How to prepare for the adoption in Russia?

These are the basic requirement of the law for domestic adoption that equally apply for international adoption programs with a specific compliance set forth for international adoptive parents. It is interesting to know to understand but without professional legal assistance do not venture out on your own. Same rules shall apply to all adoptive parents when they look at another former Soviet republic of Ukraine, see in details for Ukraine Adoption information, links and resources with professional adoption agencies with reputable names.

Adoption of a child is possible only in a judicial proceeding under articles 125-139 Family code of the Russian Federation according to the rules of Chapter 29 of the civil procedural code. The adoption process , we suggest always to consult professional adoption agencies to recieve the guidance and advice, but generally includes the following steps:
statement on the account in guardianship as candidates for adoptive parents to obtain a conclusion about possibility to be adoptive parents that includes a survey of living conditions of adoptive parents;
contact with the child, deciding who you want to adopt;
the collection of the necessary documents to appeal to the court with the application for adoption;
an appeal to the court, the proceedings in court, which ends with a decision;
registration of adoption in registry offices, obtaining certificate of adoption.
The procedure for applying to the guardianship and the list of required documents is described in detail in the Rules of transfer of children on adoption (appr. The resolution of the Government of the Russian Federation from March, 29th, 2000 N 275). In the survey of living conditions of prospective adoptive parents, the guardianship authority evaluates living conditions, personal qualities and motives of the applicant, the ability of his educating the child, relations among family members of the applicant.
What are the requirements for adoptive parents?
The law does not define the list of persons having the right to adoption, however, the meaning of the rules establishing the order of adoption, adoptive parents may be persons with the qualities needed for the implementation of the education and comprehensive development of the child’s personality, preparing him for an independent life in the future. According to article 127 of the family code, adoptive parents can be adult persons of either sex, except:
the persons recognized by court incapable or partially capable;
spouses, one of whom is recognized by court as incapable or partially capable;
persons deprived by court of parental rights or limited by court in the parent rights;
persons, removed from duties of care (Trustee) for inadequate performance of duties;
former adoptive parents if adoption is cancelled by court on their fault;
persons who for health reasons can’t adopt a child (see Government Decree of the Russian Federation of 14.02.2013 N 117 “About approval of the list of diseases at which presence the person can not adopt (adopt) a child”, the order of the MoH of Russia from 18.06.2014 n N “On approval of the Procedure of medical examination of citizens, intending to adopt to (adopt) a child”);
persons who at the time of establishment of adoption have no income providing for the adopted child subsistence minimum, established in the subject of the Russian Federation on the territory of which such persons reside;
persons not having permanent place of residence;
persons having or having a criminal record, exposed or subjected to criminal prosecution on a number of articles of the criminal code;
failed psycho-pedagogical and legal training of persons wishing to adopt a child (see Rules of selection, accounting and the preparation of citizens, approved. The resolution of the Government of the Russian Federation of 18 may 2009 g. N 423);
persons in Union concluded between persons of the same sex, recognized as marriage and registered in accordance with the laws of the state in which such marriage is allowed, and persons who are citizens of specified States and unmarried.
As adoption procedures are dealt with in court?
Cases on adoption of the child by citizens of the Russian Federation under the jurisdiction of the district courts at the place of residence or location of the child (paragraph 1 of article 269 of the civil procedural code). The form and content of the application for adoption must meet the requirements of articles 131, 270 of civil procedure code. The statement includes information about the adoptive parents, adoptive children about their brothers and sisters, about their parents, asking about possible changes in Assembly record about the birth of the adopted children, as well as the circumstances proving the request of adoptive parents and supporting evidence. Along with the application, the other documents, the list of which is given in article 271 of the civil procedural code. The application for adoption is not paid the stamp duty (PP. 14 section 1 of article 333.36 of the tax code).
The application for adoption is considered in special proceedings in the closed judicial session with obligatory participation of adoptive fathers (adoptive father), representatives of the guardianship, the Prosecutor, the child, under the age of 14 years, and in necessary cases, parents, other stakeholders and the child aged 10 to 14 years (article 273 of the civil procedure code, see also clauses 3 and 4 of the Resolution of Plenum of VS Russian Federation from April, 20th, 2006 N 8). In preparation for trial, the judge should request from the guardianship authority at the place of residence (spent) baby conclusion about the validity of the adoption and its correspondence to the interests of the adopted child with information about the fact of personal communication of the adoptive parents (adopter) with the adopted child (part 1 of article 272 of the civil procedural code, section 2 of article 125 of the RF IC).

Adoption Agencies

Adoption Agencies helps with international adoption process for individual or family to become a legal and permanent parent(s) with adopted child from another country. International adoption is a common name for intercountry adoption process facilitated by adoption agencies in compliance with the established laws by and between the countries where adoptive parents and adoption child originate. International adoption agencies facilitate the process of Intercountry adoption, Foreign Adoption, Overseas Adoption.
International adoption often referred to as Intercountry adoption, Foreign Adoption, Overseas Adoption, Adoption from Abroad all fall under the same service group of international adoption is a standard process of an individual or family to become a legal and permanent parent(s) with adopted child from another country. An international adoption is the process that outlined in coherence and compliance with all the laws and regulations of both countries where adopted child is coming from and where he is going to become a new family member. Canada Ukraine adoption process is our focus and line of assistance. Related news and relevant information on issues that matters, for all prospective parents need to know. Good luck and God Bless… Thank you.
Adoption Agencies helps with international adoption through intercountry legal process for individual or family to become a legal and permanent parent(s) with adopted child from another country.

To Be in Harmony with Yourself

Such camouflage tactics usually saps the strength, and not only those who resort to it, but others as well. Confident people are those who do form and confident substance all around themselves and attract other people mostly of the same nature.
Confident people have a wonderful rhythm in their speach and excellent form of dialog abilities see international adoption agencies ; their tone of voice is firm, and yet melodic. Their statements are directly from their hearts and always find direct way to the hearts of other people. They express themselves using a small number words and they are very informative, people always like to hear them and accept their meaasges gladly.
However in life we meet people where often happens on the contrary.
TODAY with particular urgency the question of needs of people is in normal, i.e. not harmful to, living conditions. These include not only the need for normal food, water, air, shelter, etc., but also the need for normal psycological and spiritual climate surrounding the person.
Disregarding the ecology of ‘real’ leads to deterioration of physical health. Ignoring the laws and environmental requirements of “psychic” – to moral, cultural, intellectual and then degradation.
Today already from the time of conception the fetus is affected by the environment. And it’s not only physical and chemical influence (with that in mind, the woman before conception should not drink alcohol, nicotine, etc.), but a psychological as well. Bringing new generation into the world we aften forget that “Symphony Of Beethoven heard in the womb, how for thin wall panel home”- what we do today in our lives is dorectly affects the child who is not even born no yet come to this world , we set the psychological environment for his future character and his future life, read more good stories on forum on international adoption. This fact is still not taken into account in everyday life.

A child’s game goes through several stages of development and each stage needs a special way of leadership

In a well organized family functions

The game is important in a child’s life has the same value as what is an adult activity, work, service. What is the child in the game, that in many ways he will be at work when they grow up. Therefore, the education of the future figure occurs primarily in the game. And the whole history of the individual as worker and employee can be represented in game development and in the gradual shift in her work. This transition is accomplished very slowly. In the very youngest age, the child mostly plays, his working functions are very minor and do not go beyond the simplest self-service: he begins to feed himself, to cover himself with the blanket to put on pants. But even in this work he still makes a lot of games. In a well organized family functions, these workers gradually become more complex, the child is assigned more complex work, first for the sole purpose of self-service, then such works, which are important for the whole family. But the game at this time is the main occupation of the child, its the most passionate, interested in. At school age the work already occupies a very important place, it is associated with more serious responsibilities, and it is associated with more defined and clear ideas about the future life of the child, this is the work of this sort, which is related to social activities. But in this time, the child is still very much playing, loves the game, he even has to go through the rather complicated conflict, when the game seems so much prettier than the work that I want to put work and play. If such conflicts occur, it means that the education of the child in play and in work functions was wrong that parents had made some exaggerations. Hence it is evident, how important the game guide the child. In life we encounter many adults who long ago graduated from school, whose love of the game prevails over the love of work. Here you need to include all people who are too actively chasing pleasures that you forget about work for a good, fun company. This class of people should include those posing, airs’re being facetious, lie without any purpose. They are brought from childhood to grave life gaming setup, they have these units were not correctly converted to the operational setting, this means that they are poorly educated and that bad parenting was the result of incorrectly organised games.

All this does not mean that you need to distract a child from games and to be translated into the working force and working care. Such translation will benefit, he will are child abuse, he will cause his aversion to work and strengthen commitment to the game. The education of the future worker should not be in the elimination game, and in such organizations it, when the game remains a game, but the game brought up the quality of the future worker and citizen.
In order to lead the game of the child and to educate him in the game, parents should think about what the game is and how it differs from work. If the parents do not think about this question, not understand it properly, they will not be able to lead the child will be lost in each case, will be more likely to spoil a child than to educate.
You need to first of all say that play and work there is no such big difference as many people think. Good game like a good job, a bad game like a bad job. This similarity is very large, you can just say: bad work is more like bad play than a good job provided for the post by International Adoption research blogger and columnist.
In every good game has a first operating force and the force of the mind. If you buy your child a windup mouse all day will wind it up and throw, and the child will spend all day looking at this mouse and be happy – in this game there will be nothing good. The child in this game is passive, all his part is that he’s staring. If your child will be engaged in only with such games, from it and grow passive people are used to looking at someone else’s work, devoid of initiative and accustomed to work in new, unused to overcome difficulties. Play without effort, play without active work – always a bad game. As you can see, at this point the game is very similar to work.
The game gives the child joy. It will be or the joy of creativity, or the joy of victory, or the aesthetic joy – the joy of quality. The same joy and good work. And here the full similarity.
Some people think that the work differs from the games that have the responsibility, but in the game it is not. This is wrong: the game has the same great responsibility, both at work – of course, the game is good, right, this will be discussed in further detail below.
What is it that distinguishes a game from work ? This difference is only one: work is the participation of man in social production, in the creation of material, cultural, or social values. The game is not pursuing such purposes, to public purpose, it has no direct relationship, but is involved indirectly: it helps the person the physical and mental effort required for operation.
It is now clear that we must demand from parents in guiding child’s play. The first thing is to make sure that the game is not made only by the desire of the child. To not distract him entirely from public purposes. The second half brought up the mental and physical skills required for the job.
The first goal is achieved, as already mentioned, a gradual distraction of the child in the area of labour, which are slowly but steadily replacing the game. The second objective is achieved by proper management of the game, choice games, using a child in the game.
I have very often seen the wrong actions of parents in guiding the game. This incorrectness is of three kinds. Some parents are simply not interested in their children and think that children know how to play better. Such parents children play, how they want and when they want, choose their own toys and organize the game. Other parents pay much attention to the game, even too much, all the while interfering in the kids game, show, tell, give game problem, often solve them before you decide baby, and I am pleased. Such parent-to-child nothing choice but to obey their parents and to emulate them; here, in essence, play more the parents than the child. If the parents of such a child something is building and it is more difficult to build, the father or mother sits down next to him and says, “You are doing wrong, look, how to do”. If the child cut something out of paper, the father or mother stares at his efforts, and then takes from him the scissors and said, “Come on, I’ll cut. See how well I out?” The child looks and sees that the father came out really better. He hands his father a second sheet of paper and asks something else cut, and the father willingly it makes, pleased with their success. These parents have children repeat only what parents do, they don’t get used to overcome difficulties, to improve the quality of very early and get used to the idea that only adults can do well. Often these children develop self-confidence, fear of failure.
Third, parents believe that the most important thing is the number of toys. They spend a lot of money on toys, throw children a variety of toys and proud of it. Kids corner parents such similar to a toy shop. These parents just love clever mechanical toys and fill them the life of their child. Children of such parents have at best become collectors of toys, and in the worst case – the most common – without interest go from toy to toy, playing without passion, spoil and break the toy and require new.
Proper management of the game requires parents to be more thoughtful and more careful attitude to the game children.
A child’s game goes through several stages of development and each stage needs a special way of leadership.
The first stage is the time room game, time toys. She starts to move to the second stage at the age of five or six years. The first stage is characterized by the fact that the child prefers to play alone, rarely allows for the participation of one or two comrades. During these years the child loves to play her toys and plays with toys reluctant strangers. At this stage, just developing personal abilities of the child. No need to be afraid that playing alone, the child will grow selfish, you need to give him the opportunity to play alone, but need to make sure that this first stage is not delayed to it in time moved to the second stage.
For some children earlier, in others later, this preference alone the game begins to grow in interest to the friends, go to group play. We must help the child with the greatest benefit to accomplish this rather difficult transition. Need to expand the circle of friends took place in the situation most favorable. Usually this transition happens in the form of higher interest of the child to the movable outdoor games, games in the yard. We believe the most favorable that in the group of children in the yard there is one more senior who enjoys total authority and acts as organizer of the young.
The second stage of the children’s game more difficult to guide, because in this stage children do not play in front of parents, but have a wider public arena. The second stage continues up to 11-12 years, capturing part of school time.
The school brings a wider group of friends, a broader range of interests and a more difficult arena, in particular for gaming activities, but it brings and ready, more clear organization, specific and more accurate mode, and, most importantly, the help of qualified teachers. In the second stage, the child appears as a member of society, but society still children who do not have the strict discipline nor public oversight. School brings both, and school is a form of transition to the third stage of the game.
At this third stage, the child already acts as a member of the team, the team not only gaming, but business, training. Therefore the game at this age takes more severe collective form and gradually becomes a game of sports, i.e. associated with specific sports goals, rules, and most importantly – with the concepts of collective interest and collective discipline.
At all three stages of the game the influence of parents is of great importance. Of course, in the first place by the value of this effect you need to put the first stage, when the child is not yet a member of another team in addition to the family, when, in addition to parents, not other leaders. But at other stages the influence of parents can be very great and useful.
In the first stage, the material center of the game is toy. Toys are of the following types:
– the toy is ready, mechanical or simple. This is different cars, steamboats, horses, dolls, mice, etc.
toy semi, requiring the child some finishing touches: different images, split images, cubes, boxes design, collapsible models.
toy-material: clay, sand, pieces of cardboard, mica, wood, paper, plants, wire, nails.

Each type has its own advantages and disadvantages

Familiarizes the child with complex ideas and things

Each of these types has its own advantages and disadvantages. The finished toy is good in that it familiarizes the child with complex ideas and things, she brings the child to the issues of technology and complex human economy. Therefore, this game raises the broader work of the imagination. The locomotive in the hands of the boy sets his imagination to transport a certain way, the horse evokes the idea of the animal’s life, care, feeding and use. Parents must make sure that these good sides of this toy were really noticeable for the child, so he was not interested only one side of the toy, its mechanicalness, and lightness for the game. And in particular it is important to ensure that the child was not proud of that dad or mom bought it for such a clever toy, but still not just one but many, while other children do not have such good toys. Generally these mechanical toys that the child really plays with them and is not only easy to brag to the neighbors, and playing not just watching the movement of the toy, and organizing this movement in any complex enterprise. Cars need something to carry, roly poly needs to move elsewhere or to do something, and the doll needs to sleep and to stay awake, to dress and undress, walk in guests and perform some useful work in the toy Kingdom. For children’s fantasy these toys is a large space, and the wider and more serious is deployed this fantasy with such things, the better. If the bear is just being transferred from place to place, if it only bother and gutted, that’s too bad. But if the bear lives in a certain place, specially for his life equipped, if he’s intimidated, or someone’s friends, that’s good.
The second type of toy is placed in front of the child some problem – usually one that need to be solved with the known voltage that the child would never have to deliver but could not. In resolving these tasks already required of visible discipline of thinking requires logic, the notion of lawful relation of parts, and not the mere arbitrary fantasy. A drawback of these toys is that these tasks are always the same, monotonous and bored by their repetition provided for the post by International Adoption research blogger and columnist.
Toys third class – different materials – are the cheapest and the most grateful feature. These toys are most similar to normal human activity: from materials man creates values and culture. If the child is able to play with such things, it means that he already has a high playing culture and the emerging high culture activities. In the toy-the material has a lot of good realism, but at the same time, there is scope for imagination, not just imagination and great creative working of the imagination. If there are pieces of glass or mica, they can make Windows, and it needs to come up with a frame, therefore, initiated the question of the construction of the house. If there is clay and stems of plants, the question arises about the garden.
What type of toys are the best? It is believed that the best way to combine all three types, but in any case not in excess. If the boy or girl has one or two mechanical toys, no need to buy more. Add to this some collapsible toy a little more and add all sorts of materials, and now the toy Kingdom is arranged. Don’t need to have to have the child ran his eyes that he was lost in the abundance of toys. Give him a little bit, but try to keep from that not much he organized the game. And then watch it, listen unbeknownst to his game, try it on its own felt a particular disadvantage and wanted to fill it up. If you bought your child a small horse, and he became interested in the problem of transportation, it is natural that he will feel the lack of cart or carriage. Do not rush to buy him a cart. Try that he made himself of any boxes, spools or cardboard. If he is such a supply will do fine – the goal is reached. But if it requires a lot of carts and makeshift pohvatayu already, don’t need to be made and for the second cart, the second and to buy. The most important thing in this children’s game is to achieve the following :

1. The child is really played, composed, built, combined.
2. To not rush from one task to another without completing the first, to bring your work to the end.
3. Each toy has seen some needed for future value, stored it, shore. In the toy Kingdom must always be a full order, must be cleaned. Toys must not break, and in case of breakages must be repaired; if it is difficult, with the help of parents.

Special attention should be paid by parents on the child’s relationship to the toy. The child should not break the toy, gotta love her, but must not suffer, if it is deteriorated or broken. This goal will be achieved if the child really used to consider myself a good host, if he is not afraid of individual losses and feels unable to correct the trouble. The task of father and mother is always to come PA assistance to the child in such cases, to support him in desperation, to prove to him that human ingenuity and labour can always correct the situation. On this basis, we encourage parents always to take steps to fix a broken toy, never to be thrown ahead of time. In the course of the game, parents should give the child complete freedom of action, but only up to one minute until the game runs correctly. If the child had difficulty in any situation, if the game went too easy, uninteresting, it is necessary to help the child: to give, to get anywhere interesting interview, to add any new, interesting material, and sometimes even to play with him.
Such is the General form of the method in the first stage of the game. In the second stage, parents are required first attention. Your child walked out in the yard, fell into the group of boys. You should carefully consider that it’s for boys. Your little girl reaches out to her friends in the yard, you should know these girls. You should know what the children are fond of surrounding your child, what are they missing, what is bad in their games. It happens very often that attention and initiative of the same father or the same mother are helping to change the lives of a group of children to another place. Have you noticed that children in the winter down like a roller coaster, with an icy trash heap. Collusion with other parents, but if not collusion, then some help guys to fill the slide. Make your boy a simple wooden sled and you will see, other guys will have something similar. In this stage of the game is extremely important and useful is the communication between the parents, unfortunately, a very small part of the parents. It happens that some parents are unhappy with the lives of the children in the yard, but NS will talk to other parents, they did not come up with something to improve this life, and yet it is not so a difficult thing, and each can cope with it. At this stage the children are already organized in some semblance of a team; will be very useful, if their parents will be organized to manage them.
Very often at this stage that children argue, fight, complain about each other. Parents act wrongly if, immediately taking sides with his son or daughter and yourself get involved in a quarrel with the father or mother of the offender. If your child came in tears, if he hurt, if he is suffering and already angry, be slow to anger and rush to attack the offender and his parents. First, calmly ask your son or your little girl, try to imagine an accurate picture of events. It is not often that blame any one party. Probably your child is in something was wrong; explain to him that the game doesn’t always need to be tenacious, you need to seek a peaceful conflict settlement. Try at all costs to reconcile your child with the enemy, invite this enemy into our homes, and with him too, talk, get to know his father, find situation to the end. In this case the most important thing is that you no longer have to see only your child, but should see the whole group of children and bring it together with the other parents. Only in this case will bring you greatest benefits and your child. He will notice that you are not fond of family patriotism, what you do public work, and will see this as an example for their behavior. There is nothing more harmful than hot aggressive father or mother in relation to family, neighbours; such aggression just brings up the nastiness of the character of the child, the suspicion, wild and blind egoism of the family.
In the third stage, the game guide is not already in the hands of parents, it is placed in a school or sports organization, but the parents remain great opportunities for the right impact on the character of the child. First, you need to carefully watch, that the passion for sport did not accept the nature of all-consuming passion, you need to tell the child to other activities. Secondly, you need to call the boy or girl the pride of not only his personal success, still more, the pride of the success of the team or organization. You also need to moderate all traffic, to foster respect for the power of the enemy, to draw attention to the organization, training, discipline in the team. Finally, it is necessary to get a calm attitude to success and failures. And at this stage it would be very nice if the parents get closer to teammates to their son or daughter.
And at all three stages, parents should keenly observe that the game is not sapped the spiritual life of the child that was developing in parallel and work skills. In the game at all three stages you have to nurture the desire for greater satisfaction than simply “glasanje”, the simple pleasure, nurture courage in overcoming difficulties, to cultivate the imagination and scope of mind. And on the second and third stages you have to always keep in mind that here your child joined the society of what is already required not only skill, but also the ability to relate to people.
The game is important in human life, it is a preparation for work and must gradually be replaced by labour. Many parents do not pay enough attention to the business of leadership game and either give the child himself or surround his game with unnecessary concern and unnecessary toys. Parents need to apply different methods at different stages of the game, but should always provide opportunities initiative and the development of his abilities, not denying at the same time, help him in difficult cases. On the second and third stages need to lead not so much a game as the child’s relationship to others and to his team.

 

 

During the experiment drew attention to the differences

Fortunately, in our time, we break many stereotypes

Throughout the development of mankind people who are different from the majority of some individual characteristics, for example, left-handers, caused interest and surprise. However, the relation to left-handers often is not limited to such emotions. It was not the same in different countries and at different times, but, as a rule, had any whiff of suspicion and negativism.
In many languages, including all the Indo-European, there is a negative attitude to everything left, including left-handers.
Russian language also provides many examples of this kind. “Left goods” – the goods sold to the left, i.e. illegally, or the goods are fake, tampered with. Similarly, one can consider the meaning of the phrases “income left”, “left money”, “left”, etc. Like the color of the word “left” occurs in expressions that are not related to Finance: “as the left foot wants”, “left side”, “to stand with the left foot”, etc.
In English, the word “left-handed” has the additional meanings “awkward”, “hypocrite”, “evil”, “illegal”. These relationships are examined in French, Italian, Spanish, German languages.
Given the relationship between language and consciousness, it is hardly surprising negative stereotypical perception of the left-handed “right-handed” by the majority.
Fortunately, in our time, when break many of the stereotypes, the concept of “normal” becomes less rigid, changing attitude and various manifestations of individuality. Now the phenomenon of left-handedness much studied, the results of this work allow to change the stereotyping of left-handers and even gradually develop methods of their learning.
Scientists working on the issue of left-handedness, put forward different conceptions of its origin and accordingly speak about the psychological characteristics of left-handers. In my opinion, one thing is certain – you can’t treat lefties as a homogenous group. To implement a differentiated approach to left-handed children are not enough to show to their behaviour and training other than the right requirements. You must consider the various causes of left-handedness, and also to differentiate the concepts “left-handedness” and “left-handedness”.
Left-handedness determines only the dominant hand, whereas left-handedness is a complex trait. In fact, besides the hands for a person to have leading eye, leading leg, driving the ear.
When in school the most important characteristic of the dominant hand, as one of the most difficult activities that are to be acquired by the child, is a letter. Therefore, in future we will talk mainly about the left-handedness, but we can not ignore other kinds of asymmetries, because they can also affect the success of children’s education.
One of the major issues contributing to the approach to left-handers, is the question about the causes of left-handedness. They can be different.
Most often the so-called genetic left-handedness. Until now not known the exact mechanisms of transmission of this indication, but reliably established that left-handedness is 10 – 12 times more common in families in which the left-hander is at least one parent. The genetic left-handers may not be any violations in the development, then it is considered simply individual identity, a variant of normal development.
The second type is a “compensatory” left-handedness associated with any lesion of the brain, most of his left hemisphere. Since the activities of the right hand is mainly regulated by the left hemisphere, in the case of any injury, disease, early child development, the respective functions can take over the right hemisphere. Thus, the left hand is leading, that is more active while performing everyday tasks, and subsequently, most often that of a letter provided for the post by International Adoption research blogger and columnist.
The child with impaired activity of one of the hemispheres of the brain almost certainly will be observed deviations in the development of speech, motor skills, etc. it Should be noted that left-handedness in this case cannot be regarded as the cause of these deviations. They, like left-handedness, are the result of the same reasons.
The third type is a “forced” left-handedness. The choice of the dominant hand in these lefties usually associated with injury of the right hand, but can also be the result of imitation family or friends.
Separately it is necessary to consider pseudolingulate. By a certain age (finally to about 5 years) the child has any of the hemispheres is formed as dominant in relation to the hand (e.g., righties – left hemisphere). But this feature of the brain, both prenatal (or perinatal insufficiency of stem formations of the brain, leads to atypia of mental development, which, in turn, gives form no interhemispheric interaction, no hemisphere specialization. Thus, in children with abnormal mental development is not formed the dominance of the right or left hemispheres in relation to the arm. Then there is pseudoliberalism, or more commonly, a roughly equal use of both hands. The experience of psychological-medical-social centre for the children and adolescents of North-West district of Moscow assures that immature interhemispheric interaction is not directly related to leveltwo. Often, after a few sessions under the guidance of the psychologists, the child begins without any coercion to write and draw with his right hand.
Besides all the above may develop in children the so-called “latent left-handedness”, i.e. a change of the dominant hemisphere. The moment of change is the critical period when the main functions of the Central nervous system is evenly distributed between the two hemispheres, after which it begins to dominate the right hemisphere. Such people can be called “mental” the left-handed or “hidden” left-handed, in the sense that their signs of left-handedness are not associated with left hand dominance.
So, we see that the category of “left-handed” children are not homogeneous and any stereotypes of perception can obscure from us the real child with its completely individual characteristics. This begs the question of the lawfulness and necessity of learning left-handed as such. I believe that the answer to this question is unambiguous: the phenomenon of left-handedness to be studied. However, the complexity of the phenomenon itself makes it researchers high requirements of accuracy and strict scientific experiment, but to people that use data science in practical work with children competency requirements, differentiated approach, pedagogical intuition and respect for “natural selection”.
Currently there are several views on the natural ability of left-handers compared to right-handers.
The first is based on the fact that the indicators of behavior and psychological activity lefties worse than righties. Proponents of this approach cite data on the frequency of left-handedness among patients with epilepsy, mental retardation, schizophrenia, hereditary alcoholism, and the fact that, as adults, these individuals have low adaptive capacity, some “fragility” of mental activity, tendency to transient decompensation.
The second approach affirms the equality of abilities righties and lefties.
Under a third approach, lefties have higher rates of nervous and mental activity and great adaptive abilities than right-handers. This is substantiated by the fact that Lefty’s are constantly having to adjust to the “right-handed” world. As evidence of the correctness of this approach can lead to a whole list of great left-handers, among which are the Roman emperors Tiberius and Julius Caesar, the generals of Alexander the great, Napoleon, J. scientists. K. Maxwell, I. P. Pavlov, artists Leonardo da Vinci, Michelangelo, writer Lewis Carroll, actor Charlie Chaplin, finally, U.S. President William Clinton, and many others.
I think that all three views on the ability of left-handers have a right to exist, moreover, that in fact they correspond to the basic concepts of occurrence of left-handedness and, therefore, do not contradict, but complement each other. Besides negative and positive properties of left-handed people can be two sides of the same coin. For example, there was evidence to suggest that communication between the divisions of the cerebral cortex, in different hemispheres in left-handed compared to right-handers, less rigid. Perhaps this is why lefties and demonstrate, on the one hand, more high creative ability (rigidity strong relationships can contribute to more standard thinking) and slower compared to right-handed skill formation activities requiring interaction of both hemispheres.
In General, left-handers showed a large than right-handers, the heterogeneity of psychophysiological characteristics.
Russian scientists conducted a study of the emotional sphere through the perception of smells. During the experiment drew attention to the differences right-handed, left-handed and Ambidextrous ability to differentiate between pleasant, unpleasant and neutral odors. Left-handed and Ambidextrous most accurately evaluated odors. According to the results of the study concluded: right-handed shown greater sensitivity to emotions positive sign, and for left-handed and Ambidextrous characterized by the predominance of emotions of a negative sign, i.e. they are more pessimistic.
Employees of the University of Michigan has compared the percentage of “handedness” with indicators of temperament in the males and found they have a predominance of indicators such as anger (emotional incontinence), fear (anxiety), low self-control, decreased background mood, conformity ( passive acceptance of the existing order of things), conscientiousness, timidity, aesthetic sensibility, sensuality, an increased level of anxiety.

Children seeking to cope with conflict

Child is formed by his will, needs, motives and activities

Primary school age (7-8 years old) account for one of the crisis periods of childhood. In this period the formation of the emotional sphere of the child is formed by his will, needs, motives, activities, lays down the main ways of responding to environmental exposures. The most significant feature of the crisis of 7 years can be called the beginning of differentiation of the internal and external sides of the child’s personality.
For 7-8 years of age is typical visitation-personal communication. The child learns to build closer, deeper and longer relationships with peers. Building such relationships is complicated by the fact that the feelings of children are not random. Violations in the sphere of communication, conflict, separation – signs of the child’s adaptation to the surrounding world, causes serious emotional and personal problems in the future.
It should be noted that the problem of the emotions in modern psychology is much less developed than other areas of psychological knowledge. In addition, the uncertainty of the notion “emotional state” greatly complicates the conduct of research.
Resentment is an emotional experience characteristic of the younger school student. The circle of people important in the child’s life, is gradually expanding. If preschooler for a particularly meaningful relationship with their parents, 7-year-old child are determining relationships with teachers and peers. Children learn to defend their positions, their opinions, their right to autonomy – the right to be equal in communication with others. A clash of different cultures verbal and emotional communication. And it can not cause voltage relations, even open conflict. The level of development thinking of the child is such that it is dominated by contrasting black and white logic. Therefore, the relationship children are sometimes polar and peremptory. The resulting simplicity and straightforwardness of estimates – the characteristics of the relations of Junior schoolchildren.
What is the function of the emotion of resentment in the formation of a child’s personality? What is its psychological structure? Does the character experience the resentment and its forgiveness from the sex of the baby? What strategies are used younger students in order to be reconciled, to forgive? The answer to these questions is the aim of the study, carried out in 2000. The sample consisted of 26 respondents – children 1-2 classes in secondary schools, aged 7-8 years.

In the psychological structure Yu. M. Orlov identified three elements: expectations, reality, and evaluation.

1. Expectations. In the situation of communication, we inadvertently build expectations about the behavior of another person based on us. This should ensure the coherence and effectiveness of our actions.
2. Reality. The act of perception of the conduct of another. His behavior may conform to the model or adversely deviate from it.
3. Assessment. The behavior of the other must match the model of expected behavior. In the case of a detected nonconformity occurs the disagreement. This “misalignment” that causes suffering is called resentment.

It is possible to formulate a General rule: any misalignment of expectations and reality, action and result, that is, any disintegration of the whole, causing an unpleasant feeling.
The human body reacts to a perceived violation of either the automatic adaptive responses or adaptive actions, focused and potentially conscious. In the first case we are talking about the unconscious behavioral responses or psychological defense mechanisms. In the second case there is a conscious coping behavior. The word “coping” comes from the old Russian “lad”, “boss” and means “to make”, “to order”, “to subdue circumstances”. To denote the conscious efforts of the individual, taken in a situation of psychological the threat (and an insult, no doubt, refers to such situations), use the concept of coping behavior, as a conscious strategy of coping with stress and with other generating worrying developments.
Conducted experimental psychological research has shown that the offense perceived by children as overt conflict. And the offender, and the offended in this situation are often children themselves. The number of fixations younger students emotionally identify themselves with an injured (84%). The nature of grievances experienced (reason, typical situation, source, etc.) is generally not dependent on the sex of the baby. The most typical situations in which there is a feeling of resentment, were named: breaking the rules (50%), infringement of financial interests (35%), humiliation, humiliation (15%).
However, boys tend to attach greater importance to the infringement of his material interests, conflicts on the level of physical sphere (“pushed”, “someone hit someone”). It is interesting to note that, anticipating the situation, boys are twice as likely to give positive responses (“agree and play together”). While his solution to the conflict situation (“How would you respond?”) often has a destructive nature (“give back, was to defend”, “you like this”).
Among the strategies of forgiveness are the most popular coping strategy facing the future, further development of the relationship (“about”, “how to negotiate anything”). They are used by more than 70% of the children surveyed. This view is shared by both girls and boys.
Interestingly, more than 60% of the respondents to resolve the situation would get the help of a third party (adult), and only 28% of children seeking to cope with conflict, which arose resentment.
Fundamental differences between girls and boys has caused two coping strategies: “fight back, “defend” and “‘ll cry, to be sad”. The first most preferred by boys and the other girls. Overall the boys closer position strong resistance to the abuser (both physically and verbally). Girls recognize that a “softer” way (to postpone resolution or emotional acting out through tears) it helps them cope with negative feelings.
The most common use were identified as three strategies for overcoming resentment: “to take turns”, “don’t talk to the abuser”, “rude answer”. They are used less than 30% of children. The last two strategies reinforce the gap, thus symbolically returning the child to the past.
The choice of strategy is due to the current situation, previous experiences, gender and age of the child. The richer Arsenal of the choice of coping behavior, the more successful adaptation of children to society. Deterrence is an ineffective tool to manage emotions, because the associated energy accumulates in the unconscious and then looking for an excuse for their expression provided for the post by International Adoption research blogger and columnist. The energy of anger concealed often results in inappropriate behavior that causes illness.
Negative emotions, particularly the emotion of resentment, are an objective reality, which accompanies man throughout his life. The features of their manifestation and coping strategies need to be identified, studied, interpreted, help to realize and to learn to use

Creation of the system of upbringing and development

Personality development and prevention of secondary impairments

In Russia on the basis of studying of features of development of children with hearing impairment established system of teaching deaf and hard of hearing children. The studies for slow learners children with impaired hearing (L. S. Vygotsky, A. R. Luria, G. L. Zaitsev, I. A. sokolyanskiy, S. A. Zykov, M. S. Pevzner, G. P. Bertini, V. V. Rozanov, T. A. Basilov, Solov’ev I. L.) led to the identification of a special group of deaf children – deaf children with complex structure of defect. “Complex defect – a combination of two or more violations in the systems of the body, which accounts for the significant originality of their psychophysical development” (G. P. Bertini). Deaf children with complex structure of defect – this is a category of children along with common state – deafness – have one or more systemic disorders.
Quite often among the genetic abnormalities of development occur multiple malformations of the child, combines hearing, vision, mental retardation. Geneticists know more than 250 syndromes in which there is a hearing loss, approximately 80 of them are associated with visual impairment. Also along with the above disabilities may have a mental deprivation. Mental deprivation is a mental condition, resulting from certain conditions in which the subject does not have the opportunity to meet some of its major psychosocial needs sufficiently and for a long enough time. Deaf children most often meet the following syndromes characterized by mental deprivation: the delay and the distortion of intellectual development, depletion of cognitive sphere; strong-willed violations from reducing the activity to severe passivity, weakness and exhaustion motivation; emotional disorders such as different deprivation States.
From the initial disturbances depends on the substantial-psychological orientation correction of mental development, personality development and prevention of secondary impairments. An integral part of correctional work is also an effective treatment of somatic and neuro-psychiatric disorders. It should be aimed at overcoming cerebroasthenic and neuro-psychiatric disorders. It should be aimed at overcoming cerebroasthenic disorders, somatic abnormalities and psychiatric care in the presence of behavioral, personality, and psychotic disorders.
In the works of L. S. Vygotsky justified the position that deaf children reach the same age as normal hearing, but it happens to the other, that of normal-hearing, but it happens using other methods and means. It is important to know the way by which to develop the child. The mental development of children, personality development in General is closely related to the process of training and education.
The uniqueness of the person with hearing impairment, it requires the special features of the learning environment, the creation of an environment adequate for the full development of his personality. Defining characteristics of children with impaired hearing, to put and solve specific problems, to choose the path of training and education.
Most of their time in childhood and teenage years one spends in school. The assimilation of the child in the educational knowledge, abilities, skills, and assimilate the rules of behavior in society, skills of interpersonal communication, the accumulation of a certain cultural minimum is formed through the comfort of the learning environment in which the child is placed. Under the comfort of learning assumes the existence of such a regime in the school, when the child is given all possible intellectual and physical activity, when the pupil is not confined to himself, and eager to communicate with their peers, with the surrounding people provided for the post by International Adoption research blogger and columnist. The comfort of learning – these are the microenvironment and mikrosotsium in the school in which the child has the opportunity to discover and realize their natural creativity. Based on the capabilities of the child’s team must determine the content of training, curricula, programs, activities, methodological support lessons, reasonable alternation of learning activity and rest, creation of the system of upbringing and development of children’s creative abilities, necessary and possible for this institution.
In special correctional institutions for deaf children educational support should be provided in connection with psychological. The main thing is to make the child adapt to school conditions and challenges. Naturally, behavioral and mental symptoms adaptation individual and depend on the nature of the child, the state of his health.
Deaf children to a greater extent than hearing, require assistance and support in training and education. Support student – organized psychological-pedagogical help for the purpose of improving the efficiency and quality of its training and education. Support is a set of actions, techniques, events, realizing the goal of education. The point is to help the child adapt to the conditions of the institution and on the path of mastering knowledge and skills that will help him enter society, to go from a simplified and specific world of the school for the deaf in complex and challenging contemporary world find a place, to become independent in various spheres of life.

Difficulty learning because of a lack of speech development or attention and memory

Parents look forward to new success

The first part of the school life is behind us – a child studied in elementary school. He had grown up. It feels adult and indulgent to those “little ones” from whom he was separated only three months ago. He is now a fifth grader!
Parents look forward to new success, the highs of achievement (or, at least, to stay on the same plank). But, alas, this is not happening. Moreover, You suddenly notice with horror that Your child has become more nervous, restless, sometimes can’t solve even those problems that just six months ago was done “immediately” if it were notebooks, pens, textbooks, and in the diary there were the first comments. This is the first time You are standing and blushing in front of You counting down the teacher…
Familiar picture? Don’t worry! With Your child everything is normal. And all the fault – adaptation period, the child simply has not had time to adjust to “adult mode”. Let’s see, what is the complexity of this period and how to avoid the “pitfalls” of which “stumble” and children, parents and teachers. Consider some of these “stones”.
Stone 1: the changing learning environment. In elementary school, the child was focused on one teacher. It had to gain credibility. Shortly after I started this teacher know Your child, how to encourage, to support, to help to understand the complex topic. The child quietly developed, acquired knowledge in ONE room, with ONE main teacher, he was surrounded by the same guys, and the requirements for job execution and maintenance of the notebooks were the SAME. It was all familiar. But the teacher practically a second mother, which will prompt and will direct.
During the transition in grade 5, the child is faced with the problem of plurality: MANY of the teachers, each subject is studied in his office, and such offices – MANY. Often at this stage children move to another school, in another class (e.g., gymnasium). To all the above then added a new team, a LOT of new guys. Familiar world is crumbling. Of course, to master all that difficult. I need to learn all new teachers, the location of all the rooms. But it takes time. And run the school have to, because no one else will recall the following lesson, and to what office it will be. And everything else, you should remember that the child needs to gain credibility for the new, and not one teacher, but many, many teachers to develop their relationship. Necessarily needs a lawyer, scared – and as a result increases anxiety provided for the post by International Adoption research blogger and columnist.
How can I help? Ask the class teacher to help to Orient the boys to some sort of tour of the school, to tell where that is. And in the classroom to post the schedule of calls and lessons, just to hang room numbers (and what floor they are). And best of all, if the first week the class teacher will meet the children at recess and bring them to the office.
Stone 2: the requirements change. Even more difficult period of adaptation inconsistent requirements of different subject teachers. One requests to have a notebook of 48 sheets, other thin notebooks, but there should be 3 pieces. The tutor requires to allocate a green pen, teacher of mathematics – pencil. English require to have a separate notebook-a dictionary of biology – everything down at the end of normal working notebook. By the literature value expressed his own thoughts, And all of these requirements need not only to LEARN but also to OBSERVE, and not get confused where what to do.
How can I help? First, to see the upside of these “rassoglasovaniya”. These “little things”, which is at first so difficult school life of the child, and bring favor. The child learns to take account of these requirements, relate them to overcome difficulties – and thus, studying adult life, where “megatraveller” – the normal things. Secondly, it teaches the child to build relationships with different people, becoming more flexible. To help children with the memorization requirements and regulations by scheduling indicating the features of executions of jobs. For example: Russian to bring a green pen, English – to bring them to class workbook, notebook-dictionary, notebook with topics, geography – can I get outline maps, colored pencils, story – home notebook to write an outline of your response.
Stone 3: lack of control. Through elementary school Your child helped one teacher. He has served as a teacher and homeroom teacher, and supervisor. Quickly learn all the peculiarities of the child, the teacher helps him to control the educational process. One child will remind you to do your homework, to another, to bring pencils, a third would forgive outstanding exercise (because he knows that the child suffers from headaches) and stay with him after school. In General, monitored the completion of all assignments by all students. When going into fifth grade this individualized approach is violated. It is like the depersonalization of the student. There’s only fifth graders in General. Each subject play a big burden and a lot of students with different Parallels. Remember all the features of all the disciples he is simply unable. Therefore the child the impression that it wouldn’t need teachers that can “pohilevich” and something to do in the mass it may go unnoticed. On the other hand, there is some “neglect” on the part of the class teacher. He is not monitoring the child’s behavior changes at all. Not fully organises leisure activities after the lessons. Hence suddenly appeared in some children regression starts to act up like a little, play with the kids (out for my first teacher) or run for class leader. While others on the contrary, rapturous intoxication of freedom of movement.
How can I help? Of course, this approach to the child can hurt You, dear parents: how so, you ought to look for an individual approach to all in the class. Of course, some truth to that, and most teachers strive. But quickly, this approach is not. And secondly, this relationship introduces the child to the adult world, where there are requirements perform a specific job, but the administration often does not take into account the individuality of the worker.
Be patient. Often ask the child about school life. Check the homework to meet the demands of teachers. Help the class teacher to organize children’s leisure, taking the strain (and the parent Committee). If you see problems, do not tighten, go to the teacher, find out why appeared difficulties. Tell us about the features of their child.
Stone 4: gaps in knowledge. During the years of primary school, almost every student accumulate undigested themes, unprocessed skills. They accumulate like a snowball. But if in elementary school these “rough edges” are smoothed individual approach of the teacher and repeated explanations as soon as it was noticed the child newsvote material (class one of the guys a little, you can manage to control all). In fifth grade, such tracking does not occur. And not having learned the subject (and not going himself immediately for clarification to the teacher or parent), the child may be unable to understand the following material. The material becomes more complicated from lesson to lesson. And if the previous topics were not learned, then the student pull on the loop, tightening the knot of ignorance. So there are two… Sometimes undigested themes drawn since elementary school. Because it is difficult to understand what material is causing the difficulty. So, for example, not learning to identify the root of the word, the child has difficulty in word-formation and the selection of cognate words. So, there will be mistakes in spelling because they will not be able to pick up the check, the words. Also may have difficulty learning because of a lack of speech development of attention and memory.
How can I help? Before the homework check, whether learned cool stuff. It is important to ensure that the child understood the smallest details of the execution of tasks and able to perform the same. Ask your child to explain how he performs a particular exercise, why this calculation applies when you perform certain tasks. If the child understands everything, but the problem is performance, we engage in the development of thinking, memory, attention, and since the observation and attentiveness, and the ability to see the smallest detail – all this will help to analysis and learning. The development of these mental processes will be best in games, because the game shows stronger motivation (than in training). Then fixed skills will be transferred to the educational situation.
In conclusion, I would like to note the following. Prolonged school failure is almost always accompanied by personal characteristics (inadequate self-esteem, increased anxiety, aggressiveness, impaired communication, etc.). Therefore, in educational practice it is important to help the child to understand his own criteria of success or failure, to develop in him a desire to test their limits and find ways to improve them (independently or with adult support).

The child repeats what has made him a stronger impression

Personal qualities of the child are a reflection of the qualities of parents

All commonly notice the child adverse events attributed to the child, sometimes even talking about his innate malice, without thinking and not knowing that the personal qualities of the child are a reflection of the qualities of parents (others). it is Innate in a child can be considered only the phenomena connected with his temperament, i.e., only the degree of force and his speed of thought and action. Then he experiences the simulation period, during which he folded his speech, all his main habits and customs, all its typical phenomena. In fact, the child must be serious the reason for the improvement of the family members, especially concerning their truthfulness, sincerity and straightforwardness: if a loving mother is concerned about their child’s development and knows from observation, as the quality of the latter are composed of the actions and arguments surrounding his party, then it certainly will be to vigilantly monitor their every action and word, to avoid any arbitrariness and to spare her child; this she will contribute to its own perfection, and full conformity between his word and deed and will accustom the baby to the truthfulness, the immediacy and sincerity and this will lay the sure Foundation for the development of the moral nature of man. In the study of man and the conditions of its formation only develops a deeper conviction of how much impact the words and actions of loved ones individuals on the developing child, and how love to work, work, and the truthfulness of the educator contribute to the moral development of the child…
Due to lack of attention, and most importantly, through ignorance commonly in a hurry to admit the existence of innate evil inclinations, eloquently talking about “irredeemably spoiled” children as though this wickedness was by itself responsible for it and the child! The impact of leadership adults somehow always remains in the shade; don’t want to believe that the “depravity” of a child of school or preschool age is the result of the system of education, which pays for one pupil. In the vast majority of cases not innate stupidity (moral or mental) child and pedagogical mistakes prepare the child for a painful future, leaving his personal manifestations and habits indelible traces of moral corruption: mental impotence.
Who does not know that the work of education (in family and in school) often comes down to the fact that child need to “learn”, and the word “learning” often mean: “to collect”, “punish”, “threatening”, etc. but otherwise cannot be, until will be received blindly, in a rut, not realizing at each step; if not to “know yourself”, not to be accustomed to associate cause and effect, the routine teaching methods compulsory nature will continue to prevail in school and in the family life…
Commonly assume that the child can and cheat: because he’s stupid, not tell; and yet the distinction of right and wrong he is in this way that he learns to check heard them visible and tangible. If he say “my mom’s not home”, and he accidentally sees her, he at the first opportunity, if he wouldn’t like, declare that he himself is not at home. The more he is deceived the more he meets in the family of mismatch of word and deed, the less it turns out for the signs of truth and the easier he starts to say only that it’s more profitable. You must firmly remember that the child originally knows only the impressions received by the organs of his senses, and he only obeys to them and acts solely on the basis of these purely real experiences; he will certainly do just what he pleased, and avoid anything that he in any respect unpleasant. From the child tend to hide, but if he sees that others are enjoying something, and he’s not allowed, he during the first occasion, will assign him an interesting thing, if it’s bad, then and in any such case, will not fail to do the same thing. Being caught in his misdeeds and punished for it, he, again on the experience, sees that it is necessary to be careful and that it is cheaper to use every opportunity in a way that is not seen and did not know; he is trying to be a smart guy and enjoys the easy cases are already more cautious, more reserved provided for the post by International Adoption research blogger and columnist. The punishment can’t find him objective evidence of truth, it will only show him that you don’t get caught – good and fall – evil and having the opportunity to make someone evil, he did just that, as treated in the punishment.
…In addition to simple, always sincere and true words, can’t be allowed neither in the family nor in the school no incentives, no punishments. Commonly accustom the child to artificial irritation of the surplus since the advent of the light, and these contribute to the lowering of their impressionability, and hindered the normal course of its development. Baby is worn on the hand, shake it, put different monotonous tunes, his kiss, counterfeited them under the spoken sounds, – all this is artificial stimuli. When after all this begins the teaching, the child is sluggish, apathetic, and lazy; he is complaining for his indifference to the practice, but all are made to lower its vitality, to make him lethargic and sluggish. To excite him for learning, again resorted to artificial agents in the form of praise, grades, gifts and awards. Developed under such conditions fatigue causes a young man’s pursuit of change experiences, the patisserie is the prelude to the wine cellar and sprees, just as mark and promotion develop a desire for different sports, card game, etc jammed intolerable boredom, he is ready to enjoy all the persecution and gross sensual fun, just to drown out his depressing feeling. He has no internal life, he is excited by thought and not busy mental to improve. The young man blame for his rude and perverse temper, completely losing sight of the reasons that contributed to its development, forgetting that only the conditions of his family and school life could contribute to the development of those typical phenomena that he observed that they killed the ideological life and some animals developed symptoms…
The importance of the habits acquired at an early age, tremendous, to get rid of them later is very difficult, and sometimes not full-grown adults. Under normal conditions of child development when it does not restrict the permanent regulations, which are different from observation, and now repeats them noticed the action and then talks over him. This is the best method of child development that must be maintained; a child more than just stops on those phenomena, which he is. He notices them, they are not imposed upon him, consistent with his forces and abilities, and therefore it is easier for them to digest. In the child it is impossible to artificially develop observation, we can only eliminate all sorts of strong impact, which could decrease its sensitivity; moreover, you can still contribute to a gradual modification of the material required for its formation. Any artificial method used to excite the observation of the child, lacking the first moment, and that is: he’s not himself encountering new phenomena, and his attention stopped on the phenomena they wish to meet. In this case, it is easy to fall into the error the assessment of the strength of the child and its preparation, as any such discrepancy leads to the fact that the child internalizes not enough perceived… Following the observation, the child repeats what has made him a stronger impression; this repetition he becomes accustomed to the various techniques that are used in everyday life. At artificial same proucevanje these techniques and activities the child chooses, they produced the action, and simulates required of him: it is clear that such requirements may not correspond to the degree of physical development of the child and the ability to produce such …
After observation and repetition is commonly observed child willingly speaks on the perceived value and repeated them; it’s a precious quality and mainly contributes to its formation and to limit the arbitrariness of his actions and the clarification of personal qualities. Commonly find that the child needs only to perform addressed to him the requirements that he needs to gain material and knowledge for its future activities. Can’t it agree on the basis of the following psychological situation: it depends on how the person relates to certain phenomena when you first meet them, accordingly, most likely, he will relate to them and subsequently. If he early learned not to talk over their experiences and actions, he subsequently very difficult to get used. The knowledge it develops their memory, which sharpens up the exercise that it is easier to perceive this mental ability; he is not used and is not able to reason it stay a raw material that is not digested reasoning. Without analysis and reasoning, without checking their actions, the child is not personally acquainted with qualities perceived, therefore, he himself is not able to deduce the General provisions, unable to make up the total image; it has no General concepts, he knows, but does not understand. Therefore, to independently modify his actions, he is not able and only repeats what he knows, what he heard read from the book; he has no personal nature, and for the development of moral character there are no conditions.

The child must do for the love of the parents

To prove parental authority permanent link

Probably just uncomfortable in the family before children to prove parental authority permanent link to public authority, requiring proper upbringing of the child. Education of children begins with the age when no logical proof and the presentation of public rights impossible, and yet impossible without the authority of the teacher.
Finally, the very meaning of authority in the fact that it does not require any evidence that it is accepted as the undoubted advantage of the older, his power and value, visible, so to speak, a simple children’s eye.
The father and mother in the eyes of the child should have this authority. We often hear the question: what to do with the child, if he does not listen? Here it is the “does not listen” is the sign that the parents in his eyes have no credibility.
Where does parental authority, how it is organized?
Those parents whose children “do not obey”, sometimes inclined to think that authority is given by nature that it takes a special talent. If no talent, can’t help it, we can only envy those who have such talent. These parents are mistaken. The authority can be arranged in every family, and it’s not even very difficult provided for the post by International Adoption research blogger and columnist.
Unfortunately, there are parents who organize such authority on false grounds. They strive to ensure that their children obey, it is their goal. But actually this is a mistake. Authority and obedience cannot be the goal. Goal can be only one: the right education. Only for this one purpose we should strive. Children’s obedience can be only one path to this goal. Those parents who are the real goals of education don’t think, achieve obedience for the obedience. If the children obedient, parents life is calmer. This is the most calm and is their real objective. In fact always work out that neither calm nor obedience is not stored for a long time. Credibility, built on false grounds, only for a very short time helps, soon everything is destroyed, there is no authority nor obedience. It also happens that the parents achieve obedience, but all other goals of education in pen: grow up, really obedient, but weak people.
There are many varieties of such false authority. We consider here more or less in detail a dozen of these varieties. I hope that after this review it will be easier to figure out what should be the real authority.
The authority of suppression. This is the worst kind of authority although not the most harmful. Most such authority of fathers suffer. If the father of the house always growling, always angry at every trifle dismayed thunder, at every convenient and inconvenient case grabs a stick or a belt, on each question is answered by rudeness, every fault of the child notes a punishment, it is the authority of suppression. Such paternal terror is terrorizing the family, not only children but also the mother. It is harmful not only because it intimidates the children, but also because it makes the mother zero essence ,which can only be a servant. No need to prove how harmful such authority. He did not educate, it only teaches children to stay away from scary daddy, it causes infant lies, and human cowardice, and at the same time, it educates the child cruelty. The clogged and weak-willed children come then or slushy, the worthless people, or tyrants, throughout his life for avenging a repressed childhood. This is the wildest sort of authority only happens in very uncultured parents and lately, thankfully, dying out.
The credibility of distance. There are fathers and mothers who seriously are convinced that children obey, we need less talk to them, be kept away, only occasionally to act as his superiors. Was particularly fond of this kind in some of the old intelligentsia families. Here very often the father of some separate office, from which he occasionally displayed, as the high priest. He eats separately, having fun separately, even the order entrusted to him the family he passes through the mother. There is such a mother: they have their own life, their interests, their thoughts. Children are run by grandmothers or even the housekeeper. Needless to say that such authority does not bring any benefit, and the family cannot reasonably be called an organized family.
The credibility of swagger. This is a special kind of authority range, but poilue, more harmful. Each person has their merits. But some people believe that they are the most honored, the most important figures, and show the importance of every step, and show to their children. Even at home, they strut and puff up more than the work they do is talking about their advantages, they are arrogant to other people. It happens very often that, astonished at this view of the father, beginning there to swagger and children. Before my friends, they too appear as nothing but boastful word, at each step repeating: my dad – the chief, my dad — a writer, my dad is the commander, my dad is a celebrity. In this atmosphere of arrogance important dad can not understand where are his children and whom he educates. Encountered such authority and mothers: some special dress, important knowledge, a trip to the resort – this all gives them a reason to swagger, to separate from other people and from their own children.
The credibility of pedantry. In this case, the parents pay more attention to children, more work but work as bureaucrats. They believe that children need every parent to listen to the word with trepidation that their word is sacred. His orders they give a cold tone, and once it is given, it immediately becomes law. Such parents fear most is the children will not think that dad made a mistake that daddy man is not solid. If you like this Papa said, “Tomorrow it will rain, shouldn’t walk”, then at least tomorrow and good weather, yet it is believed that walking is impossible. Dad did not like some the motion picture, he forbade the children to go to the movies, including good pictures. Dad punished child, then he discovered that the child was not so guilty as it seemed at first – the Pope will not cancel his punishment: once I said, as it should be. Every day enough for such a case the Pope, in every movement of the child he sees a violation of law and order and stick to it with new laws and regulations. The life of a child, his interests, his growth this Pope pass by unnoticed; he sees nothing but his bureaucratic commanding position in the family.
The authority of reasoning. In this case, the parents literally seize child’s life the endless homilies and edifying conversations. Instead of saying the child a few words, maybe even in a playful tone, the parent leans him against himself and starts boring and annoying speech. Such parents believe that teaching is the main pedagogical wisdom. In such a family is always a little joy and smiles. Parents are struggling to be virtuous, they want to the kids to be infallible. But they forget that children are not adults, that children have their own life and that this life should be respected. A child lives more emotionally, more passionately than an adult, it is least able to engage in reasoning. Habit of thinking comes to him gradually and slowly, and the constant ranting of the parents, their constant sudene and talkativeness are almost completely in their minds. In the even children can not see any authority.
The authority of love. This is the most common type of false authority. Many parents are convinced that children are listened to, loved, parents, and to deserve that love, you need every step of the way to show the children his parental love. A gentle word, endless kiss, affection, recognition showered on the children in absolutely excessive quantities. If the child does not obey, he immediately asked: “So you dad don’t like?” Parents jealously watching the expression of children’s eyes and need tenderness and love. Often the mother when the child tells friends: “He loves daddy and loves scary to me, he’s such a gentle child…”
This family is so immersed in a sea of sentimentality and tender feelings that already anything else does not notice. Unnoticed by the parents are many important details of family upbringing. The child must do for the love of the parents.
In this line many dangerous places. Here grows family selfishness. Children, of course, do not have the strength for such love. Very soon they notice that mom and dad everywhere you want to cheat, just need to do it with a gentle expression. Mom and dad can even bully, you only get cocky and show that love begins to take place. Since small years the child begins to understand that people can be podygryvanii. And since he cannot love as much and other people, we play along to them without any love, with a cold and cynical calculation. Sometimes it happens that the love of parents is saved for a long time, but all other people are seen as foreign and alien to him no sympathy, no sense of camaraderie.
This is a very dangerous view of authority. He grows insincere and deceitful egoists. And very often the first victims of this selfishness become parents themselves.
The authority of kindness. This is the most stupid kind of authority. In this case, the obedience of children is also provided through children’s love, but she invoked more than kisses and confidences, and pliability, softness and kindness of parents. Dad or mom speak to the child in the image of the good angel. They are allowed, they are not sorry, they are not stingy, they are wonderful parents. They are afraid of any conflicts, they prefer family world, they are ready to sacrifice anything, if only all was well. Very soon in such a family children just beginning to command the parents, parental resistance opens up the widest space for children’s wishes, whims, demands. Sometimes the parents can afford some resistance, but already late, the family had already formed a harmful experience.
The authority of friendship. Quite often even children were not born, and between the parents already have an agreement: our children will be our friends. In General it is a good thing. Father and son, mother and daughter can be friends and should be friends, but the parents are still older members of the family collective, and the children are still students. If a friendship reaches the far limits, raising stops or starts the opposite process: the kids start to educate parents. Such families have sometimes seen among the intelligentsia. In these families, the children call their parents Petka or Mary, mocking, roughly pluck, teach at every step, neither of which obedience cannot be and speeches. But there is no friendship, because no friendship is impossible without mutual respect. [5 p. 189-214]
What should be true of parental authority in the family?
The main justification for parental authority only and can be the life and work of parents, their civilians, their behavior. The family is a large and responsible business, run by parents and a responsibility to society, to their happiness and life before children. If the parents are doing this business honestly, reasonably, if they are significant and excellent goals if they always give a full account for their actions and deeds, it means that they have parental authority, and do not need to seek any other reason and especially not need to invent anything artificial.
As soon as children begin to grow up, they always ask where the father or mother, what is their social status. As early as possible they should learn what we live, how we want, with whom stand near their parents. His father or mother must speak to the child as a serious, respectable business. The merits of parents in the eyes of children must first and foremost be merit to the society, intrinsic value, and not just appearance.
Thus it is necessary to remember always that every human activity has its own voltage and dignity. In any case, parents should not introduce yourself to the children as Champions in their field, as an incomparable genius. Children need to see and the merits of other people, and definitely merits closest friends father and mother. Civil authority of parents get to this height, if it is not the authority upstarts or bouncer, and the authority member of the team. If you manage to bring up her son so that he would be proud of a whole plant where dad works, if it will please the success of this plant, then you raised him right.
But you are not a citizen. You are a father. And parental your case you have to perform as best as possible, and here is the root of your authority. And first of all you should know, than there lives, wondered what likes, what likes, what she wants and does not want your child. You should know with whom he is friends with who in what games plays, reads, and perceives as read. When he goes to school, you should know as it relates to the school and to the teachers, what are his difficulties, how he behaves in class. This is all you need to know always, from the very early age of your child. You no need to suddenly learn about a variety of troubles and conflicts, you have to anticipate and warn.
All you need to know, but this does not mean that you can chase your son’s constant and annoying questions, cheap and Intrusive spying. From the beginning you have to put the case that the children themselves also told you about his works that they wanted to tell you that they are interested in your knowledge. Sometimes you have to invite friends of the son, even to treat them with something, sometimes you have to visit the family, where have these comrades, you should have first opportunity to get acquainted with this family.
All this does not require much time for attention to children and to their lives.
And if you have such knowledge and such attention, it will not pass unnoticed for your children. Kids love this knowledge and respect their parents for it.
The authority of knowledge will lead to the authority aid. In the life of every child there are many cases when he doesn’t know what to do when he needs advice and help. Maybe he asks you for help, because I don’t know how to do that, you must come with.
Often this assistance can be provided direct to the Council, sometimes in jest, sometimes in order, sometimes even in the order. If you know your child’s life, you will see how to proceed in the best way. Often, this assistance needs to be provided in a special way. Need is either to take part in the children’s game, or meet comrades of children, or to visit the school and talk with the teacher. If your family several children, and this is the happiest case, to the fact such assistance can be attracted by older brothers and sisters.
Parental assistance should not be Intrusive, annoying, tiresome. In some cases it is absolutely necessary to provide the child out of the shitter, he needs to get used to overcome obstacles and resolve more complex issues. But it is necessary to see how the child performs this operation cannot be allowed to he lost his way and fell into despair. Sometimes even necessary that the child saw your alertness, attention and confidence in his forces.
Authority assistance, careful and attentive management will happily supplemented by the authority of knowledge. The child will feel your presence next to him, your reasonable care, your insurance, but at the same time, he will know that you something require you to and not going to do everything for him, to take his responsibility.
It is the line of responsibility is the next important line of parental authority. In any case, the child should not think that your leadership of the family and they have your pleasure or entertainment. He should know that you are responsible not only for ourselves but for him to society. Do not be afraid to openly and firmly say to the son or daughter that they brought up that they need to have a lot to learn that they should grow up to be good citizens and good people that parents are responsible for achieving this goal that they are not afraid of this responsibility. In this line of responsibility lie the beginning of not only assistance but also demands. In some cases, this requirement must be expressed in the most severe form which is not supposing objections. By the way, I must say that such a requirement only and can be done with advantage, if the authority is liable has already been created in the view of the child. Even in the very small age he should feel that his parents do not live together with him on a desert island. [6 p. 53]
The authority will need. It is necessary to distinguish true authority from false authority, based on artificial principles and seeking to create obedience by any means.

Do correctly evaluate youself ...

Child attitude to the world, to people, to himself

Self-esteem is the Central element of voluntary self-regulation, determines the direction and activity level of the person, his attitude to the world, to people, to himself. Is a complex psychological nature of the phenomenon. It is included in many connections and relationships with all mental formations personality and acts as important determinants of all forms and kinds of its activity and communication. The origins of the ability to assess themselves are laid in early childhood, and developing and improving it occurs throughout a person’s life.
In the psychological literature, both domestic and foreign self-esteem prominently. Questions of ontogeny, structure, functions, and capabilities of the directed formation are discussed in the works of L. I. Bozhovich, I. S. Kon, M. I. Lisina, A. I. Lipkina, E. Eriksson, K. Rogers and other psychologists. Self-esteem is interpreted as personal education, directly involved in the regulation of behavior and activity, as an Autonomous personality characteristics, its Central component, formed with the active participation of the personality and reflect the uniqueness of her inner world provided for the post by International Adoption research blogger and columnist.
Leading role of self-esteem in the study of problems of self-awareness: she characterized as the core of this process, the indicator of individual level of development, its personal aspect, is organically included in the process of self-discovery. With self-esteem associated assessment functions of self discovery, incorporates the emotionally-valuable relation of personality to yourself, the specifics of understanding it myself.
The main conditions for the development of self-esteem psychologists have put forward factors such as communication with others and own activity of the child. In dealing assimilated forms, types and assessment criteria, individual experience is their approbation, the content of personal meanings. From the estimations of others, the child gradually separates out the criteria and methods of evaluation of the other and carries them to yourself. “Overlay” each other evaluation criteria and methods of evaluation and creates action by themselves.
The structure of self-esteem is represented by two components – cognitive and emotional. The first reflects the person’s knowledge about themselves, the second is his attitude as a measure of self-satisfaction.
In the activities by themselves these components are functioning in unity: in its pure form could not be submitted neither /I. I. Chesnokova/. Knowledge of himself, of the acquired entity in a social context, inevitably overtaken by emotion, the strength and tension which is determined by the significance for the individual estimated contents.
The basis of the cognitive component of self-esteem is comparing ourselves with others, comparison of their characteristics with the developed standards, record the possible mismatch of these values /L. I. Korneeva/.
At an early age in children, there is poor development of the cognitive component of self-esteem, self-image prevalent emotional component, reflecting a globally positive attitude in the child, taken from adult relationships /M. I. Lisina, 1986/.
Entering preschool age, the child realizes only the fact that it exists. Yet he really knows nothing about himself, about his qualities. Striving to be as an adult, a child three or four years does not take into account their actual capacities. He simply attributes to itself all positive, welcome older quality, often not even knowing what they are.
The development of genuine self-esteem starts with realistic assessments of their abilities, the results of its operations and specific knowledge. Less objectively in this period, children assess the quality of his personality. Preschoolers tend to overestimate themselves, that they are referred to mainly positive assessment of the adults around them.
In order to learn how to correctly evaluate yourself, the child must first learn to judge others on whom he can look from the outside. And it happens not at once. During this period, estimating contemporaries, the child simply repeats the opinions stated about them by adults. The same thing happens with the assessment itself. (“I’m good because mom says so”).
Considering self-esteem the most complex product of the conscious activity of the child, B. G. Ananiev noted that its original shape are a direct reflection of estimates of adults, and genuine self-esteem comes when she is filled with new content, due to “personal participation” in its production of the child. Developing the child’s ability to assess themselves psychologists are correlated with such phenomena as snovidenie and acceptance in the calculation /V. V. Stolin/; with the emergence of ethical instance contributing to the randomness of behavior /L. I. Bozhovich/; with the emergence of ideas about their the opportunities /H. Heckhausen/.
As intellectual development of the child is overcome explicit acceptance of estimates of adults, the process of mediation of their own knowledge.
Older preschoolers mostly are aware of their strengths and weaknesses, take into account the attitude towards them from others. It’s really important for the further development of the personality, conscious assimilation of standards of conduct and adherence to the positive samples.
By the end of preschool age the ratio of emotional and cognitive components, few harmonized. Conditions are favorable for the development of cognitive component of self-esteem, for the intellectualization of the child’s relationship to oneself, to overcome the direct impact on self-esteem from adults.
With age, the child masters more sophisticated ways of estimating, his knowledge about himself are expanding and deepening, integrate, become more aware, increasing their incentive-motivational role; emotional-value relation to itself also varies, becomes selective and acquires stability.