. "There's always something that will link it. It's a lot of work. It took me 50 years."
 

 https://www.lifesitenews.com/news/separated-mom-and-daughter-reunite-80-years-later

 

 

Though adoption is not completely out of the question

New Horizons for Children Inc. (NHFC) is the largest, faith-based host program for facilitating orphan hosting in the U.S. Since 2002, more than 3,500 orphans have been hosted through their ministry. In recent years most of their orphans have come from the eastern European countries of Latvia and Ukraine.
After learning about the Christian-based orphan host program, John and Sue Ann Cloar decided they would like to host an orphan themselves. After they applied for and met the qualifications for hosting, they were matched with a 16-year-old Ukrainian boy named Sosha, who came to live with them in December 2015. This allows orphans the chance to experience an American Christmas with a loving host family.
Friday, Jan. 16, 2016, the day before he was to fly back to his country of origin, the Cloars requested the State Gazette interview Sosha to learn about him and his views of America. Due to privacy issues last names cannot be used. Sosha answered a few questions about his visit to the U.S. A Russian interpreter was also on hand to facilitate the interview.
Sosha was asked about what he liked about America, the people he'd met, and things he'd experienced while here. Though very shy at first, he began to lighten up and replied: "I like Americans and ducks. Duck tastes really good!" referring to a meal provided by the family and some local duck hunters. He also said he would like to live here someday. Sosha's favorite sport is soccer and he loves dogs, cats and animals in general. He really liked going to Safari Park in Alamo, Tenn. and seeing all the animals they had. He was also very excited by the American pro-wrestler John Cena.

Host mother Sue Ann Cloar and Sosha.

[Click to enlarge]

In his country, Sosha said: "We are only required to complete the ninth grade, but I have kept taking classes and am in the 10th grade now." His classmates at the orphanage call him "Chipmunk" and when not in class, his job is making bricks. For the Cloars, their biggest surprise was how quickly Sosha learned to use the iPads and iPhones they provided him with, even though it was his first time getting to try them.
According to the NHFC website, without intervention, upon leaving the orphanage, 60 percent of girls will end up in prostitution, 70 percent of boys will be on the streets or in jail, and 15 percent will commit suicide within the first two years out on their own.
In late 2012, Russian President Vladimir Putin approved a bill that prohibits Russian children from being adopted by American citizens, due to cases of abuse that have been caused by American adoptive parents. Russia's proposed plans to compensate for the loss of American adoptions are to encourage domestic adoptions, boost aid to foster families, facilitating adoption procedures, and raising benefits for foster children.
NHFC provides families the unique opportunity to share love with orphans for a four- to five-week visit during the summer and around Christmas. They work with orphanages and foster homes in the Eastern European countries of Latvia and Ukraine to bring the school-aged children to the U.S. to stay with Christian host families. This can be a life-changing experience for the orphans who have never been a part of a loving, functional family. And at their age, 7-18 years old, they are the least likely candidates to ever be adopted; most believe they are unwanted and have no hope of ever knowing life in a real family.

John Cloar, Sosha, and Paris, the family dog.

[Click to enlarge]

In their four- to five-week visit, host families teach these children English, life skills, and about the love of God. By the end of the child's visit, most host families are eternally grateful for the blessings they have received in ministering to these precious lives. It brings the mission field right to your own home, neighborhood, and church. Twice a year, a mission's team of staff and volunteers travels to Eastern Europe and goes into selected orphanages. Together with the orphanage director and caregivers, the team works through an interview process to determine which children should participate in the next hosting program. The team will talk with each child, take a photo or two and watch them as they interact with other children, team members and caregivers. They search for children who appear to have a "resilience factor" in their lives that helps them to overcome past obstacles and difficulties.
A few days after Sosha's departure Sue Ann Cloar had this to say:
"We sent Sosha home this past Saturday. It was one of the hardest things I've ever done. The airport scene was full of tears and sobbing and desperate clinging! I had no idea it would be so hard. I knew I'd be upset, but he took it hard, too, and that made it that much more difficult to watch him walk away with his chaperone."
Though adoption is not completely out of the question, it is probably not going to be an option due to all the restrictions concerning overseas adoptees. The Cloars are hoping Sosha can return this summer for another monthlong visit. Sue Ann added: "I love him so much! When I think about him, I think of Fivel Mousekewitz in 'An American Tail' where he's 'somewhere out there beneath the pale moonlight.' Of course, I'm also hoping that we'll be reunited in some way, shape or form: 'somewhere out there, out where dreams come true.' We are hoping other families in the area might be interested in hosting, too. I knew hosting was good idea, but I had no idea just how much I'd grow to love him!"

 http://www.stategazette.com/story/2271888.html

Cinderella : The poor girl is an orphan: The Transition

We tend to talk about the character shoes as signs and determine the fate of a person. So be understandable wedding ceremonies, associated with enough new shoes: bridesmaid shoes stolen by guests, and the groom redeems them; the groom is able to drink from a champagne bridesmaid shoes (and a sign of to, but also of saturation with life of his lady). Understandable concerns about the right place carry: forbidden to put shoes on the table (in the England of the past centuries this meant to be a wish to be hanged) and deliberately turn it on (in Turkey it would be an act of magic damage). And natural girls rites of divination through shoes about the future of marriage, described by V. A. Zhukovsky.
Shoes as gifts or as hand-created object for us in the fairy tale folklore is the form of the new destiny of a hero. Women’s shoes (or boots) are essential in such famous and memorable tales as “Cinderella” by Perrault, “Red shoes” in the version by Hans Christian Andersen, “the little match Girl” by Hans Christian Andersen, “Worn out shoes” by the brothers Grimm. In this article we will examine fairy tales “Cinderella” and “the Red shoes”, combined in an amazing way, through narrative motifs.
Cinderella
The motherless girl becomes a maid in the home of his stepmother and her daughters. To her, however, is her fairy godmother, glass Slippers gives and sends to the ball, with the condition that the latter will stop its dance until midnight. On the last day of the festivities Cinderella flees, losing her slipper, which the Prince finds her. All ends with a wedding.
Commonly, this tale is interpreted as a good perfectionist scenario achieving the objectives; how the plot of a good marriage, as the embodiment rewarded hard work and diligence.
Red shoes
Remaining a lonely orphan named Karen finds shelter with an old woman who throws away her old shoes, and instead of buying new. The old lady denies the girl the ability to show off the new shoes at Church, but she is cheating on her, and still wears them. She meets a soldier, who initiates the beginning of her endless dance in those red shoes that she can’t even remove. Can’t stop, girl loses life force and asks the executioner to chop off her legs. The rest of his life she spends a cripple in the service of others.
This tale is much more dangerous and less popular than the previous one, but her character looks antiheroine story of Cinderella, as if passing the same test, but different and wrong way. K. P. Estes, one of the few that treats this tale, assuming it was a warning from the dangerous pitfalls of the pseudo-saturation feral, starving women: opportunism, loss of a sense of proportion, the inability to stop. And we agree with this vision of the meaning of this tale. At the same time, we found it interesting to find her a new meaning in comparison with the fairy – tale counterpart, “Cinderella”.
The poor girl is an orphan: the transition
Character of both stories is a girl, obviously the marriage or premarital age, girl. She was left without a mother or have lost both parents. Such an approach tells us about the stages of initiation, which metaphor will be shown in the story. It can be typical for traditional societies to social, marital initiation of girls, which consists in choosing a partner.
Intrapsychic considered in the key, it is the stage of development of maturity of Ego, its separation from the “parent entities” and the independent decisions and actions. It is in adolescence before modern man, whether boy or girl, be challenged to build confidence in the philosophical picture of the world; empowerment; proactive initiatives; formulation of distant life goals and assume responsibility for their actions. Moreover, the process of identity formation depends on the implementation of these tasks.
Coming to us at a more Mature age, this tale once again will remind of independent step, a new worldview formation and life goals.

Give a consideration to the differences in upbringing

Give a consideration to the differences in upbringing and individual behavior of adopted child

On the basis of the dictionary definitions submission and analysis of logical reason the selection of this concept it is possible to offer following definition of subordination.
Submission is a conscious or unconscious change the individual’s behavior and/or belief in accordance with external factors.
A variation of this definition used for the study of conscious subordination as personally appropriate choices, can be the following definition.
Submission is a mental activity, involving a conscious change in the individual’s behavior and/or belief in accordance with the influence of external factors and soprano-edema cognitive-emotional evaluation of what is happening.
It is important to emphasize that, despite the identified main directions of interpretations of the concept of “submission” in explanatory dictionaries of the Russian language (obedience as a transition in a situation of dependence to and as a condition and discipline as behavior change), the proposed psychological definition of to is seen in only one of these values – the value of behavior change. Such differentiation as to status and to in a separate step gives the possibility of its universalization, the application of psychological to of the construct to explain various kinds of power situations regardless of the status of the relationship of subject and object of power, considering these relationships only as conditions that affect the submission.
Adolescence is the time between physiological maturity and social. These are two fundamentally different “threshold” which is divided in an archaic society. Puberty, according to anthropological wisdom, this period initiatiating rituals in traditional societies. The structure of initiation in archaic society, the classic definition of A. van Gennep, is based on a three-part scheme: the ritual isolation of the individual from the collective — border period (phase ritual of death) — reincorporate in the team, but already in new quality. “If the complete scheme of rites of transition theoretically comprises preliminary rites (separation), laminarnykh (gap), postliminary (on), this does not mean that in practice there is a balance of three groups according to their value or the extent of their development” [van Gennep, 2002, p. 15].
The initiatory procedure type of later societies (as we can no longer talk about traditional initiation, which it documented in the communities of primitive type) can retain their basic structural elements and features, although acquire a certain specialization of social groups, as well as a partial reduction of. There was transitional rites military class, the clergy, and also craft of male initiation. Women’s ritual passage from one social status to another usually were associated with changes in biological or social, i.e. fixed and the nature of the relationship with other people. Anyway, existential (or mythological) space of the individual can change only in the initiatic act, mythological, existential (or in the event that is meaningful to those later).

In old traditional societies this family philosophy is still a norm

In traditional societies the learning of social boundaries often could be fairly harsh, with the use of physical punishment. Parental authority has traditionally been supported primarily by his father, by force or by harsh treatment. Let’s not idealize this side of traditional education, we will mention only the fact of its existence. Thus, social experiments the adolescent in traditional society was strictly controlled by physical punishment. The same principle served as the state system of criminal sanctions: restriction of mobility, public punishment, the stigma was included in the repertoire of public execution of punishment in Russia until the mid-nineteenth century (the branding of criminals was abolished in 1863, shortly before judicial reform). In modern society, parental authority is usually supported in other ways. Besides the function of social learning is assumed by the state and state institutions. And the usual punishment is expulsion from the community, discontinuation of access to social goods and benefits, which leads mostly to the marginalization of the individual.
However, the new integration is often not possible outside of experiencing the loss of old meanings and values – and the teenager chooses the same initiatic experience. Currently psychological and social initiation associated with the experience of the boundaries of life and death, I suggest as such it is commonly subculture (military, extreme sports, escapist). However, for them it is more an invitation into the subculture, “Paradise for adventurers”, without a guaranteed and legitimate way. Partly initiatic can be called selective service in the armed forces, it saved social formalities initiatic experience: separation from family, borderline period and return in a new capacity (in the Soviet era has also contributed to certain social privileges at accepted into educational institution, etc.).

The Man himself is the architect of his own happiness

There is an opinion that people can build their happiness. This is often mentioned to us the proverb: “the Man himself is the architect of his own happiness”, “Happiness under the callus lies”, “Happiness is not in your wallet, happiness is in your hands”.
However, a more widespread view of happiness as luck, random luck, and it suggests that happiness does not depends on the person. Refer to the thought of Aristotle.
“The crowd thinks that the happy life is life lucky or not without success; and she is probably right, because without external goods, which are sent by random luck, you can’t be happy. No one can say that randomness is the nature. There, where nature is the cause of something, every time she produces mostly the same, the coincidence is not so, but randomly, haphazardly, and why it is spoken about the case in relation to these things. Not say that randomness is something like a mind or correct reasoning, because in them is no less orderliness, and immutability, but not the case visit international adoption community. Maybe random luck is some concern the gods? Or, perhaps, you must not think that? God, we recognize that mastery over such things and distributes good and evil according to merit; however, an accident resulting from chance encounter truly a coincidence. If we suppose that God distributes randomly, then acknowledge his wrong or unjust judge. And this God is not customary.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359). Reflecting on this, Aristotle drew attention to the fact that neither fair nor brave, virtuous or anyone else not called lucky, since justice and courage, like any virtue, depend on the efforts of the man himself. Thus, the word “successful” has many meanings see more at International Adoption channel news: we are called fortunate who, contrary to his calculations had a chance to do something good, and who instead of the expected loss a profit.
“So, the luck is that we get good, how did not expect, and not being evil, what was waiting. Thus to obtain the good characteristic of random luck to get something good is a Fluke in its purest form; not to be subjected to the same evil – happy previtamin. Random luck, thus is the nature of acting thoughtless.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359).
From this good luck must be distinguished another, more closely connected with happiness, “at which the man laid by the original impulse to the benefits”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 359).
Coincidences in our life, there are many, and they are different. There are numerous circumstances proving favourable. They make our life more happy and joyful, and to use them “perfect and upright”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 71). Such eventualities are identified with many luck, happiness as such. But in life often happen, on the contrary, adverse events that constrain and overshadow our lives, bringing suffering or sorrow. Therefore, you can make quite a bold conclusion: randomness in pure form, are pleasing or overshadow us, have on the lifetime of the average person is quite little impact.
That “smile of destiny” or luck, by themselves, do not constitute happiness, is confirmed by the psychological fact that not everyone who was “lucky” (a remarkable impersonal form of the verb used here), going through what happened as happiness. Meanwhile the experience, the feeling of happiness is essential last. Happiness is such, if it is perceived with all the soul of man as something bright and comprehensive. That is, it fills all of the space, making the experience a higher octave of joy, leaving the person not only filled pleasure, but also inducing them to radiate around the vibration of joy and goodness. Subject of happiness research and articles content provided for the post by International Adoption research blogger and columnist.

Why so difficult to feel happy

According to another view, happiness consists in external wealth, i.e. wealth. But does wealth bring happiness? For some, it may be a variant of a “Golden cage”. And besides, it remains an open question, whether in any way the produced wealth can be the key to happiness?
Of course, the wealth should not be discarded, as in need more difficult to feel happy. But wealth does not bring happiness to those who have a soul there is nothing but greed, who have no other joy, how to outdo the other. Add to this the fact that it is not in itself wealth makes a person happy, but “wealth acquired righteously and does not burden”. (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – S. 299), which may be related to the happiness of fortuitous circumstances.
Since wealth is closely adjacent the power that many find happiness. But the worship acquired freedom. So, those in power and dependent on him, not severable and not free from each other, since otherwise (and in this understanding of happiness) defeats the purpose of such a state of happiness see more at International Adoption channel news. Therefore, Mr cannot be “happy” without the worship of others. And prefer to ease my soul from the burden of responsibility in freedom (and consequently, and freedom of the spirit), dicloniuses before someone will lose “his” happiness, after parting with an object of worship. Besides, with the point of view of the Christian religion, and European philosophical ethics, a lack of freedom, dependence and rigidities of misery. No wonder, Jesus clearly contrasted the “happiness as the highest good” the might of power, and carelessness, voluntarily adopted subjection. (Matt., 4:1 – 11).
However, Christian philosophers and theologians coined perhaps the most interesting concept of happiness, promising it to those who meekly accept the current morality, the power (because it comes from God) and everything should worship an exemplary Christian. This happiness is the worship of power and God allowing the sacrifice of a temporary inconvenience for a future of bliss in afterlife existence provided for the post by International Adoption research blogger and columnist. Such happiness can be earned through renunciation of worldly goods, a variety of vows, finding in “freedom of faith”, dedicating his life to serving others. This interpretation of “go to a more perfect and happy” world of prayer and Ministry, gave many people the opportunity to achieve great power, since the monasteries owned a fairly large wealth. It was a peculiar path to happiness through the attainment of power over the souls of men.
Thus, we can say that the above views about happiness are not happy by themselves. On the contrary, “real happiness is possible, with the precondition that the person taught himself to be independent as possible from external benefits, and to find joy and pleasure in the approximation to the highest good”. (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – S. 302).

The hope of attaining happiness

Experiencing happiness depend on eras and cultural characteristics of a people, traditions and customs, as well as from several other factors. In the experience of happiness adequately manifest the specific features of morality. First of all, happiness is always present assessment act, situation assessment through the prism of high moral values, not from the standpoint of petty selfishness.
The ancient thinkers raised the question of the correlation between happiness and virtuous behaviour visit international adoption community. However, equally important and beliefs of the person, his interests and Hobbies. The formation of the relationship of the individual to different events in the life very important for both mental attitude and experiences of the fullness of being. (L. A. Popov Ethics. A course of lectures. – M., 1998. – P. 80). So no wonder they say that when we cannot change circumstances, change your attitude towards them. In this regard, it is pertinent to mention the following saying of Seneca: “Unhappy the one who is happy does not consider himself”. (Seneca. About happy life // Roman Stoics: Seneca, Epictetus, Marcus Aurelius. – M., 1995. – P. 157).
In fact, whether the person caught the “bird of happiness”, depends not only on external, even if favourable circumstances but also largely from him, from his activity, aimed at a high, but not transient, low-lying see more at International Adoption channel news. Plus you have to remember that “happiness is free bird: where wanted there and the village”. Therefore, you cannot force a man to be happy. Nevertheless, the hope of attaining happiness, faith in the feasibility of happiness were, spiritualized person at all times, making the human life meaningful and informative.
Thus, “happiness is the highest and most perfect good, bringing the greatest pleasure.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 67). At the same time, happiness is something common to many, because “we all live in the soul”, and “happiness is a certain activity of the soul in the fullness of virtue.” (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – P. 74).
Very well said Aristotle:
“We live nothing other than the soul. But in the soul and virtue: about the same we say that this action of the soul and that is its virtue. Every virtue, as we said, makes good what it manifests. The soul does, of course, and much more, but above all, it is that by which we live; thanks to the virtues of the soul, we can live well. And a good life and well-being we call is nothing like a happy life. So, a happy life and happiness consist in living well, and living well means living virtuously. In this purpose, happiness and the highest good. And happiness must consist in some kind of use, i.e. in action; because, as we said, and when given possession, and use of, the goal is just to use, i.e. acting. The soul has virtue, but for the latter it is also possible that the application of the virtues, and, therefore, the aim in this step and use. And happiness is to live according to virtue. So, since the Supreme good is happiness, and it is the purpose and ultimate goal – in activities, living with virtue, we can be happy and have the highest good”. (Aristotle. Vol. in 4 vols. Vol. 4. – M., 1984. – S. 303).
Therefore, any man, being virtuous, in order to operate for the benefit of, may be happy. But everyone needs to remember that person makes you happy and positive mindset, because discouragement can destroy all the good and virtuous undertakings provided for the post by International Adoption research blogger and columnist.
To sum up our thoughts about happiness, it’s safe to say that the concept of “happiness” incorporates multiple views – “how about the pleasure and satisfaction of owning your personal goods, on the one hand, and how about the satisfaction of living a virtuous life on the other” (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – P. 307), and as satisfaction from the fullness of life – with the third. Everyone in this life chooses “his” happiness, according to their own ideas and values. I wish you all the happiness, all aspire to it. But in the pursuit of pleasure, peace, wealth, wealth or fame can not find.
So, “there is no happiness in life”? If we consider happiness as such, i.e. as an explicit objective of the activities or personal life task, then perhaps it really is not. You need to learn to see happiness in small things, to perceive his mind and soul. For a true understanding of happiness, I think, need to learn to absorb those moments of happiness on each passing day.
“Happiness is rather a consequence, the integral result of moral self-possessed, virtuous life.” (Guseinov A. A., Apresyan R. G. Ethic. – M., 1998. – P. 307). To live, following this Maxim, we must learn first and foremost responsible to yourself for every word, every action, every thought. The ancients rightly called it “a tidy mind”. In our difficult times to live a truly virtuous and moral it is very difficult, but Socrates rightly believed that having the right attitude is enough will to do well and so happy, and learn virtue can and should. So to live is very difficult, so it will be “difficult happiness”. But that kind of happiness in one voice say the philosophers.

Happiness is an opportunity of fulfilling desires

Tracing the etymology of the word “happiness”, you will notice a pattern. The Greek word “Eudaimonia” (= happiness) is composed of two words eu (good) and daimon (deity), i.e. literally meant that the destiny of man is under the protection of the gods.
In Rome, the word “happiness” meant the name of the goddess Fortuna. The word “Fortuna” had two meanings – luck and fate. The goddess was depicted with the cornucopia, wheel and a steering oar. That is, she embodied divine grace, which can be given only to the worthy. So the perception of happiness as a category in the Roman Empire was purely practical. It was welfare, the possibility of fulfilling desires, etc.
For the lower strata of society often happiness meant esteticheskoe the unity of the gods, which can grant a better life. Later this attitude is fortunately reflected in the Christian doctrine.
In Russian, the word “happiness” also has several meanings:
1) fate, destiny, lot, share; i.e. to be happy at first was understood as “to be under the mercy of higher powers”,
2) a coincidence, a welcome surprise, success in business, i.e. to be happy, can also mean that a person can be a participant in your own destiny provided for the post by International Adoption research blogger and columnist.
But there is also third option: happiness – prosperity, welfare, peace and contentment; a life without cares and worries – this is a more down-to-earth option, something like “happiness for the poor.”
“Luck” in Russian has several meanings – it is the success case, suddenly successful outcome, as well as the sudden happiness, though the early meaning of the word was obedience, pliability destiny see more at International Adoption channel news. That is, in the Russian language the words “luck” and “happiness” over time become synonymous and mean about the same as before – being under the patronage of some higher power. But, how many people, so many opinions, so you can select some of the most common views on happiness.

To start successful teaching of a child parents should start with positive attitude

For a successful start teaching children at school adults must help them:

– firstly, to adapt to new social conditions, which we have discussed in the article “first-Grader – a new stage in Your child’s life and Your family…”;

– secondly, to teach them to get gladness from intellectual labour;

– thirdly, to form a requirement in mental development and positive attitude to the learning process.

To achieve these objectives, it is necessary that the requirements for first-form pupils, as well as the complexity of teaching material consistent with the level of development of informative processes of children of 6-7 years.

Thus, this article may be of interest to teachers, parents and other adults interested in the harmonious development of the children who started learning at school.

As in the emotional sphere, cognitive, speech and motor development of children from 5 to 7 years there is a lot of important changes. This is due to the fact that in most cultures this age is the beginning of systematic study.

Between 6 and 8 years is the rapid growth of the brain. By the end of this period the child’s brain is 90% the size of an adult brain. Actively develop the frontal lobe responsible for thinking and consciousness. At this age becomes more apparent the dominance of one of the hemispheres. These physiological changes involve a gradual change in the cognitive sphere (perception, thinking, memory, attention, imagination).

     The features of perception of children of 6-7 years.

At this age, perception often comes down to recognition of the subject, naming shapes and colors. First graders perceive objects as a whole, ill grab the details, do not link them together, i.e. a systematic analysis of the properties of perceived causes children difficulties.

For the full perception of children of 6-7 years, they need to be able to virtually manipulate objects.

     Features of thinking in 6-7 year old children.

To 6 years begin to disappear such properties of children’s thoughts, as rigidity and irreversibility. First grade students are able to establish simple causal relationships, especially when using visual material. Children can be taught to do simple reasoning see more at International Adoption channel news.

The boys of this age there is the ability to imagine things outside the situation existing at the moment.

However, despite new opportunities, the thinking of students 1 grades still retains many features of immaturity, it is impossible not to take into account when mastering new material provided for the post by International Adoption research blogger and columnist.

So, visual-figurative thinking is still at a low level of development, remains the dominant visual-active thinking. Therefore, in working with children should be based on practical activities.

The boys have not formed the skills of elementary analysis, therefore the information that adults think is obvious and derived from existing, may not be so for children.

First graders typically already know how to generalize, but often make it irrelevant situational features. So before teaching your child to use the rules for any academic subjects, not superfluous will be to check whether it relates to individual concepts and class concepts to which the rule is used.

     Especially the memory of children of 6-7 years.

The leading type of memory first graders remains involuntary memory (direct capture and playback of material that do not require much effort or auxiliary methods).

However, in 7 years the process of memorizing can be mediated by external stimuli, such as maps, or cards.

The process of remembering begins to influence the presence of plants, systematization of the material, summing up that must be used when explaining new material.

At this age, children begins to form the ability to control their processes of memory and thinking.

     Particular attention to children of 6-7 years old.

Early learning in children prevails involuntary attention, so the ability to focus is directly linked to how the child performed an interesting work. The more first graders involved in the activity, the more stable their attention.

Grade 1 grades can’t keep attention for more than 10 minutes, and therefore, in such times it is necessary to change the type of activity.

The most difficult to hold children’s attention during the monologue of the teacher (the parent), i.e. the passive perception of information. A time limit in this activity is 5 minutes. To increase this period can be turning a monologue into a dialogue.

Formulating tasks for first graders, you need to consider that the volume of their attention is still very small – only 2-3 of the object. Hence, the most effective assistance in the organization of the children of their work – step-by-step management, presentation short and clear instructions.

In group work it is important to remember that the level of distribution of attention of children of this age is very low, which means that they cannot perform two activities at the same time. This is a problem in lessons, as stragglers in the job students can, finishing it, to listen to the teacher’s explanations relating to the new job. As we can see, in such situations it is necessary to clearly record the start and end of the job, using the techniques of synchronization of the pace of work in class visit international adoption community.

     Features of the imagination of children of 6-7 years.

The development of imagination of children of 6-7 years far exceeds their intellectual development, as it begins to form much earlier than thought. A child’s imagination is filled with lots of images, new images arise quite easily, with minimal external stimulation. Given this fact, and that the regulatory functions in children is not yet sufficiently formed, it is possible to draw a conclusion about the need to moderate use, for example, visual material. If it will contain a lot of additional details, especially vivid, emotional, this will distract children from the essence of the job, to get into the world of imagination.

We hope that the information in this article will help you to approach the organization of the intellectual development of your children armed not only creative activity, but also scientific knowledge that will definitely make your communication easy and joyful.

Stages of personality development

We believe that the signs of continuity in the development of students moral values are the following:

– reliance on the positive, the achieved level of development of the previous age stage,

– perceptiveness, focus on the future in the development of a student’s personality,

– communication in development, i.e. a genetic link between the stages of personality development, the components of process of development of the pupils moral values (the goals, content, forms, methods),

– focus – the succession process is controlled by the activity of a teacher

– communication, the impact of students on each other in succession,

– selectivity, selectivity, retention and development of the best in the development of students moral values.

In our opinion in this process it is possible to allocate 2 types of continuity: vertically and horizontally.

Vertical continuity is based on the actual level of moral development, but focuses on the available level of such development.

B. E. Shirvindt, G. N. Bela believes that continuity at this level is a way of resolving contradictions between the old and new state. It’s not an easy transition to a new state, and critical processing of existing in accordance with the features of the new stage.

Horizontally – formed based on the ratio of development of moral values in the process of improvement visit international adoption community.

Analysis of philosophical, ethical, psychological and pedagogical literature on the problem of development of students moral values helped to highlight features of continuity in the process. It is revealed that they are due to the unity of the General and the specific.

Common is the fact that this process is organized based on the objectives and tasks of moral education provided for the post by International Adoption research blogger and columnist.

To specific:

1) students belong to different age groups,

2) as they grow older the content, forms and methods are updated, become more complex, new means of educational activity that comes with this new age stage,

3) various perspectives of moral development,

4) with the development of students moral values are changing pedagogical ways of guiding the process.

On the basis of General and specific features of continuity in the development of students moral values are derived:

1) update the goals and objectives of moral education in modern conditions

2) from the systemic nature of process of development of moral values, reflecting and taking into account the continuity of its components, as well as the mutual influence and interpenetration, mutual enrichment of the content, forms and methods

3) the development of moral values, reflecting the need to take them into account in continuity at the level of individual student of different age groups.

Having considered the above-mentioned features of the concept, its implementation in the development of students moral values, and given their intrinsic characteristics, we have attempted to describe a theoretical model of continuity in the process look for more info international adoption agencies.

In the description of the model we proceed from the common in sociology approach to the prediction according to which there are two types of social forecasts: exploratory and normative.

The first aims to describe the possible status based on current trends; the second is associated with setting goals that describes the desired state, the way and the means to achieve it(5).

In our opinion, this model should consist of the following components: task, personal, meaningful, and effective evaluation.

The target component is determined by the goal of moral education is characteristic of a given society. It has cross-cutting implications for other components.

Personality is subjective-object position of the schoolboy.

Content is determined by the content of moral values and is specified by the teacher taking into account age peculiarities and level of development of moral values.

Effective-evaluation – involves simultaneously monitoring progress in the implementation of process of development of moral values by teachers and self-control student evaluation of the teacher by pupils and the results achieved.

All components of this model interact and vzaimousilivat each other.

Based on the foregoing, we have hypothetically defined the basic ways of realization of continuity in the development of moral values.

They include the following: age-appropriate.

B. E. Shirvindt believed that the succession should justify and disclose arising from age-related features of the sequence and the stages, steps in the educational work. Research B. E. Shirvindt, Z. A. Jodorowsky, L. P. Ivanova show that it is impossible to put an equal sign between the problem of continuity and the problem of taking into account age peculiarities in the educational process. The consideration of age peculiarities is an essential prerequisite to address the issue of continuity.

Each age stage has a relative autonomy and specific features. It is characterized its contents, forms, methods and objectives for the development of moral values. Also carried out targeted work related to General preparation for the development of moral values at the next stage, each of which differs from the previous amount of moral knowledge, the formation of moral sentiments, evaluations, moral belief, moral behavior.

Learned at a previous age stage, generally included in a new system of connections and relationships that form the basis for the further development of moral consciousness and moral behavior.

2) Continuity in terms of staff.

The analysis of psychological and pedagogical literature (A. A. Bodalev, T. E. Konnikova, L. I. Novikova, V. A. Sukhomlinsky) allows us to conclude that the team has been effectively implemented continuity in the development of moral values.

In our opinion, its main mechanisms and factors are effective in relation to continuity of this process. In saying this, we take the point of view of scientists (L. P. bueva, L. I. Novikova) that the staff is a tool of education and all means of development of each.

3)Individual attention to students in the development of moral values.

In modern psychological-pedagogical literature (Galutskiy V. M., K. M. Gurevich, N. N. Vertinskaia, A. A. Derkach, I. Z. Krasaina, I. I. Reznicki) there are many scientists – teachers, psychologists on the definition of the essence of an individual approach, its content and features.

For our research interest is the position of scientists on defining the conditions of implementation, which include:

– knowledge of accounting and cash exposure situations (A. P. Krakovsky, V. A. Krutetskiy, L. S. Slavina);

– nature of relationships with other people and the style of relations of teachers to students, class team (Y. L. Kolominsky, R. L. Krajewski, D. I. Feldshtein);

– features of development of children (L. I. Bozhovich, L. V. Zankov, etc.).

On the basis of the essential characteristics of the individual approach, the main directions of its implementation in the realization of continuity in the development of students moral values, are as follows:

– identify objective and subjective causes of deviation from norms of behavior by studying the peculiarities of pupils, conditions of their education;

– identification of positive and negative qualities in order to build on the positive in the process of self-education;

– work with parents to change the conditions of education in the family;

– involvement of students in various socially useful activities through the system’s instructions;

– encourage moral education;

– submission of certain requirements for the provision of trust and respect;

– a systematic sequence of implementation of individual approach, regardless of, he shows the negativity in the behavior or not;

– reliance on positive interests and inclinations of the learner, respect for their identity;

– creation of conditions for disclosing and realization of individuality.

Acquired child behavior and relationships with parents

Teaching – is that the acquired child behavior, relationships with adults and peers, moral knowledge and feelings are the Foundation on which the deepening of existing and the assimilation of a new, the development of new forms of moral behavior, consciousness, feelings, relations.

     Psychological is considered as a process of ascent from lower levels to higher and rely on positive, on previously acquired experience.

To reveal the essence of continuity in the development of students moral values, we have chosen the following aspects:

1) to determine the specificity of the concept of “moral personality”;

2) to identify the characteristics, types and features of continuity in the development of students moral values;

3) to provide a theoretical model of continuity in the development of students moral values.

Consider in more detail each of the above components.

1. Currently, the ethical, psychological and educational research there are different approaches to determining the nature of moral development.

Thus, in philosophical and ethical literature views of scientists can be divided into two groups.

The first group of authors comes from the understanding of moral development as a process of “gradual mastery of the principles and norms of the existing morality”(1). So, for example, G. G. Almanbetov believes that “the moral development of the individual is the assimilation of man in the process of individual development of lords at this time, norms of behavior and turn them into personal moral qualities”(2). This same position is shared by a number of other researchers, which, in essence, equate the moral development of the personality, with its progressive development visit international adoption community.

The second group of authors (A. M. Micklin, V. A. Podolskiy, E. S. Likhachev), describing the moral development of the individual, believes that development is not limited to progressive changes and therefore the moral development of the individual, in their view, is the process of folding her moral integrity, i.e. a new level of unity (conformity) moral consciousness and behavior of the individual, as well as their components, in the presence of certain moral orientations (dominant). The result of the development of personality can be positive (progressive line) and negative (line regression) the moral(3).

Without entering into a discussion on this issue, we note only that all authors see it as a qualitative change of personality.

Speaking about the structure of moral development, V. M. Sokolov(4) believes that it is necessary to proceed from the structure of morality.

In this regard, he identifies a number of systems and subsystems. The content of morality as a system of social phenomena consists of the following components:

– moral relations,

– moral motives of action,

– moral sense,

– moral consciousness.

Each component of the system consists of independent systems provided for the post by International Adoption research blogger and columnist. Their separation allows the author to formulate a number of important provisions related to determining what changes in the development of morality. In the General social development changes all the system components look for more info international adoption agencies.

In pedagogical literature, this problem is reflected in the writings of O. S. Bogdanova, E. V. Bondarevskaya, M. D. Grishina, A. V. Soskovskogo, I. S. Mar’enko, V. I. Petrova.

Despite certain differences, we can distinguish a General trend, the essence of which is that the process of moral development is associated with qualitative changes in moral consciousness and behaviour and expresses the process of understanding, finding it existing in society moral values.

The problem of moral development was widely covered in the foreign literature (E. Thorndike, L. Kohlberg, A. M. Mau).

L. Kohlberg sees moral development as the individual’s internalization of basic cultural rules of social action. The criteria on which to judge the degree of moral development of the individual, are intellectual, behavioural and emotional see more on international adoption public discussion group.

Intellectual – includes knowledge of relevant standards and regulations and the ability to Express their judgments, behavioral – the ability to resist the temptation to break these rules, and to emotional – feelings of guilt when violating these rules.

Moral development, in his opinion, represents the absorption of certain fixed social content.

Role drawing in the formation of speech in a child

In how many years should start drawing a child? First of all, each of parents should address this issue myself, looking at the desire and interest of the child to this topic. I think that you should not hard wait for kindergarten or  development of the circle, each time saying myself that it is too early to do drawing. But it should be noted that teach the child to draw in 1.2 years is premature occupation. The most convenient for early age can take the 1.9 – 2.4 times. As this age will allow the child brighter and better delve into the creative process and get pleasure from what is happening.
First drawing lessons is an important event in the life of a child. It is no secret that first impressions are the most the most vivid and memorable. They lay the Foundation for the future drawings and attitude to the picture as to creativity and process of creation. Consequently, it is the first communication with the pencil should be the most positive.
Start painting stage depends entirely on the preparatory phase  of familiarizing the child with the material to work. First, familiarize the child with pencils. A start pencils don’t need sharpening, so as even broken in the hands of a child, they remain a safe material for creativity.
Color and size, length is the original the interest of the child. Probably not worth it translate dramatically to the attention of the child the process of painting, and should give a little time for the development of the child the material obtained, but only slightly time to switch all attention to the process of learning the form and color look for more info international adoption agencies.
Color. The color becomes interesting for the child,  as a subject of painting, if long before, during 2-4 months  the child actively begin to repeat and point to different colors. For example: let’s go out and wear blue jacket and blue hat, take with a red ball and a green blade. It is not necessary to achieve  from the child’s response, what was it the color of the subject, as the child (especially typical of boys) might bad, vague, unclear talk. The repetition ratios color with the subject — and every time the notion of color becomes the child more conscious. It is necessary to consider, the first set of colors that  explain the baby, consists of  7 colors. It’s  white, grey, red, green, blue, brown, yellow. To increase range colors undesirable, as it will be to confuse the child. And  contrasts will help faster to navigate and to remember the colors provided for the post by International Adoption research blogger and columnist.
Form. The form and the name of the subject are present in a child’s life from the early days.  It  mom and dad that are present from the first days of a child’s life. It’s all delicious and insipid things that are used to meet the needs and the child’s needs. For example: bottles, toys, clothes and so on. When the child grows, all objects become for him more particular, this happens in approximately 1 year. And to 1.5 years can be in the game to ask intelligently to repeat items, both old and new, including every time in the circle socializing and Dating baby no more2 items see more on international adoption public discussion group.
Need note that the subject must always equally be called, as in otherwise the child just hard to understand what was going on, and you will need a certain amount of time and probing questions for her identification. For example: “come on  let’s play with a pink hare” or “let’s play with pinky the honey Bunny”  — for a child are two different phrases, and he will perceive more of that the phrase with which it is increasingly drawn. It says nothing about your mental abilities, or your child, but to acknowledge it horizons is still too small.
After introduction to pencils – both the subject for painting can to proceed to the process of drawing.
Convincing please: do not wait for his “little the artist” paintings Repin or Levitan. Remember that, starting to draw, he already is the best An artist in the Universe. For  the first time should be praised not less than 20 times. Say Russian saying: “porridge oil will not spoil”. 
Remember: the first movement of a pencil on a sheet paper is a wonderful process of knowledge of child and adult pattern World.
On what looks like the first picture?  The first figure or the first stage  of the drawing process, often referred to as the “Marani” or “scribbles”. For a child this game pencil and paper. The main thing for him that the game see the result from movements of the pencil over the paper “something” goes, created.
Creation line – without “drawing” in chaos and the pile – child care. Here foundations of creative psychology. Main value is in the transition over the edge “experiences”, in the creation of an objective, as if separated from the Creator of being, all available for all open.  More lines do not become material for “image”, fine the strength and function of the lines yet predchuvstvuete. These “doodles” are pleasing the emergence of a new life, separating from the work of the child solidifying, purchase mysterious independence. To create the Genesis to call it to life, naapsa,  piling up one after another –  that’s what attracts the child to this stage.
Not beauty is subordinated to a significant portion children’s drawing as yet aesthetic problems as such. However, like nature, primary stages of any creative activity they embody the mystery of the beautiful, the magical power of imagination.
About “Marani” A. A. Smirnov wrote that this stage is deprived of the sense of touch. They the child is still not trying to Express anything certain. They are only the result follow the actions that he sees in adults. He wants to drive paper, as adults do. It feels great pleasure and satisfaction because feels themselves responsible for the emergence of some lines on paper. However, the pencil still listens to him, leads the hand often do not go where he wants child. But his hand  leaves behind the real, a clear trail. And this is for him a matter of great pride.
Stage “Marani” long and heterogeneous. Inside this stage, we seeing a number of steps, including tedious following – imitation the movements of the adults; even doodles, doodles predraza, drawing lines, repeating Doodle; the pattern (mastering the primary form); the emergence of image.
My the child, a boy, began to draw in 1 year 10.5 months before he began clearly to say what he’s doing. This event had in the family a great success. At this time the guests were grandma and grandpa, so the first picture “young artist” was perceived as the most joyful holiday.  Everyone considered it his duty to praise and kiss the child than was egging him to continue the process drawing. It was so exciting, the child forgetting about favorite cars half an hour, studied drawing, trying all the pencils on sheet.
Approximate the plan for the development of drawing skills at it free (without the aid and participation adult) terms, duration 1 year of 10.5 months – 2 years 11 months monitoring your own child. Figures 6A is a figure two, and figure 6b – is the number five painted on the request of the parents. A child may, starting with 3 or 4 figures to come up with the title track, although this can be attributed only to the child’s desire to communicate in the moment.
Role drawing in the formation of speech in a child. As you know many adults  – stimulation of the fine motor skills, namely, the movement of the fingers: fast, slow, deliberate, leads to increase and enhance speech activity. More than this attention is paid to the period when the child begins to speak, the faster the process of speech production.
Drawing in turn performs two functions: aesthetic perception of the world through pattern and voice activity.
On my opinion, it is better if the first experience the communication of the child with crayons will be at home, in familiar surroundings, rather than in kindergarten, where it is an organized meeting. In addition, You, parents get so joyous and welcome the fruits of enlightenment: drawing skills, the joy in the eyes child immense happiness that he receives from the first communication.

Adaptation of the individual to the conditions of the new environment

For people who chose uncertain behavior (uncertain personality), characteristic:
– orientation on conformal behaviour (i.e. strict framework of laws, rules of conduct, public morality are mandatory and can’t even be subject to revision),
–  the tendency to conceal their own opinion (which may not be formed due to the lack of the need to Express),
– adequate emotional reaction preference is uncertain and little expressive forms of verbal communication (that is, he can’t wait and more).

For people who chose assertive the behavior (structural identity) characteristic:
–         to respond without a hitch, to say loud enough and natural for yourself  tone
–         do not avoid looking at the source,
–         willing to discuss a given topic,
–         open to let people know about their feelings,
–         to Express their opinion,
–         be aware of when the conversation or any personal contact rules and laws, specific to the team, but to navigate and use at its sole discretion provided for the post by International Adoption research blogger and columnist.

For people who have chosen aggressive the interpersonal communication style (dominant identity), characterized by:
–         answer before the interviewee had a chance to finish his thought,
–         to speak loudly in a challenging tone,
–         look down on anyone,
–         scornfully to respond about the subject of conversation (to condemn, to blame, to belittle),
–         to impose to all the opinion,
–         the heat vent their feelings,
–         to put himself above all others and cause the pain of others, not to hurt yourself.

Insecure personality in a different  life situations use strategies shumopodavleniya. For example, say “Yes” when to say “no”; avoid situations when you have to take the initiative on. But can respond structurally, if  in a situation there is no concrete partner.
Constructive personality leads themselves firmly, but correctly, can to Express discontent and joy, committed to people, using the strategy cooperation.
A dominant personality uses the strategy of aggression in those situations constructive when the person behaves, as described earlier.
Therefore, the assertion is it is thanks to him that man finds a way for the Meaning of Life. It the self-revelation of himself as a Man and setting his place in Life.
Self-assertion  and adaptation for teenage age is one, when this self-assertion can be regarded as an internal process, and adaptation to its external manifestation, or self-assertion is the main method adaptation.

Adaptation is the process active adaptation of the individual to the conditions of the new environment, if consistent achievement of results: in society, in the community, family and  on see more on international adoption public discussion group.

Adaptation includes following subspecies:
–     biological (corporal),
–        psychological (internal world),
–        social (outward manifestation in family and staff).
Adaptation is a scheme, or style resolution various kinds of problems, such as:
–                     temporary (when temporarily in the team or situation),
–                     ongoing (communication with school friends or parents house),
–                     difficult (requiring long and patient permission),
–                     simple (allow by itself yourself),
–                     solvable (because as they say oldest: there are three way out of any        situation, one one knows who got you into this situation, other – you will find himself, and the third none do not know),
–                     not solvable (i.e., do you think this problem are not output);
–                     generally  not to be a problem, depending on the situation of the team, and the man himself, after all it determines for itself the production of this issue.

The subject may be noted or not notice the problem, depending on its relevance to the moment, and personal strategy self.
The most active of all types of adaptation manifested social adaptation, its main feature is the convergence of goals and values orientations  of the group, and part of it, assimilate norms, traditions, group culture, entering into a role-group structure. Adaptation  happens strictly in the framework of the society in which of the person and provides all the nuances of how humans and for a group, regardless of its the number, as it is the society and is the controlling and corrective complex to person. As virtually even going outside, we need to communicate with all those around us look for more info international adoption agencies.
Adaptation  also provides age especially, in this case  it’s teenage, namely the teenager is a new  person starting to take norms of social behavior as adult member of society. Therefore, it is the adoption of a set of norms, responsibilities and rights.
The share of the search strategies affirmation and adaptation of adolescent individually not too large, so as a big influence on him have peers and especially the home microclimate relationships in the family. The fact that the first and most deep education is laid in the child with the birth parents, not because wonder they say that if you do not have to raise your child with first minutes of his birth, you are already lost time. Remedial works on the formation of teenager’s personality in the family, as the most complex process must occur constantly. After all it is the starting point reference for teenager.
Summarizing above that said, it is possible to reiterate, what a complicated life of a teenager, not always understand the adult, needs daily support and adjustments need to offer more assistance to a teenager in the development of new norms and rules that would then long and tedious not to do fix their mistakes. Because it is an adult,consciously or not, creating a personality, strategy affirmation and adaptation of your teen.
 

 

The feeling of being an adult a special form of consciousness

Adolescence, which so often referred to as the most complex, is determined by the physical boundaries like  11-15 years. At this time there is the main changes the body:
1 – physiological: manifest  primary and secondary sexual signs, by increasing selection in blood of hormones, appropriate gender (male / female);
2 – psychological, such as identifying yourself with a man / woman , the build behavior communication, attitude to their internal  and to the outside world.
Main the peculiarity of the teenager is personal instability. In this time the teenager declares itself, as a person with a capital letter. Opposite traits, aspirations, trends coexist and wrestle with each other, determining the inconsistency character and conduct. This is often only and becomes the most party conflict in communication adolescents with older people.  Adolescents adapting to socially sustainable notions of man and woman, strategies of behavior in society, with peers and parents. In this a short period of time the teen must navigate the concepts of  “man” and “woman”, as well as to apply to myself these concepts, feeling the differences of their current status and what he was/were.  When growing up  child it established, readiness for life in adult society, as equal  participant life see more on international adoption public discussion group.

New for it attitude appears:

• in appearance,
• manners (as part of behavioral identification with his floors),
• copy of relationship (as part of gender identity),
• inclusion in adult intellectual life (participation in such spheres of life as: science, arts, lesson, self-education),
• assistance in resolving daily domestic problems (for example, daily chores, help tired the work of the mother).

At the same time with these manifestations of feeling adulthood is the attitude of the teenager to yourself how  to adult, the feeling of being an adult (as a special form of consciousness).  It should be noted that teen all known and methods available for trying to show that he is the same significant part of society, as and all those around him, but all these proofs are created to more rights, which he/she previously was not, and is not for further responsibilities. At the same time there is interest in his inner world, teen opens difficult experiences associated with new relationships, closely analyzes his actions. Occurs the formation of the foundations worldview. This  is often the convergence of imagination and theoretical thinking is the impulse to be creative, but not all adolescents strive to achieve the objective of the creative result although use of the capabilities of your the creative imagination look for more info international adoption agencies.
All earlier experiences and lead to the most visible and known to all adult conflict adult teenage. We must remember that a little very high standards for themselves and others is merely  the result of self-affirmation teenager in his new capacity, not  a manifestation of his most harmful traits that adults associated with the presence of the same negative traits in relatives teen.
The assertion — it’s a long, stretched in time, a complex process, during which the man himself claims himself as single, whole and harmonious personality. The assertion  occurs by selecting the strategy self provided for the post by International Adoption research blogger and columnist.
One of the famous classifications distinguishes three ways the self-assertion of personality:

• unsure behavior,
• assertive behavior,
• aggressive the style of interpersonal communication.

Changes in the external entails a change of consciousness of the person

Regardless of when the child went to school, he passes through a special stage of development – crisis 7 (6) years.

Changed social status of the former baby – there is a new social role “disciple”. This can be considered the birth of the social “I” of the child.

The changes in the external position entails a change of consciousness of the person 1-grader, there is a revaluation of values. What was meaningful before, becomes secondary, and what is relevant to learning, becomes more valuable.

Such changes occur in the child’s mind with the favorable development events, successful adaptation to school. Will you be watching their own child is the issue of psychological readiness for school. About “internal position schoolboy” can speak only when the child really wants to learn, not only to go to school. Half of the children, entering the school, this position has not yet been formed. This is especially true the problem for 6-year-olds. They more often than 7-year-olds, impeded the formation “feeling the need to exercise”, they are less focused on common forms of behaviour in the school. When faced with such difficulties need help child to take “student”: more unostentatious to talk about why you need to learn why the school of such rules, what would happen if nobody is going to abide by them. You can play house with your first grader to school existing according to the rules, likes, or just without rules.

In any case, you must show respect and understanding of the child’s feelings, because his emotional life is characterized by vulnerability, insecurity see more on international adoption public discussion group.

In the period of 6-7 years there have been profound changes in the emotional sphere child. In preschool childhood, when faced with setbacks or having unflattering the reviews about your appearance, child, of course, felt hurt or disappointment, but it not so radically influenced the formation of his personality as a whole. In the same period crisis 7 (6) years intellectual development of the child, it developed the ability to generalize entail and summarizing experiences. So by the way, the chain of failures (in studies in communication) can lead to the formation of sustainable inferiority complex provided for the post by International Adoption research blogger and columnist. This “acquisition” to 6-7 years adversely affects the development of self-esteem of the child, level his claims.

This feature of the psyche of children included in school teaching – first year study is unbiased, that is, when assessing pupils ‘ work are not used mark, more emphasis on qualitative analysis of their activities. Parents should also consider the generalization of experiences when communicating with her son or daughter: to notice all the smallest achievement of the child to evaluate the child and his actions, talking about it, to note that all this is temporary, to support the activity of the child in overcoming various difficulties.

Another consequence of the generalization of experiences is the occurrence of inner life child. Gradually, it entails developing the ability to estimate future act in advance from the point of view of its results and consequences. Because of this the mechanism is overcome childlike.

Unpleasant for parents crisis a manifestation of the separation of external and internal children are often the affectation, mannerisms, unnatural behavior, tend to be fussy and conflicts.

All these external features begin to disappear, when a first grader comes out the crisis and enters directly into primary school age.

Thus, parents and teachers should be patient. The less negative emotions they will manifest in response to the crisis of existence of the child at the age of 6-7 years, the more likely that these problems will remain in this age period.

Speaking of socio-psychological adaptation of children to school, not to address the issue of adaptation to the child’s team.

Usually difficulties in this process arise from children not attending kindergarten, especially in the only in the family of children. If these guys were not sufficient experience interaction with their peers, they expect from classmates and teachers do the same, to which they are accustomed at home. So for them often the stress change in the situation, when they realize that the teacher the same applies to all guys without making leniency to him and not singling his and classmates are not in a hurry to take these children in as leaders, are not going to give them.

Don’t be surprised if after some time the parents of the children, not had a variety of experiences with peers, face their reluctance to go to school, and complaining that they hurt, no one is listening, the teacher does not like, etc. Need to learn adequately to respond to such complaints. First of all, show your child that You understand, sympathize with him, one is not accusing. When he calm down, try together to analyze the causes and consequences the current situation, discuss how to behave in future in such case. Then to begin the discussion of how to fix the situation now, what are the steps to take to make friends and win the sympathy of classmates look for more info international adoption agencies. We need to support the child in his attempts to cope these challenges continue to go to school, to show sincere faith in his ability.

We hope that the information about the peculiarities of adaptation to school training in children was interesting and useful for You and You can given this information, to alleviate the addiction of their child to the school, to help him in difficult times.