Reaching 7 years of age is another important stage in a child’s development, which is called the “crisis period.” Its main feature is that the baby begins to attend an educational institution and is considered a schoolchild. Because of these dramatic changes in life, the child has problems with discipline, and as a result, misunderstandings with parents. The main task of adults at this stage is to recognize the child’s 7-year-old crisis and help him cope with it.

How does a crisis manifest itself in a 7-year-old child?

When the door to a preschool institution closes forever behind a child, he is preparing for a new stage of life. So far, the baby does not know what hardships and fun moments these changes will bring, so he tries to behave differently than before. The child is faced with academic workloads and does not know how to communicate with adults. At the same time, he is constantly in contact with peers who have also been trying to cope with the crisis for 7 years.

The transition period leaves its mark on the child’s behavior, as a result of which the following patterns can be traced:

mannerism;
restlessness;
unexplained sabotage;
attempts to imitate or copy adults;
inappropriate attempts to attract the attention of parents.

The listed features in the behavior of a child experiencing a 7-year-old crisis also have an emotional side. The baby gets very tired, becomes irritable and absent-minded. At this time, the child may be impulsive or, on the contrary, too shy and withdrawn.

Experiencing a crisis at 7 years old, the child is more often in contact with peers. This is expressed in:

comparing yourself with your comrades;
underestimation of one's own capabilities;
search for authority;
slander and dirty tricks;
attempts to rise in the eyes of adults by complaining about other children.

A crisis at 7 years old is a serious test for both children and adults. Seeing how their beloved child turns into an uncontrollable mischief, many parents also become aggressive and irritable. They try to gain authority from the child at any cost. They often use rude statements, threats, deprivations, and even attempts to raise a hand against the child. Incorrect parental behavior only aggravates the situation, making it difficult for adults and children to find a compromise and understand each other.

Crisis on the threshold: how to recognize a pest?

Caution in statements and careful observation of the baby’s behavior will help adults understand in time that their baby is facing a 7-year-old crisis.

The following questionnaire will allow you to assess the emotional state of the child. When analyzing the statement, parents should give 2 points if the described phenomenon occurs regularly, and 1 point if it occurs periodically. A situation that the child has not encountered at all deserves a score of 0 points.

Over the past 12 months, the child has changed beyond recognition.
The kid constantly speaks rudely and tries to talk over the adults.
The child is not interested in activities at the children's center.
The baby often plays at school and is interested in it.
He is only interested in games with his peers. The baby does not pay attention to his previously favorite toys.
He likes to communicate more with children who are older than him than with kids.
The child often argues and swears with his parents.
The baby became stubborn and mischievous. Doesn't want to give in on anything.
The child does not speak in his own voice and overacts.
The baby tries to fulfill the responsibilities of adults and imitates them in every possible way.

After a thorough analysis of the situation, parents should summarize the results.

0–5 points – the 7-year-old child has bypassed the crisis; the child has no signs of increased aggressiveness or anxiety. This result may also be evidence that your child does not keep up with his peers in psycho-emotional development.
5–10 points – the child has behavioral problems, but this does not mean that he has a crisis at the age of 7. Sometimes this result is caused by errors in upbringing or personality traits of the baby.
Up to 20 points - the baby is experiencing a crisis 7 years: the child has a desperate need for adult support. Harsh words and inappropriate behavior of a child can shock parents, however, this is not a reason to tighten the system of requirements. Adults, on the contrary, should show sympathy and make every effort to restore mutual understanding.

Timely self-diagnosis of the baby’s condition will allow parents to identify the child’s 7-year-old crisis and develop their own methods of dealing with it. In advanced cases, you should not refuse the services of a child psychologist. An experienced specialist will help you establish contact.

Why does a child face a crisis period?

At the age of 3, the child begins to defend the right to autonomy, and by the age of 7 he has the first position in society. Parents instill in their child that going to school is tantamount to growing up, so he is sure that the principles from “childhood life” need to be changed. The baby wants to decide for himself what to eat, where and when to go, how and what to say to elders. He lives with the conviction “I am an adult”, “I will decide for myself”, “they have the right”.

Causes of the crisis:

Internal conflict. The child wants to preserve his childlike spontaneity, but at the same time he is faced with responsibility for the first time, so he dreams of demonstrating his ability to make independent decisions.
Choosing a role. The child creates a line of behavior for himself and tries to follow it. The weakening of the influence of external factors becomes an excellent environment for the formation of affectation.
Adaptation to school. During lessons, the child should be calm, focused and responsible. He fails to immediately get used to the new role.

By coping with the manifestations of the crisis, the child learns to function in society. That is why 7 years is not just a period of contradictions, but also a stage in the formation of a new personality structure.

Positive changes after experiencing a crisis for 7 years

A favorable transition period provides the child with the opportunity to learn new intellectual and emotional skills that will help him in school life.

The 7-year-old crisis does not go unnoticed for children. Let's consider the positive consequences of this process:

Formation of the student’s internal position (psychological readiness for learning). At first, the baby is attracted to preparations for school: receiving textbooks, buying bright stationery and the opportunity to carry a briefcase. Then he becomes interested in the educational activity itself. An inquisitive child wants to sit down at his desk and get answers to questions that his parents don’t want to tell him. After emerging from the crisis, the child understands the rules and responsibilities. By the age of 8, he is maximally focused on acquiring new knowledge.
Development of an emotional palette. The student learns to evaluate experiences and call by their proper names what he feels at a certain moment. Now he connects his feelings with the meaning of the situation. To express anger, it is not enough just to scatter toys or tear a sheet - the baby will clearly voice this emotion to his parents.
The birth of the social “I”. The child is instilled with the idea that school = growing up. Having received his role in society, he is proud and happy.
7 years of age is the period of formation of hobbies, predisposition to specific activities and the time of receiving the first complexes. It is very important for parents to refrain from unintentionally derogatory comments and negative evaluations.

The crises of adolescence contribute to the emergence of the first serious hobbies and the demonstration of one’s opinion. A preschooler listens to instructions from adults, but a first-grader wants to make decisions on his own.

Changing the child's lifestyle, attitude and behavior forces elders to search for new methods of interacting with him. Timely preparation for entering a social role will allow yesterday's preschooler to develop social skills and quickly adapt to school.

Establish a clear daily routine. Don't let your baby stay up too long watching TV programs or wake up late in the morning. Teach him to start his day and go to bed at the same time. A clear daily routine will make the transition to school life easier for both parents and children.
Meet the teacher and show your child the school building. Be sure to attend the open house with your child. Tell him about his new role. If on the first day of school a student knows how to contact the teacher and where the office is, he will feel much more confident.
Discuss new requirements and opportunities with your child. Clearly outline the boundaries of his rights. Give your child the feeling that new demands are a sign of trust. Previously, he did not wash the cup after himself because he could break it, but now he is old enough and independent enough to complete this task.
More freedom. Assign new responsibilities to your child, but do not make decisions for him about the timing and time of their completion. Refrain from limiting phrases like “So that in 10 minutes this place will be in order!” and “You have 5 minutes to wash the dishes.” Do not interfere with your child's actions until he asks you for help.
Show your child the consequences of his actions. If he sabotages the dishes, show him a situation where there are no clean dishes at all. When a child ignores requests and persuasion and does not do his homework, allow him to get a diary entry and the first “D”. At first glance, such actions seem to be a demonstration of indifference. But in fact, they will teach the baby to take responsibility for his actions.
Don't forget about games. A child cannot immediately adapt to the “adult mode”. Help him with this: ask him to count the change in the store, write a note for dad, read the sign on the building, and so on.
Encourage interaction with peers. Invite your child's old friends home and meet his classmates. Analyze how the 7-year-old crisis is going for other children.
Take your time. Your child will definitely soon become an adult and independent person. Now he has just entered a new stage of development. Let him be lazy sometimes.

What should parents of a “crisis” child do? Turn off panic and turn on understanding. You know that the transition period cannot last a lifetime. Soon, instead of imitating adults, the child will make his own decisions based on the situation and his feelings. He will have his own opinion, passion and attitude towards everything around him.

Do not show concern in total control and increased demands. Give your child the opportunity to “breathe deeply.” The transition period called “crisis” will be facilitated by reconsidering the attitude towards the child and expanding the boundaries of his freedom. Explain to your child the importance of training attention and memory, but leave the duration of the sessions at his discretion. However, do not forget about careful instruction - the games “Submarines" and "Space" can captivate a student so much that he loses track of time.

Help your child finish his chores on time. He should go to bed at the same time every day in order to be able to restore strength for new achievements.

Rules for overcoming the crisis

The support and correct behavior of parents will help the child get through the difficult period as painlessly as possible. Adult family members should follow the following rules:

Explain - before formulating prohibitions, parents should tell their child the reason for them. In order for the child to feel equal to adults, there should be no commanding tone or threats in communication.
Listen - a child shares his inventions, plans and dreams with his parents only if he sees genuine interest in their eyes. There should be no place for ridicule and understatement in the family.
Consult – ask your child’s opinion when shopping or preparing dinner. Give your child the opportunity to feel important and needed in the family.
Eliminate violence. Humiliation is the first step towards the formation of low self-esteem and the psychology of a victim. Don't allow yourself to be cruel to your baby. Eliminate violence in all its forms.
Do not consider the child as property. If a child is constantly limited, he will not have the opportunity to form his own range of interests. Parents should get used to the idea that the child, whom they raised so carefully, can now have his own opinion on every situation.

Preserving childhood

A child at 7 years old comes to a new stage in personality development. Systematic expansion of the boundaries of its capabilities will allow adults and children to restore balance in relationships. Parents should not expect adult behavior from their children.

In difficult moments, instructive cartoons, fairy tales or films can become your main companions. The kid will be happy to follow the adventures of his favorite heroes and will try to follow their positive example.

Parents should not demand that their child be completely immersed in the educational process. Yesterday's preschooler should still have time to play.

Adults need to be creative in completing routine tasks. Learn to write letters with multi-colored crayons on the board with your child. Name words starting with a specific letter while standing in line. Solve examples orally while traveling on public transport. Let your child become the teacher and explain new material to you.

A child cannot grow up in one day. Don’t rush things, allow your baby to gradually and independently abandon the lifestyle to which he is accustomed. Demand less and explain more - and then you will be able to achieve harmony and mutual understanding.

The right to make your own decisions

A 7-year-old child is faced with various demands both at home and at school, which he must comply with impeccably. Reluctance to obey is the main reason for the negative manifestations of the crisis. In response to everything “must”, “need”, “do”, the baby says “I won’t”, “I won’t”, “I don’t want”.

When a child defends the right to make his own decisions, parents should use a trick:

Formulate demands and requests so that the child fulfills them voluntarily. You can call on your favorite comic book and cartoon character for help or tell instructive stories.
Appeal to the child’s existing experience instead of pressure from authority. Remind your child that he caught a cold when he wanted to take a walk without a hat in cool weather.
Teach your child to argue reasonedly instead of trying to suppress his opinion. This experience will give parents the opportunity to hear their child, and the child will have the opportunity to correctly refuse the demands of adults.
Communicate as equals. Don't demand, don't threaten, and make decisions for your child. Don't give him advice or direction until he asks for your opinion. Ask how long it will take to complete a certain task, and make sure that the child fits into the announced schedule.

As the child reaches the age of 7, he increasingly finds himself in situations in which he has never been before. He is attracted by the freedom of action and independence of his elders, so he tries his best to imitate them. The formation of the associative series “first class-responsibility-growing up” only adds fuel to the fire. The result is a crisis of transition and stress for parents.

The patience of adults and the expansion of the baby’s capabilities are the main helpers in overcoming this difficult stage of life.

Characteristics of the crisis 7 years

The crisis of seven years is the period of birth of the child’s social “I” (L.I. Bozhovich). It is associated with the emergence of a new systemic neoplasm - an “internal position”, which expresses a new level of self-awareness and reflection of the child. Both the environment and the child’s attitude towards the environment change. The level of requests for oneself, for one’s own success, position increases, and self-respect appears. There is an active formation of self-esteem.

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Characteristics of the crisis 7 years

Also, the crisis of 7 years is due to the fact that the child begins to playnew social roles.Previously, he was just a boy (girl), son and grandson (daughter and granddaughter), but now he is also a school student, a classmate. The first real friendship begins, and the child has to learn to be a friend. Now the child is not on his own, he is part of society. The opinions of others are important to him, he learns to communicate with them. Depending on the child’s environment and his place in it, the child’s internal position is formed, which determines his further behavior throughout life.

A change in self-awareness leads to a reassessment of values, a restructuring of needs and motivations. What was important before becomes secondary. A generalized attitude towards oneself and others appears. There is a crisis of the personality “I” (subordination of motives). Everything that is related to educational activities (primarily grades) turns out to be valuable, everything that is related to the game is less important.

There is a change in the main experiences:

the very fact of experience is revealed;
a meaningful orientation in one’s own experiences arises;
experiences become meaningful.

Thus, the seven-year crisis represents internal changes in the child with relatively minor external changes and social relationships between the child’s personality and the people around him.

The main symptoms of the crisis: 1) loss of spontaneity. Wedged between desire and action is the experience of what meaning this action will have for the child himself; 2) mannerisms; the child pretends to be something, hides something (the soul is already closed); 3)"bittersweet" symptom:the child feels bad, but he tries not to show it. Difficulties in parenting arise: the child begins to withdraw and becomes uncontrollable.

Another crisis of seven years can be definedaccording to such characteristics aslow self-esteem, antics, bickering, lethargy, stubbornness, outbursts of anger or aggression (or maybe, on the contrary, excessive shyness), increased fatigue, irritability, isolation, problems with academic performance.

For children who are ready for school, the beginning of educational activities leads to the resolution of the seven-year crisis.A transition is made to a new type of activity, opportunities are created for the child to demonstrate increased independence, the child occupies a new position and acquires a new status. The structure of the child’s rights and responsibilities both at school and in the family is changing. Gradually, those behavioral reactions that created certain difficulties for parents begin to disappear.

We observe the opposite picture in children with a low level of psychological readiness for school.First-graders, whose symptoms of crisis were previously mild, suddenly begin to display active forms of behavioral reactions, arguments with parents, stubbornness, and disobedience begin. Thus, these children reach a certain level of psychological maturity somewhat later, and their crisis occurs somewhat later in time, when they have already begun their education. This once again confirms that a crisis is a natural stage in a child’s mental development, and parents should be patient and understanding about the behavior of their children during this difficult period.

Child's experiences and psychological defense mechanisms

As already noted, the child’s contradictory experiences can aggravate his internal tension. Internal discomfort also causes another contradiction: on the one hand, the desire for independence in actions and deeds, on the other hand, the refusal to do what the parents asked. Despite disobedience and arguments with parents, their opinion and assessment of his achievements are very important to the child. And of course, as in any crisis period, the child becomes more vulnerable and sensitive to various adverse influences. He needs emotional support and a sense of stability and security in a family situation.

In cases where the child cannot directly express his condition, psychological defense mechanisms begin to operate. Let's consider some of them (based on materials from the works of I. M. Nikolskaya and R. M. Granovskaya).

Alienation (or isolation)is a defense mechanism associated with separating feelings from the situation. Often, isolation manifests itself in a child quite early when he perceives emotionally traumatic situations or when he remembers them with a feeling of anxiety provoked by these events. The child disconnects from the outside world and immerses himself in his own world. Due to the active development of imagination in older preschool age, this protective mechanism can be activated especially often in impressionable, vulnerable children.

After five years, due to the formation of gender identity and the need for self-acceptance, sublimation - repression of sexuality, especially children's sexual curiosity. Initially, it is sublimated from the particular into general curiosity, and then develops into a powerful attraction to research activities. Sublimation is inextricably linked with the assimilation of moral values.

The development of speech and logical thinking later, already at primary school age, leads to the emergence compensation (“I make a lot of mistakes when writing, but I swim well.”) Thus, intelligent protection is gradually activated.

Dream. Most parents understand that by paying attention to their child's dreams, they can discover the source of their anxiety. Moreover, children turn on forms of psychological defense associated with the plot of the dream quite early. Understanding the problems revealed in the plot of a dream is also helped by the appearance of various animals in them, the meaning of which is clarified from their roles in the content of fairy tales. Situations of persecution by threatening creatures are often initiated by relationship problems in a child’s group or family, and anxiety and anxiety in children’s dreams often indicate unpreparedness for a lesson.

The famous Russian psychologist Yu. B. Gippenreiter gives several important rules to establish communication with a child. Some of them concern how to help a child grow up.

Rule 1. Do not interfere with what your child is doing unless he asks for help. By your non-interference you will tell him: “You’re okay! Of course you can handle it!”

Rule 2. Gradually but steadily, relieve yourself of care and responsibility for your child's personal affairs and transfer them to him.

Rule 3. Allow your child to face the negative consequences of their actions (or inactions). Only then will he grow up and become “conscious”.

Human development occurs throughout his life. In children, growth spurts are more noticeable. Experts have different opinions on this matter. The crisis of seven years in psychology is considered a natural process associated with the child’s adaptation period to rapidly changing external conditions. However, some prefer to think about the emergence of difficulties in communicating with a child as a consequence of errors in upbringing.

Characteristic age features

Role-playing games are replacing manipulative games. Parents become role models and transmitters of social norms. A preschooler’s knowledge of the world of relationships between people occurs through role-playing games and communication.

A play environment is a necessary component for the proper psycho-emotional development of a little person. During the game, the baby ceases to be afraid and gets rid of the effects of traumatic moments (for example, nightmares).

For a preschooler:

there is an active development of imagination;
visual thinking is being formed;
the formation of thinking with the help of concepts begins;
your own vision of the world is being rebuilt;
the motivational system changes;
there is greater freedom of behavior.

The basis of the new position is the child’s readiness for school. In addition, one should understand the degree of formation of the personality, its characteristic features, and prospects. The psychology of a 7-year-old child consists of the following factors:

The degree of pretentiousness shows how confident the child is in his abilities. The formation of this feeling occurs thanks to “ups” and “downs”. The more successful results a child gets, the more confident he is. The goal of parents is to encourage the child’s success and guide him in the right direction.
Perspective implies a goal in life. If a child, looking at adults, realizes that studying is important for achieving future success, he will have a positive attitude towards school. If a child does not understand the meaning of the educational process, he will resist learning with all his might.
The concept of one's own "I" contains 3 parts: evaluative, emotional and cognitive. A child of preschool age has almost no self-esteem; external criteria are the guideline. For his perception, such qualities as kindness and responsiveness are incomprehensible, but at the level of feelings he understands them. The cognitive part refers to the extent to which a child can describe himself. Emotions characterize the specificity of perception - a child at this age evaluates and remembers everything on an emotional level. Therefore, you can communicate with preschoolers through drawings.
The motivational and incentive hierarchy is formed by the age of 5–6 years. The baby is able to meaningfully perform actions, he can make choices, analyze the meaning of the action.

Distinctive features of the crisis

The main cause of behavioral problems in the preschool period is growing up. The baby’s living conditions completely change, the child is worried and worried. He will need to learn a lot, adapt to a new schedule, and understand his responsibility.

The age-related psychology of a crisis in a 7-year-old child is such that this period is difficult, the child needs to get used to communicating with peers who are also experiencing difficulties, and learn to cope with the school load.

Experts say that the seven-year crisis manifests itself at approximately 6–8 years of age. It is impossible to say an exact figure; each baby is individual. Distinctive features of the period are:

inappropriate behavior of the child, frequent manifestations of harmfulness;
fake conversation when communicating;
decreased perseverance and concentration;
attempts to imitate adults;
attempts to attract attention.

Some children try to tell adults. Such changes are unconscious; the child temporarily loses control over his actions. The preschooler reacts negatively to criticism; the mind blocks all negative information coming from the outside.

The main impetus of the crisis is the gradual departure from childish spontaneity, the maturation of the intellect, and the emergence of anxiety for the actions taken. In addition, the child is worried about his success at school and tries to resist changing his usual conditions.

Symptoms

Parents themselves can identify the psychological characteristics of this period. Each has its own logic.

The child stops obeying subconsciously, tries to insist on his opinion, refusal to follow parental orders helps development. Punishment is undesirable; even a calm explanation rarely helps. It's better to try to step away temporarily.

Stubbornness is also a symptom of a crisis period. The baby denies refusals, becomes demanding and persistent. In this way he asserts himself. The goal itself is not important, the main thing is the process of demand.

The consequence of the first symptoms is self-will. The child wants to do everything on his own. The best way out is to try to direct the energy in the desired direction: provide limited freedom of choice, give simple tasks. For example, choosing clothes, food from several proposed options.

Initial signs may be noted by the age of six. Closer to eight years of age, symptoms become more smoothed out.

How to behave as parents

In raising a child, panic is the worst adviser. You should get together and follow the recommendations of experts.

When prohibiting, it is necessary to provide justification. Each limitation should be presented in the form of advice or wishes. Then there will be no sharp refusal.

Listen to your baby, spend more time together. Let the child trust you. Always listen to his fears and worries. You can't mock his worries. In the future, this will help the child cope with the fear of speaking in public.

Ask your child for advice often. He will feel the importance of his opinion for adults. Discuss shopping, daily chores, school, work. But at the same time, you don’t need to burden your baby too much with your difficulties.

Violence for educational purposes contributes to the aggravation of the situation and can leave an imprint on the child’s entire life and reduce his self-esteem.

At the age of 7, the child begins to grow up, you need to perceive him as an adult, full-fledged person. The child should communicate with peers more often and try to fulfill his responsibilities independently. It is advisable that the baby has his own place of solitude.

Duration of the crisis period

The beginning of the crisis period is associated with obtaining the status of a schoolchild, which implies significant changes in the child’s living conditions: a new team, obligations, skills. Based on the research, it has been revealed that this period usually lasts several months, depending on the characteristics of the particular child and the behavior of the parents.

Several stages of the crisis can be distinguished:

the child realizes the need to go to school, therefore he will grow up and become more important;
the baby tries to master his emotional state and begins to communicate more calmly;
full awareness of the new status.

Causes of a child's crisis state

Age crises are normal stages in the development of a person’s personality. During their course, a transformation of a person’s thinking occurs, which leads to his preparation for new stages of life.

The 7-year crisis is noted by psychologists as one of the most turbulent. At this time, children's spontaneity is lost and the baby's position in society is formed.

During this period, a complete restructuring of the behavior of the little person is carried out. He goes to school, which implies a number of innovations: the child must maintain discipline and a certain order.

In the process of communicating with classmates, the baby learns to communicate. Moreover, it does not happen just like that, but for a reason.

The student realizes two truths. The first is that he needs to take into account the opinions of others and sometimes restrain his needs for a while. The second is that the baby grows up and gets his place in the world of adults, which, in his opinion, gives him the right to own “adult” things.

The child attends school for various reasons:

Game. In this case, the child perceives school as a game, but he is not ready to fulfill the requirements.
Demonstrative. Kids are excited about new things; they are perceived as a stage of growing up. But even in this case, the child does not want to obey, do homework, or read.
Educational. By the age of seven, very few people have such motivation. But such children are happy to attend school to gain knowledge. This approach causes the least amount of trauma to the child’s mental state and allows him to quickly adapt to a change in environment.

Child's feelings

A crisis state is a dispute between readiness and ability to take specific actions. The baby realizes that he is getting closer to adulthood; he no longer has such a strong attachment to his parents. He tries to show that he has become more important and independent.

The child stops accepting games and sometimes even treats younger children aggressively. The main goal is to gain independence in spite of parental care.

Possible changes

Undoubtedly, a child's crisis is a difficult period not only for him, but also for all other family members. It is accompanied by disputes and stress. But, nevertheless, there are also beneficial consequences of this phenomenon:

Gradually, a readiness to attend school lessons develops: the child tries to complete all tasks in order to be praised. He tries to please his classmates and teachers.
The baby shows his “I” - he accepts the emerging obligations and adapts to the restrictions.
The kid tries to comprehend his condition. He can explain his feelings: anger, resentment, joy. This is a huge leap in development, which is very important in the development of personality.

Unwanted actions from parents

How easily the crisis will pass depends on the behavior of the parents and other adults around the child. Below are recommendations for parents:

Take your child to school no earlier than 7 years old.
Make adequate demands. Excessive school load leads to serious negative consequences.
No attempts to control the child’s actions or overprotectiveness. You need to give your baby space to do his own thing.
Aggression is unacceptable.
If your performance is poor, you need to show maximum calm and try to find out the reasons.

In order to get through this difficult period faster, experts recommend adhering to the following rules:

It is better to show the child the school, its attributes in advance and tell about the order that the child will need to follow. You can take a walk around the school, look into the future class, introduce him to the teacher. Regular stories about school will allow him to adapt much faster, because he will already be ready for what awaits him.
Try to listen to the baby’s opinion and his arguments.
Lift some restrictions. Let the baby show independence
Give your baby more freedom of action.
Do not point out, but convince by giving arguments.
Praise for any achievements.
Reward for good deeds and grades.
Give your child some responsibilities. For example, cleaning the room, washing dishes.

Possible risks

An important action is to encourage the child’s initiative and support him. By praising the child for his independence, parents contribute to the development of his intellectual qualities and initiative. Punishment, on the contrary, only leads to feelings of guilt. Gradually, this feeling can overcome the desire for an independent, responsible life.

Crisis of seven years: features and symptoms

Gromova N.A., primary school teacher, Gymnasium No. 1

The crisis of seven years is understood as the age crisis of a child, when the preschool period of life ends and a new school period begins. Depending on various social factors, a crisis in a child may occur earlier: from the age of six or eight.

The seven-year crisis is a turning point in the life of every child, which separates one part of life from another. In psychology, this crisis was first identified by L. S. Vygotsky, who noted that after six years a child loses his childlike spontaneity and new behavior patterns appear. And this is due to the beginning differentiation of external and internal life.

The main symptoms of the seven-year crisis are: antics, mannerisms and disobedience. The child either goes into open conflict or pretends not to hear adults. In both cases, the child’s behavior is signs of a crisis.

Despite the fact that all age-related crises in a child’s life, such as the three-year-old crisis and the teenage crisis, have similar symptoms, the seven-year-old crisis has its own characteristics. If, experiencing a crisis at three years old, a child strives to show his independence and often says the words “I myself,” then the crisis at seven years old is associated with the loss of childish spontaneity, that is, with the emergence of an intellectual moment between experience and action. A child at the age of seven wants to quickly move away from childhood, at this time the usual household rules established by the parents seem to him to be a relic of childhood. The main factor in such a child’s behavior is the cultural environment in which he is raised. Parents always say: “You’re already an adult, you’re going to school!” Therefore, when a child becomes a schoolchild, he believes that he now occupies a new social position in society - now he is an adult.

The crisis of seven years is associated with changes not only external, but also internal. It is at this age that intensive biological maturation of the child’s body occurs at the physiological level. By the age of seven, the maturation of the frontal part of the cerebral hemispheres is completed, which creates the opportunity for purposeful voluntary behavior and action planning. By the age of six or seven, the mobility of nervous processes increases, but excitation processes predominate.

Primary school age is characterized by an increase in general emotional excitability, symptoms and fear syndromes, and manifestations of aggression.

The most significant feature of the seven-year-old crisis is the beginning of the process of differentiation between the internal and external sides of the child’s personality, which gives rise to many new experiences for him.

Experiences at this age are the result of difficult and unpleasant situations that arise in a student’s life for the first time.

It is at primary school age that the child develops the so-called “internal position of a schoolchild.” The whole problem is that in some children it is formed even before he goes to school. The child already wants to take his new social place in society, but for various reasons he does not go to school. The family treats him like a little child, but he is already ready to become an adult, and this is where the child has an internal protest, which is the main source of the crisis.

Various behavioral reactions indicate the onset of a seven-year-old child’s crisis:

Pause (this is the most common reaction of a child, and at this age, it is expressed in the fact that after receiving any instructions and requests from an adult, the child either does not perform the action or delays it in every possible way, i.e. does not obey. It seems that children " they don’t hear what they are asked for”, “they pretend that they don’t hear”, parents note that this has never happened before, and often cannot understand what is causing this behavior);

Dispute (this reaction is expressed in the fact that when parents ask a child for something, he begins to object and challenge the opinion of adults, most often the child gives the following comparison arguments: “Why is he allowed, but I’m not allowed.” This is due to the fact that the child considers himself already an adult, because he is big, he goes to school and he should be allowed too);

Cunning (the child violates the usual requirements in a hidden form and this child’s reaction is aimed at avoiding punishment for some offense. For the child this is a kind of game);

Disobedience (the child refuses to perform normal daily duties that he previously performed unquestioningly);

Independence (the child strives to do independently any new things that adults do. An important indicator of the independence that emerges in the seventh year is that the child chooses things and areas of responsibilities that did not previously belong to him).

Thus, the following features of the relationship of children of the seventh year of life to adults are highlighted.

In a holistic attitude towards an adult, the attitude towards the rule given by the adult stands out. The child violates the terms of the rule.

The child demonstrates his maturity to the adult, thereby emphasizing his increased independence.

New independent activities arise. When performing independent activities, the child turns to a close adult as an expert. This appeal also indicates the identification of a new aspect in a previously holistic relationship.

The Seven Years Crisis has remained virtually unexplored. Therefore, there is a contradiction between the scientific approach and the lack, first of all, of parenting methods.

In any case, the teacher, like a doctor, must consider this problem deeply. There are many opinions here, but there is no recipe as such, where the diagnosis and treatment recommendations would be accurately prescribed.

And in this situation, it is necessary to intensify the work at parent lectures; in addition, individual conversations with parents are important. To explain how important it is to review the requirements system. Andchange your attitude towards the child - he is no longer small - be more attentive to his opinions and judgments.

Since at the age of seven a child’s basic needs are respect for him and the desire to become an adult, we must create conditions for the child both at school and at home in which he could control his actions independently, without the instructions of adults. One way out can be a self-control system: self-government at school, reading diaries, lists of good deeds, a diary of good behavior, a daily routine, a personal diary.

Thus, we can say that the seven-year crisis manifests itself in modern children and depends on a complex of various factors, including upbringing, level of development and preparation for school.

Bibliography

1. Sapogova E.E. Psychology of human development / E.E. Sapogova // Aspect press. – Moscow, 2001. – P.460.

2. – Vygotsky L.S. Crisis of seven years / L.S. Vygotsky // 2007.

INTRODUCTION

The question of the existence of stable and transitional, or critical, periods in the development of a child was raised in the 20-30s. in the research of P.P. Blonsky and L.S. Vygotsky's periodization of childhood. The need to distinguish between these periods is dictated by pedagogical practice: teachers, educators, and parents are constantly faced with children’s difficult to educate, capriciousness, conflict, disobedience, and rudeness in some periods of their lives. Diagnosis of this transition is one of the most pressing problems of modern developmental psychology. The research of many psychologists is devoted to a detailed analysis of this complex phenomenon in various aspects.

A.L. Wenger, D.B. Elkonin, G.A. Zuckerman calls the development of voluntary behavior in children as a criterion for transition to a new age, and also attaches special importance to the process of forming the “internal position of the student.” In the studies of E.E. Sapogova singles out the formation of the imagination and symbolic function of the child’s consciousness as a criterion for the beginning of the transition from preschool to primary school age.

Using the example of the seven-year crisis in the works of L.I. Bozhovich, it was demonstrated that delaying the transition to new living conditions leads to phenomena that were understood as indicating a development crisis. This was the expression of A.N.’s idea. Leontyev about the crisis-free nature of development. Crises were considered not the norm, but a developmental pathology, as a consequence of improper upbringing.

Critical age in the theory of A.N. Leontiev - the moment of change of leading activity. At the age of seven, play activities are replaced by educational activities. The emergence of new activities is associated with the mechanism of the emergence of new motives. Leontyev believed that a crisis (a painful, acute period in development) is not a necessary condition for the transition from one stable period to another, from one leading activity to another. Regarding this statement, there is a cardinal divergence in the positions of L.S. Vygotsky and A.N. Leontiev.

There is no consensus among professional psychologists regarding age-related crises, so each parent himself decides to hide and wait out the storm or fight with all his might to ensure that the child avoids painful periods in his development. There are only opinions, but there is no general recipe.

The transition period of 6-7 years, called the seven-year crisis, has been practically unexplored. This explains the relevance of our work. There is a contradiction between the need for a scientific approach to raising children during this crisis and the lack of appropriate qualifications and methods of education among parents.

The purpose of this work is to explore the symptoms of crisis in modern first-graders and to offer parents the most rational methods of education.

To achieve the above goal, the following tasks were set:

Research literature on the topic of the crisis for 7 years.

To conduct a study of crisis symptoms in modern seven-year-old children.

To propose optimal methods of education that will help not only smooth out the negative symptoms of the crisis, but also lay the foundation for the formation of personality in the child.

1. MENTAL CHARACTERISTICS OF A CHILD AND MANIFESTATION OF CRISIS 7 YEARS OLD

1.1 MENTAL CHARACTERISTICS OF A CHILD AT 7 YEARS OLD

The crisis of seven years is a crisis of self-regulation. The child begins to regulate his behavior with rules. Previously flexible, he suddenly begins to make demands for attention to himself, his behavior becomes pretentious. On the one hand, a demonstrative naivety appears in his behavior, which is perceived by others as insincerity. On the other hand, he seems too mature: he imposes standards on others.

The transition period is characterized by exaggerated forms of behavior. The child does not control his feelings - he cannot restrain, but he also does not know how to manage them. The fact is that, having lost some forms of behavior, he did not acquire others.

The basic need is respect. Any younger student makes a claim to respect, to be treated as an adult, to recognition of his sovereignty. If the need for respect is not satisfied, then it will be impossible to build a relationship with this person on the basis of understanding.

Children learn to meet their physical and spiritual needs in ways that are acceptable to themselves and those with whom they interact. Difficulties in mastering new norms and rules of behavior can cause unjustified self-restraints and excessive self-control. E. Erikson says that children at this time “strive to quickly find such forms of behavior that would help them introduce their desires and interests into a socially acceptable framework.” He expressed the essence of the conflict with the formula “initiative versus guilt.” Encouraging children to be independent helps develop their intelligence and initiative. If manifestations of independence are often accompanied by failures or children are punished too harshly for some offenses, this can lead to a feeling of guilt prevailing over the desire for independence and responsibility.

The behavior and development of children is influenced by the leadership style of adults: authoritarian, democratic or anarchic. Children feel better and develop more successfully under democratic leadership.

From the moment a child starts school, his emotional development depends more than before on the experiences he acquires outside the home. The child’s fears reflect the perception of the world around him, the scope of which is now expanding. Inexplicable and imaginary fears of past years are replaced by others, more conscious: visits to the doctor, natural phenomena, relationships between peers. Fear can take the form of anxiety or worry.

At this age, children begin to claim a certain position in the system of business and personal relationships of the class. The child’s emotional state is increasingly influenced by how his relationships with friends develop, and not just by academic success and relationships with teachers. At the time of arrival at school, schoolchildren’s relationships with each other are regulated mainly by the norms of “adult” morality, i.e. success in studies, fulfilling the requirements of adults.

L.S. Vygotsky sees the psychological meaning of the seven-year-old crisis in the fact that, having lost spontaneity, the child gains freedom in the current situation. This freedom is given to him by the arbitrariness and indirectness of his mental life. He begins to understand and realize his experiences, and a “logic of feelings” arises. In addition, the ability to generalize one’s own experiences appears. Only now a child, fully aware, can say “I like this, but I don’t like that,” without being guided by the preferences of a significant adult. Through involvement in school life, the child’s range of interests and social contacts expands; communication with adults and peers becomes arbitrary.

The main mental new formation that the seven-year crisis leads to is the ability and need for social functioning. The child strives to obtain a certain social position - the position of a schoolchild.

L. S. Vygotsky identifies some features that characterize the crisis of seven years:

1) Experiences acquire meaning (an angry child understands that he is angry), thanks to this the child develops new relationships with himself that were impossible before the generalization of experiences.

2) By the seven-year crisis, generalization of experiences, or affective generalization, the logic of feelings, first appears. In a school-age child, a generalization of feelings arises, i.e., if some situation has happened to him many times, he develops an affective formation, the nature of which also relates to a single experience or affect, as a concept relates to a single perception or memory.

A characteristic feature of the psycho-emotional sphere of children aged 7-10 years is curiosity, a keen interest in everything new and bright. This trait is combined with a pronounced desire to imitate a lot, and sometimes copy something without a sufficiently critical attitude towards the object of attention, therefore the personal example of parents, their methods of moral and aesthetic influence on the child have extremely important educational significance. An atmosphere of friendliness, love between adults for each other, mutual respect and understanding, a sensitive readiness to immediately come to the rescue only ennobles children, contributes to the formation of the kindest spiritual qualities in them, develops the world of their feelings, thoughts, and views in the most favorable direction.

The bad example of parents can cause a child to develop indifference to the norms of behavior in public places, a disrespectful and even rude attitude towards elders, females, and comrades. If hypocrisy and deceit, constant quarrels and scandals reign in a family, all this will certainly leave a deep imprint on the child’s psyche and behavior and can make him nervous or an angry and cruel person, rude and despotic, deceitful and unprincipled.

The duty of parents is to do everything possible to protect the child’s vulnerable psyche from influences that deeply traumatize his fragile nervous system.

Great moral damage is caused to a child by the desire of adults to approach children with a different moral standard than to themselves. Sometimes parents utter swear words in front of their children, commit dishonest acts, but punish their child for such actions, demand neatness and smartness from their son or daughter, but they themselves are sloppy and careless. A hypocritical attitude towards a child gives rise to a feeling of resentment and bitterness in him, and contributes to the formation of such a disgusting quality as deceit.

They react painfully to infringement of self-esteem, and endure punishments painfully hard if they are unfair or involve physical force. Corporal punishment of schoolchildren is completely unacceptable, since it deeply offends children, causes violent protest, and can cause nervous illness (stuttering, obsessive movement neurosis, urinary incontinence).

Pedagogical experience shows that children who are subjected to corporal punishment grow up fearful and timid, gloomy and deceitful, but they willingly get into fights with their peers, use every opportunity to offend the less powerful or younger, while showing malice and bitterness.

Even the so-called light corporal punishment (a slight slap or blow) subjects the child’s psyche to the most severe test due to the clash in his soul of opposing feelings - love and hatred - towards a loved one.

Rewards come in a variety of forms, but it is important to use them wisely. Any extreme is undesirable: overpraising a child is just as dangerous as not noticing his diligence. Appropriate praise of a student for a task conscientiously completed, for taking initiative, strengthens his faith in his strengths and capabilities, contributes to the development of will and self-affirmation.

Children aged 7-8 years are characterized by spontaneity and gullibility. Adults must take this into account and be careful about manifestations of honesty, sincerity, and straightforwardness in the reasoning and behavior of children. The accelerated development of intelligence in connection with schooling creates the basis for a more perfect formation of aesthetic and moral feelings in children, for subtle experiences born of communication with nature, literature, art, and most importantly, with people. Education of feelings in younger schoolchildren can be considered effective if parents and teachers are able to introduce them to the beauty of nature, instill in them a love of beauty, and teach them to appreciate the spiritual wealth of a person and his actions worthy of imitation.

In the upbringing and education of children 7-10 years old, the role of the emotional principle is great. Outstanding teacher V.A. Sukhomlinsky proved the impossibility of a child’s full mental development “without a poetic, emotional and aesthetic stream.” He wrote: “Having observed the mental work of primary school students for many years, I was convinced that during periods of great emotional upsurge, the child’s thoughts become especially clear, and memorization occurs most intensively.”

1.2 TYPES OF HIGHER NERVOUS ACTIVITY IN CHILDREN

Academician N.I. Krasnogorsky concretized Pavlov's teaching about the types of higher nervous activity in relation to childhood.

Sanguine children are distinguished by a strong, balanced type of higher nervous activity; their mental and emotional reactions are equally well expressed. They are able to control their emotions and subordinate them to the requirements of the appropriate environment. The speech of sanguine people is well developed, loud, fast, correctly constructed, rich. Children adapt well to the school environment, cope successfully with school workloads, and are emotional in their behavior. Typical traits of sanguine children: cheerfulness, optimism, faith in one’s own strengths and capabilities, a critical attitude towards the shortcomings of others and one’s own. However, such children often overestimate their physical and intellectual capabilities.

In phlegmatic children, rational activity clearly prevails over the emotional sphere. They control well, and, if necessary, suppress their emotions and desires, and adapt to the conditions of school life without complications. Phlegmatic people behave smoothly, calmly, their speech is leisurely, measured, and is usually not accompanied by gestures. In a team, these guys are disciplined, restrained in relation to their own shortcomings and the shortcomings of others, calmly react to censure or approval of their actions, avoid conflicts, and are prone to solitude.

Children with choleric temperament are characterized by pronounced emotional excitability and rapid mood swings. They weakly restrain their desires and emotions, their actions are often characterized by outbursts of excitement, sometimes aggressiveness. Cholerics do not always adapt to school life right away, as they are prone to conflicts with others, show intemperance in lessons, short temper, and impatience in response to the teacher’s comments. Such children, with a strong but unbalanced type of higher nervous activity, are guided in their behavior more by feelings, desires and less by reason. They are inclined to study music, and react vividly to poetry and visual arts. In children with choleric temperament, vegetative reactions are exacerbated; with any emotional arousal, they easily turn pale or red. At birth, inhibitory processes in the cerebral cortex are poorly developed, so it is difficult for them to overcome life’s obstacles. If such a child’s desires do not coincide with the possibilities of their fulfillment, negativism and nervousness appear in his behavior. To the choleric type (extreme in its severity) N.I. Krasnogorsky referred to the so-called difficult-to-educate children, whose behavior constantly shows indiscipline, unbridledness, a desire to enter into conflicts with adults and peers, and simplified thinking. Raising them requires a purely individual approach and is not an easy task. However, the majority of children with choleric temperament respond very well to educational influences if they are built on the right pedagogical basis, taking into account the characteristics of their temperament.

Melancholic temperament corresponds to a weak type of higher nervous activity. In melancholic children, the cortical and subcortical functions of the nervous system are weakened, and low mobility of nervous processes is observed. In other words, their thinking capabilities and emotional sphere are easily depleted. Children get tired quickly and are unable to withstand either long-term or immediate significant mental, emotional and physical stress. They are touchy, whiny, proud, impressionable, and very sensitive to punishment and rewards. Melancholic children have difficulty adapting to the school environment; many of them are reluctant to attend school. If they are not raised correctly, they can easily develop neurotic conditions or diseases.

A crisis can proceed in different ways, depending on the child’s readiness for a new type of activity and the time of transition to it. Firstly, negative symptoms can occur when the child is ready for educational activities and there is no transition to it. Secondly, a crisis can manifest itself in the event of a transition to educational activity and the child is not ready to move on to it. Thus, two types of 7-year crisis can be distinguished.

The main phases of the first type of crisis:

I. Subcritical phase. Play in the general structure of the child’s activity gradually begins to fade into the background due to the formation of the prerequisites for the next phase of development. The child does not immediately realize the reasons for his dissatisfaction with “pure” play. He tries to modify the game, adapt it to solving new problems, and strives for productive, meaningful activities that are appreciated by adults. Through communication with adults and older children, through targeted preparation for school in the family and preschool, the child begins to form a subjective desire to become a schoolchild.

II. Actually the critical phase. Objectively and subjectively, the child is ready for the transition from play activities to educational activities, but the formal transition to learning is delayed: the child is forced for some time to remain within the framework of old activities and old relationships with adults. He is dissatisfied with his position as a preschooler, experiences emotional and personal discomfort and, as a consequence of this, negative symptoms appear in his behavior, aimed primarily at his parents.

III. Post-critical phase. With age, a child comes to school and begins to master educational activities that are adequate to his aspirations and capabilities. Internal comfort is gradually restored, and negative symptoms disappear in behavior.

The course of the transition period among first-graders (type two) has significant differences. The content of the indicated phases of the transition period in this case is as follows.

In phase I, the child is completely satisfied with play activities, since opportunities for the formation of prerequisites that transfer him to the next stage of development still exist in play. In the process of preparing for school, the same for all children of this age, a child may develop a subjective desire for school and realize that he is ready for it, but the objective prerequisites for the transition have not yet been formed.

In phase II, when a child enters grade I with the prerequisites for the transition from play activities to learning activities not formed to a sufficient level, he receives the first disciplinary remarks, experiences failure in carrying out educational activities, and continues to be drawn to play. Under these conditions, as well as beginning to compare himself with other children, the child experiences dissatisfaction with his social position and experiences emotional and personal discomfort. As a consequence of this, negative behavioral symptoms appear, aimed not only at parents, but also at the teacher.

In rare cases, parents withdraw their child from first grade, and then the prerequisites for the transition to educational activities complete their formation in continued play activities. In most cases (phase III), the child is forced to simultaneously carry out mandatory educational and desired play activities on equal terms. The prerequisites necessary for a normal transition to a new stage of development are completed through the means of continued play and mastered educational activities. Emotional and personal comfort is gradually restored, and negative symptoms are smoothed out. But, firstly, the process of adaptation in these conditions can be much longer and less productive, and, secondly, the lag that began in the first grade can accumulate from class to class, causing the child’s poor performance at school.

1.4 MANIFESTATION OF A CRISIS IN A CHILD’S BEHAVIOR

One of the main symptoms of the seven-year crisis is antics, mannerisms, and disobedience. The child becomes uncontrollable, he does not respond to the parents’ comments, pretends that he does not hear them, or goes into open conflict. In general, all crises are similar to each other. Both the teenage crisis and the crisis of three or seven years, they are all expressed in the denial of everything and can be illustrated by a simple dialogue familiar to all parents:

Seryozha, put on your hat. It's cold outside.

Not cold.

Put on your hat.

I won't wear it

Not Seryozha!

However, despite the external similarity, each age crisis has its own background. If earlier the child “fought” mainly for independence, the ability to act autonomously, then at the age of seven the manifestation of the crisis is associated with the loss of childish spontaneity, that is, with the “wedging” of the intellectual moment between experience and action. Ordinary household rules established by parents become for the child the embodiment of the “children’s” world, from which he rather wants to move away. The child feels an urgent need to be an “adult”, to behave like an adult, to dress appropriately, to make independent decisions. This is largely facilitated by the very cultural environment in which children are raised. From an early age, a child is taught that when he goes to first grade, this will indicate that he has grown up. Having become a schoolchild, a child expects to become an “adult” with the acquisition of his own social position.

Benjamin Spock writes: “The child stops using too “adult” words and his style of speech becomes rude. He only wants to wear the same clothes and hairstyle as other guys... He may completely forget how to eat properly at the table, sits down at the table with dirty hands, stuffs his mouth and picks at his plate with a fork. He may absentmindedly kick a chair leg, ... slam doors, or forget to close them behind him. He changes his role model: before he imitated adults, and now he imitates his peers. He declares his right to independence from his parents... These bad manners and bad habits make parents very upset. They think that the child has forgotten everything that he was taught for so long. In fact, these changes prove that the child has forever learned what good behavior is, otherwise he would not rebel against it. When the child feels that he has asserted his independence, good behavior will return.

The character of a junior schoolchild has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is age-related weakness of volitional regulation of behavior); general lack of will - a 7-8 year old schoolchild does not yet know how to pursue an intended goal for a long time or persistently overcome difficulties. Capriciousness and stubbornness are explained by the shortcomings of family upbringing; this is a unique form of protest against the demands that the school makes, against the need to sacrifice what one “wants” for the sake of what one “needs.”

From time to time, school-age children become reluctant to go to school. The symptoms (headache, stomach cramps, vomiting, dizziness) are widely known. This is not a simulation, and in such cases it is important to find out the cause as quickly as possible. This could be fear of failure, fear of criticism from teachers, fear of being rejected by parents or peers. In such cases, parents' friendly and persistent interest in their child's attendance at school helps.

2. METHODS OF ELIMINATING NEGATIVE MANIFESTATIONS OF CRISIS 7 YEARS

The reason for the child’s negative reactions is the discrepancy between parental relationships and demands and the child’s desires and capabilities. Change your attitude towards your child - he is no longer small - be more attentive to his opinions and judgments.

The tone of order and edification at this age is ineffective.

If scandals are frequent, take a break from each other.

As much optimism and humor as possible when communicating with children.

Strategy for positive assessment of a child:

Positive assessment of the child as a person, demonstration of a friendly attitude towards him (“I know you tried very hard” “You are a smart boy (girl)”)

Indications of mistakes made when completing a task or violations of behavioral norms (“but today something didn’t work out for you”).

Analysis of the reasons for mistakes and bad behavior (“Look, you did the opposite (not quite like that)”)

Discuss with your child ways to correct mistakes and acceptable forms of behavior in a given situation.

An expression of confidence that he will succeed (“tomorrow (soon) you will succeed...”)

Try to be more attentive to your child, show more love, warmth, affection, tell him more often that you love him and miss him.

It will be useful for children to complete special tasks, assignments, and “their” affairs. They need to be more occupied with productive activities - drawing, modeling, designing, appliqué. You should not force them to play; it is better to offer them special games-tasks (tasks to perform actions according to a model, tasks that require initiative and independence). During training sessions, such children should be offered tasks that have the form of a learning task, are more complex, and give a productive result.

It is recommended to offer more tasks for the development of imagination, fantasy, creative initiative (games of “theater”, inventing a fairy tale with a continuation “in a chain”, dramatization and reading of fairy tales by roles; creative tasks in productive activities - sculpt a “miracle-yudo” from plasticine, someone imagines it, draw it, someone saw a winter forest on a walk, cut out of paper a “magical animal” that does not exist in the world, etc.). Such tasks will stimulate the development of the most important prerequisite for the transition to educational activity - the sign function.

Parents can be recommended to have quiet conversations before bedtime and evening conversations about what happened to the child during the day. It is important to sometimes put him in the position of “senior”, “adult”, when “responsibility” is assigned to him. To do this, you can leave him in the group as the elder when the teacher leaves, make him responsible for silence, for toys. You can arrange a “day of changelings”, when the children themselves will play the roles of teacher, nanny, and nurse. At home, it is useful for children to assign special tasks, by completing which they would see the result and feel its importance for the whole family (for example, keeping the shoes of all family members clean, feeding the cat, watering the flowers).

If negative symptoms are recorded in the child’s behavior, then the adult should not argue with the child, do not insist on accepting his opinion, threaten him with reprisals, tease him, “bargain” for good behavior, especially in the presence of other children, he should not treat him like this “ It is biased to punish a difficult child “for everything” at once. If it was not possible to avoid a conflict situation, it is better not to notice the child for a while (since negative symptoms are directed at adults, then in the absence of an audience it quickly fades away), and then behave as if nothing happened, and find an opportunity to praise him for something. You can talk to your child alone, but without emphasizing your condescending attitude towards him or demonstrating your authority. It is better, on the contrary, to put him in the position of “having the right to vote”, “big”. It is very useful to create situations for the child where good behavior itself would become the goal (you can arrange an “obedience day” and spend it without a single comment, a “day of good deeds”, “a day of politeness”, you can play in teams). Parents are recommended to keep a “behavior” notebook for their child with two columns - red and black - where they would record good and bad deeds for the week, and summarize the results on Saturday. But this notebook must not be allowed to turn into a means of blackmail.

To develop a child’s position as a student and the prerequisites for the transition from play to learning, it is recommended to pay attention to the formation of voluntary behavior, the ability to plan one’s actions, and see their results. To do this, you can invite children to plan their day on their own, ask the child to tell you how you can mentally walk from the garden to the house, give them the task of figuring out how to draw, sculpt, or cut out something. It is necessary to teach the child the simplest skills of educational work - the ability to accept a task, describe the means of completing it, etc.

Therefore, tasks for the formation of independence, self-control, and academic work skills are useful, i.e. those that “teach how to learn”; you can conduct small experiments with children in a living corner, physical experiments, and then ask them to explain in their own way the essence of the observed phenomena: why water boils in a kettle, why green grass appears in the spring and turns yellow in the fall). The use of tasks with self-control is very useful: for example, parents can be advised to create a calendar for their child, in which he would mark the completion of his regular assignments with colored felt-tip pens.

2.2 RESEARCH OF SYMPTOMS OF THE CRISIS OF MODERN FIRST-GRADE STUDENTS

To study the manifestation of the characteristics of the 7-year-old crisis in modern children, a questionnaire was used for the parents of Elena Vladimirovna Kulichkovskaya (teacher-psychologist of the highest qualification category). The questionnaire is aimed at identifying the level of socialization of the student.

The survey was conducted in three different schools: in a school with traditional education, in a school with a focus on a foreign language, in a school whose children are educated according to the “School 2100” system.

A survey in a regular school showed that 3% of the respondents lag behind their peers in development. In 97% of cases, difficulties are observed when raising a child, of which 61% are due to a developmental crisis, in 36% of cases the child’s negative reactions are a manifestation of individual characteristics or the result of improper upbringing.

A study of first-graders at a school with a focus on a foreign language showed the following results: 9% are behind their peers, 58% are experiencing a developmental crisis, 33% of first-graders have negative reactions in behavior - the result of improper upbringing or individual characteristics.

A study of schoolchildren studying under the School 2100 system showed different results: no social backwardness was identified, only 39% of first-graders are experiencing a developmental crisis, and negative reactions in 61% of children are individual characteristics or the result of improper upbringing.

Thus, we can say that the 7-year-old crisis manifests itself in modern children and depends on a complex of various factors, including the level of development and preparation for school.

CONCLUSION

To avoid the consolidation of negative symptoms of the crisis and to overcome the results of improper upbringing, it is necessary to change the attitude towards the child and reconsider the system of requirements for him. Since the basic needs of a child at this age are respect for him and the desire to become an adult, it is necessary to develop independence in the child’s actions, entrust him with important matters for the family that he can cope with, and determine his role in the family. But the child is not yet an adult and often forgets about many of his assignments, or cannot control his emotions on his own. To overcome these problems, it is necessary to create conditions for the child in which he could control his actions independently, without instructions from adults. One way out could be a self-control system: reading diaries, sports diaries, lists of good deeds, etc. By recording his actions, the child learns to look at himself from the outside, from a different position, controlling and analyzing his actions. The reading diary (Appendix 1), the good behavior diary (Appendix 2), and the training diary (Appendix 3) have been tested in practice, their use gives positive results.

In the process of work, various literary sources on this topic were examined. The features of the manifestation of the crisis and modern seven-year-old children were identified and studied, and alternative ways out of the crisis were proposed.

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